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muestra los  salto en la recta numerica de cada operación con sus resultado 

In the image, you have a series of mathematical expressions to solve. I'll go ahead and solve them step by step, and then we can look at how to represent the operations on the number line.

Here are the steps to solve the given equations:

### a) \( 4 + 2 - 3 = \)
1. First, add \( 4 + 2 = 6 \).
2. Then subtract \( 6 - 3 = 3 \).
   - **Result**: 3

### b) \( (c - 3) \times 7 \), where \( c = 4 \)
1. Substitute \( c = 4 \), so we have \( (4 - 3) \times 7 \).
2. Simplify inside the parentheses: \( 4 - 3 = 1 \).
3. Multiply: \( 1 \times 7 = 7 \).
   - **Result**: 7

### c) \( 5 + 5 = \)
1. Add \( 5 + 5 = 10 \).
   - **Result**: 10

### d) \( 4 + 7 - 5 = \)
1. Add \( 4 + 7 = 11 \).
2. Subtract \( 11 - 5 = 6 \).
   - **Result**: 6

### e) \( 4 + 3 - 10 = \)
1. Add \( 4 + 3 = 7 \).
2. Subtract \( 7 - 10 = -3 \).
   - **Result**: -3

### f) \( 4 - 5 = \)
1. Subtract \( 4 - 5 = -1 \).
   - **Result**: -1

### g) \( c - 3 = \), where \( c = 5 \)
1. Substitute \( c = 5 \), so \( 5 - 3 = 2 \).
   - **Result**: 2

### h) \( (c - a) + c - a = \), where \( c = 4 \) and \( a = 2 \)
1. Substitute \( c = 4 \) and \( a = 2 \), so \( (4 - 2) + 4 - 2 \).
2. Simplify: \( (2) + 4 - 2 = 2 + 4 - 2 \).
3. Perform the operations: \( 2 + 4 = 6 \) and \( 6 - 2 = 4 \).
   - **Result**: 4

### i) \( 4 + 5 = 6 \)
This equation is incorrect since \( 4 + 5 = 9 \), not 6.

### j) \( 1 + 5 = 6 \)
1. Add \( 1 + 5 = 6 \).
   - **Result**: 6

### k) \( x + 1 = 4 \)
1. Subtract 1 from both sides: \( x = 4 - 1 \).
2. Solve: \( x = 3 \).
   - **Result**: 3

### l) \( 4 + c = 3 \), where \( c = -1 \)
1. Substitute \( c = -1 \), so \( 4 + (-1) = 4 - 1 = 3 \).
   - **Result**: 3

For each of these operations, you can show them visually using jumps on a number line.

Do you want help drawing the jumps for each operation on the number line?

Here are some further practice questions based on this content:

1. How would you represent \( 5 + 3 \) on a number line?
2. What happens when you subtract a larger number from a smaller one on a number line (e.g., \( 3 - 5 \))?
3. If \( x - 2 = 6 \), what is the value of \( x \)?
4. How does multiplication affect jumps on a number line compared to addition?
5. What would the result be of the operation \( 7 - 10 + 4 \)?

**Tip**: When using the number line, always start at 0, and move right for addition and left for subtraction.

muestra los salto en la recta numerica de cada operación con sus resultado

Learn how to represent basic addition, subtraction, and algebraic operations on a number line. This exercise demonstrates step-by-step solutions for problems like 4 + 2 - 3 and how to visually represent these on a number line. Suitable for students in Grades 4-6.

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