Test
EDU 340 Final Review Chapter 17 - 19
Preguntas del test (57)
1What is it advisable to do when you are exploring decimal numbers?
- A10 to one multiplicative relationship.
- BRules for placement of the decimal.
- CRole of the decimal point.
- DHow to read a decimal fraction.
2What is an early method to use to help students see the connection between fractions and decimals fractions?
- AShow them how to use a calculator to divide the fraction numerator by the
denominator to find the decimal. - BBe sure to use precise language when speaking about decimals, such as “point
seven two.” - CShow them how to round decimal numbers to the closest whole number.
- DShow them how to use base-ten models to build models of base-ten fractions.
- AShow them how to use a calculator to divide the fraction numerator by the
3The 10-to-1 relationship extends in two directions. There is never a smallest piece or a largest piece. Complete the statement, “The symmetry is around..”.
- AThe decimal point.
- BThe ones place.
- CThe operation being conducted.
- DThe relationship between the adjacent pieces.
4The following decimals are equivalent 0.06 and 0.060. What does one of them show that the other does not show?
- AMore place value.
- BMore hundreds.
- CMore level of precision.
- DCloser to one.
5Using precise language can support students’ understanding of the relationship between fractions and decimal fractions. All of the following are true statements EXCEPT:
- A0.75 = 3/4
- BFive and two-tenths is the same as five point two.
- CSix and three-tenths = 6 3/10
- D7. 03 = 7 30/100
6What is the most common model used for decimal fractions?
- ARational number wheel.
- BBase ten strips and squares.
- C10 x 10 grids.
- DNumber line.
7A common set model for decimal fraction is money. Identify the true statement below.
- AMoney is a two-place system.
- BOne-tenth a dime proportionately compares to a dollar.
- CMoney should be an initial model for decimal fractions.
- DMoney is a proportional model.
8All of the statements below are true of this decimal fraction 5.13 EXCEPT:
- A5 + 1/10 + 3100
- BFive and thirteen-hundredths.
- C513/100
- DFive wholes, 3 tenths and 1 hundredth.
9Approximation with compatible fractions is one method to help students with number sense with decimal fractions. All of the statements are true of 7.3962 EXCEPT:
- ACloser to 7 than 8.
- BCloser to 7 3/4 than 7 1/2
- CCloser to 7.3 than 7 1/5
- DCloser to 7.4 than 7.5
10There are several errors and misconceptions associated with comparing and ordering decimals. Identify the statement below that represents the error with internal zero.
- AStudents say 0.375 is greater than 0.97.
- BStudents see 0.58 less than 0.078.
- CStudents select 0 as larger than 0.36
- DStudents see 0.4 as not close to 0.375
11Understanding that when decimals are rounded to two places (2.30 and 2.32) there is always another number in between. What is the place in between called?
- APlace value.
- BDensity.
- CRelationships.
- DEquality
12Instruction on decimal computation has been dominated by rules. Identify the statement that is not rule based.
- ALine up the decimal points.
- BCount the decimal places.
- CShift the decimal point in the divisor.
- DApply decimal notation to properties of operations.
13Decimal multiplication tends to be poorly understood. What is it that students need to be able to do?
- ADiscover the method by being given a series of multiplication problems with factors that have the same digits, but decimals in different places.
- BDiscover it on their own with models, drawings and strategies.
- CBe shown how to estimate after they are shown the algorithm.
- DUse the repeated addition strategy that works for whole number.
14The estimation questions below would help solve this problem EXCEPT: - A farmer fills each jug with 3.7 liters of cider. If you buy 4 jugs, how many liters of cider is that?
- AIs it more than 12 liters?
- BWhat is the most it could be?
- CWhat is double 3.7 liters?
- DIs it more than 7 x 4?
15 Understanding where to put the decimal is an issue with multiplication and division of decimals. What method below supports a fuller understanding?
- ARewrite decimals in their fractional equivalents.
- BRewrite decimals as whole numbers, compute and count place value.
- CRewrite decimals to the nearest tenths or hundredths.
- DRewrite decimals on 10 by 10 grids.
16What is a method teachers might use to assess the level of their students understanding of the decimal point placement?
