When working with whole numbers which of thr following functions will not always result

DEVELOPING PROFICIENCY WITH WHOLE NUMBERS

Whole numbers are the easiest numbers to understand and use. As we described in the previous chapter, most children learn to count at a young age and understand many of the principles of number on which counting is based. Even if children begin school with an unusually limited facility with number, intensive instructional activities can be designed to help them reach similar levels as their peers.1 Children’s facility with counting provides a basis for them to solve simple addition, subtraction, multiplication, and division problems with whole numbers. Although there still is much for them to work out during the first few years of school, children begin with substantial knowledge on which they can build.

the relative atomic mass of an element is the mass of one atom of that element, relative to 1/12th of the mass of a  1212c atom. to convert to an absolute mass in kg, it is necessary to multiply by  1.661×10−271.661×10−27.

the relative atomic mass is roughly equal to the number of neutrons, plus the number of protons, in the nucleus of the atom.

for elements with more than one stable isotope (different types of nucleus with different numbers of neutrons but the same number of protons), the quoted mass is usually the average mass, weighted by the relative abundance of the different isotopes.