So, I understand that the number line is a way to conceptualize relational distances between numbers, but in that example I’m struggling to see the relation between 57 where the line ends and 111, the answer. If you have insight, do you mind elaborating?
I think they were trying to demonstrate the second type of dot should be increments of 10 - the missed step in the original answer - and both messed it up (started with an increment of 20 as you pointed out) and extended it way beyond what was required for the problem at hand.
So, I understand that the number line is a way to conceptualize relational distances between numbers, but in that example I’m struggling to see the relation between 57 where the line ends and 111, the answer. If you have insight, do you mind elaborating?
I think they were trying to demonstrate the second type of dot should be increments of 10 - the missed step in the original answer - and both messed it up (started with an increment of 20 as you pointed out) and extended it way beyond what was required for the problem at hand.
Okay at least I know I’m not just going senile trying to interpret this haha.