- AAsk them to show all computations.
- BAsk them to show a model or drawing.
- CAsk them to explain or write a rationale.
- DAsk them to use a calculator to show the computation.
17What is it that students can understand if they can express fractions and decimals to the hundredths place?
- APlace value
- BComputation of decimals.
- CPercents.
- DDensity of decimals.
18The main link between fractions, decimals and percents are _______________.
- AExpanded notation.
- BTerminology.
- CEquivalency.
- DPhysical models.
19The following are guidelines for instruction on percents EXCEPT:
- AUse terms part, whole and percent.
- BUse models, drawings and contexts to explain their solutions.
- CUse calculators
- DUse mental computation.
20Estimation of many percent problems can be done with familiar numbers. Identify the idea that would not support estimation.
- ASubstitute a close percent that is easy to work with.
- BUse a calculator to get an exact answer.
- CSelect numbers that are compatible with the percent to work with
- DConvert the problem to one that is simpler
21Complete this statement, “A ratio is a number that relates two quantities or measures within a given situation in a..”.
- AMultiplicative relationship.
- BDifference relationship.
- CAdditive relationship.
- DMultiplicative comparison.
22What is the type of ratio that would compare the number of girls in a class to the number of students in a class?
- ARatio as rates.
- BRatio as quotients.
- CRatio as part-whole.
- DRatio as part-to-part
23What should you keep in mind when comparing ratios to fractions?
- AConceptually, they are exactly the same thing
- BThey have the same meaning when a ratio is of the part-to-whole type.
- CThey both have a fraction bar that causes students to mistakenly think they are
related in some way. - DOperations can be done with fractions while they can’t be done with ratios.
24In the scenario “Billy’s dog weighs 10 pounds while Sarah’s dog weighs 8 pounds", the ratio 10/8 can be interpreted in the following ways EXCEPT:
- AFor every 5 pounds of weight Billy’s dog has, Sarah’s dog has 4 pounds.
- BBilly’s dog weighs 1 1/4 times what Sarah’s dog does.
- CSarah’s dog weighs 8 out of a total of 10 dog pounds.
- DBilly’s dog makes up 5/9 of the total dog weight.
25A _____________ refers to thinking about a ratio as one unit.
- AMultiplicative comparison.
- BRatio as a rate.
- CCognitive task.
- DComposed unit.
26The following statement are ways to define proportional reasoning EXCEPT:
- ARatios as distinct entities.
- BDevelop a specialized procedure for solving proportions.
- CSense of covariation.
- DRecognize proportional relationships distinct from nonproportional relationships.
27Identify the problem below that is a constant relationship.
- AJanet and Jean were walking to the park, each walking at the same rate. Jean started first. When Jean has walked 6 blocks, Janet has walked 2 blocks. How far will Janet be when Jean is at 12 blocks?
- BKendra and Kevin are baking muffins using the same recipe. Kendra makes 6 dozen and Kevin makes 3 dozen. If Kevin is using 6 ounces of chocolate chips, how many ounces will Kendra need?
- CLisa and Linda are planting peas on the same farm. Linda plants 4 rows and Lisa plants 6 rows. If Linda’s peas are ready to pick in 8 weeks, how many weeks will it take for Lisa’s peas to be ready?
- DTwo weeks ago, two flowers were measured at 8 inches and 12 inches, respectively. Today they are 11 inches and 15 inches tall. Did the 8-inch or 12- inch flower grow more?
28Covariation means that two different quantities vary together. Identify the problem that is about a covariation between ratio.
- AApples are 4 for $2.00.
- B2 apples for $1.00 and 1 for $0.50.
- CApples at Meyers were 4 for $2.00 and at HyVee 5 for $3.00.
- DApples sold 4 out of 5 over oranges.
29Using proportional reasoning with measurement helps students with options for finding what?
- AConversions.
- BSimilarities.
- CDifferences.
- DRates.
30What is one method for students to see the connection between multiplicative reasoning and proportional reasoning?
- ASolving problems with rates.
- BSolving problems with scale drawings.
- CSolve problems with between ratios.
- DSolving problems with costs.
31The following are examples of connections between proportional reasoning and another mathematical strand EXCEPT:
- AThe area of a rectangle is 8 square units and the length is four units long. How long is the width?
- BThe negative slope of the line on the graph represents the fact that, for every 30 miles the car travels, it burns one gallon of gas.
- CThe triangle has been enlarged by a scale factor of 2. How wide is the new triangle if its original width is 4 inches?
- DSandy ate 1/4 of her Halloween candy and her sister also ate 1/2 of Sandy’s candy. What fraction of Sandy’s candy was left?
32Which of the following is an example of using unit rate method of solving proportions?
- AIf 2/3 = x/15, find the cross products, 30 = 3x, and then solve for x. x = 10.
- BAllison bought 3 pairs of socks for $12. To find out how much 10 pairs cost, find that $12 divided by 3 is $4 a pair, and multiply $4 by 10 for a total of $40.
- CA square with a length of 2 inches was enlarged by a scale factor of 4 and is now 8 inches long.
- DIf 5 candy bars cost $4.50, then 10 would cost $9. (Because 5 × 2 = 10, multiply $4.50 by 2).
33Which of the following is an example of using a buildup strategy method of solving proportions?
- AAllison bought 3 pairs of socks for $12. To find out how much ten pairs cost, find that $12 divided by 3 is $4 a pair, and multiply $4 by 10 for a total of $40.
- BA square with a length of 2 inches was enlarged by a scale factor of 4 and is now 8 inches long.
- CIf 5 candy bars cost $4.50, then 10 would cost $9. (Because 5 × 2 = 10, multiply $4.50 by 2).
- DIf 2/3 = x/15, find the cross products, 30 = 3x, and then solve for x. x = 10.
34A variety of methods will help students develop their proportional thinking ability. All of the ideas below support this thinking EXCEPT:
- AProvide ratio and proportional tasks within many different contexts
- BProvide examples of proportional and non-proportional relationships to students and ask them to discuss the differences.
- CRelate proportional reasoning to their background knowledge and experiences.
- DProvide practice in cross-multiplication problems.
35Creating ratio tables or charts helps students in all of the following ways EXCEPT:
- AApplication of build up strategy
- BOrganize information
- CShow nonproportional relationships.
- DUsed to determine unit rate.
36What statement below describes an advantage of using strip diagrams, bar models, fraction strips or length models to solve proportions?
- AA concrete strategy that can be done first and then connected to equations.
- BA strategy that connects ratio tables to graphs.
- CA common method to figure out how much goes in each equation
- DA strategy that helps set up linear relationships.
37Posing problems for students to solve proportions situations with their own intuition and inventive method is preferred over what?
- AScaling up and down
- BRatio tables
- CGraphs.
- DCross products
38Graphing ratios can be challenging. Identify the statement that would NOT be a challenge.
- ASlope m is always one of the equivalent ratios.
- BDecide what points to graph
- CWhich axes to use to measure
- DSense making of the graphed points.
39When a teacher assigns an object to be measured students have to make all of these decisions EXCEPT:
- AWhat attribute to measure?
- BWhat unit they can use to measure that attribute?
- CHow to compare the unit to the attribute?
- DWhat formulas they should use to find the measurement?
40Identify the statement that is NOT a part of the sequence of experiences for measurement instruction.
- AUsing measurement formulas
- BUsing physical models
- CUsing measuring instruments.
- DUsing comparisons of attributes
41All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:
- AThey focus directly on the attribute being measured.
- BAvoids conflicting objectives of the lesson on area or centimeters.
- CProvides good rational for using standard units.
- DUnderstanding of how measurement tools work.
42 When using a nonstandard unit to measure an object, what is it called when use many copies of the unit as needed to fill or match the attribute?
- AIterating
- BTiling
- CComparing.
- DMatching.
43There are three broad goals to teaching standard units of measure. Identify the one that is generally NOT a key goal.
- AFamiliarity with the unit.
- BKnowledge of relationships between units
- CEstimation with standard and nonstandard units
- DAbility to select and appropriate unit.
44The Common Core State Standards and the National Council of Teachers of Mathematics agree on the importance of what measurement topic?
- AStudents focus on customary units of measurement.
- BStudents focus on formulas versus actual measurements.
- CStudents focus on conversions of standard to metric.
- DStudents focus on metric unit of measurement as well as customary units.
45All of these statements are true about reasons for including estimation in measurement activities EXCEPT:
- AHelps focus on the attribute being measured.
- BHelps provide an extrinsic motivation for measurement activities.
- CHelps develop familiarity with the unit.
- DHelps promote multiplicative reasoning.
46 Young learners do not immediately understand length measurement. Identify the statement below that would not be a misconception about measuring length.
- AMeasuring attribute with the wrong measurement tool.
- BUsing wrong end of the ruler
- CCounting hash marks rather than spaces.
- DMisaligning objects when comparing
47The concept of conversion can be confusing for students. Identify the statement that is the primary reason for this confusion.
- ABasic idea if the measure is the same as the unit it is equal
- BBasic idea that if the measure is larger the unit is longer.
- CBasic idea that if the measure is larger the unit is shorter.
- DBasic idea that if the measure is shorter the unit is shorter.
48Comparing area is more of a conceptual challenge for students than comparing length measures. Identify the statement that represents one reason for this confusion.
- AArea is a measure of two-dimensional space inside a region
- BDirect comparison of two areas is not always possible
- CRearranging areas into different shapes does not affect the amount of area
- DArea and perimeter formulas are often used interchangeably.
49As students move to thinking about formulas it supports their conceptual knowledge of how the perimeter of rectangles can be put into general form. What formula below displays a common student error for finding the perimeter?
- AP = l + w + l + w
- BP = l + w
- CP = 2l + 2w
- DP = 2(l + w)
50What language supports the idea that the area of a rectangle is not just measuring sides?
- AHeight and base.
- BLength and width
- CWidth and Rows
- DNumber of square units
51Challenges with students’ use of rulers include all EXCEPT:
- ADeciding whether to measure an item beginning with the end of the ruler
- BDeciding how to measure an object that is longer than the ruler
- CProperly using fractional parts of inches and centimeters
- DConverting between metric and customary units
52Volume and capacity are both terms for measures of the “size” of three-dimensional regions. What statement is true of volume but not of capacity?
- ARefers to the amount a container will hold
- BRefers to the amount of space of occupied by three-dimensional region
- CRefers to the measure of only liquids
- DRefers to the measure of surface area
53The statements below represent illustrations of various relationships between the area formulas? Identify the one that is NOT represented correctly
- AA rectangle can be cut along a diagonal line and rearranged to form a nonrectangular parallelogram. Therefore the two shapes have the same formula.
- BA rectangle can be cut in half to produce two congruent triangles. Therefore, the formula for a triangle is like that for a rectangle, but the product of the base length and height must be cut in half
- CThe area of a shape made up of several polygons (a compound figure) is found by adding the sum of the areas of each polygon
- DTwo congruent trapezoids placed together always form a parallelogram with the same height and a base that has a length equal to the sum of the trapezoid bases. Therefore, the area of a trapezoid is equal to half the area of that giant parallelogram, ½ h (b1 +b2).
54What is the most conceptual method for comparing weights of two objects?
- APlace objects in two pans of a balance.
- BPlace objects on a spring balance and compare
- CPlace objects on extended arms and experience the pull on each.
- DPlace objects on digital scale and compare.
55Identify the attribute of an angle measurement
- ABase and height
- BSpread of angle rays
- CUnit angle
- DDegrees.
56Steps for teaching students to understand and read analog clocks include all of the following EXCEPT:
- ABegin with a one-handed clock.
- BDiscuss what happens with the big hand as the little hand goes from one hour to the next
- CPredict the reading on a digital clock when shown an analog clock.
- DTeach time after the hour in one-minute intervals
57All of these are ideas and skills for money that students should be aware of in elementary grades EXCEPT:
- AMaking change
- BSolving word problems involving money
- CValues of coins
- DSolving problems of primary interest
Información
- Descripción
- Part four of the final review for EDU 340
- Autor
- Stephanie Corlew
- Idioma
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