Stephanie Corlew
Quiz por , criado more than 1 year ago

Part three of the EDU 340 Final Review

4576
1
0
Stephanie Corlew
Criado por Stephanie Corlew quase 8 anos atrás
Fechar

EDU 340 Final Review Chapters 14 - 16

Questão 1 de 60

1

All of the following are examples of algebraic thinking a young student would demonstrate in kindergarten EXCEPT:

Selecione uma das seguintes:

  • Acting out a situation.

  • Recognizing patterns in sounds (clapping).

  • Applying properties of addition.

  • Adding and subtracting with fingers.

Explicação

Questão 2 de 60

1

Three of these are the strands of algebraic thinking described by Blanton and Kaput. Which one is not considered a strand by itself?

Selecione uma das seguintes:

  • Structures in the number system.

  • Meaningful use of symbols.

  • Mathematical modeling.

  • Patterns, relations and functions.

Explicação

Questão 3 de 60

1

A tool called __________________, is normally thought of as teaching numeration but can help students to connect place value and algebraic thinking.

Selecione uma das seguintes:

  • Open number line.

  • Grid paper.

  • Calculator.

  • Hundreds chart.

Explicação

Questão 4 de 60

1

Making sense of properties of the operations is a part of learning about generalizations. Identify the statement below that a student might use to explain the associative property of addition.

Selecione uma das seguintes:

  • “ When you add three number you can add the first two and then add the third or
    add the second and third and then the first. Either way you get the same answer”.

  • “ When you add two number in any order you will get the same answer”.

  • “ When you have a subtraction problem you can think addition by using the
    inverse”.

  • “When you add zero to any number you get the number you started with”.

Explicação

Questão 5 de 60

1

What is one method that students can use to show that they are generalizing properties?

Selecione uma das seguintes:

  • Symbols.

  • Written examples.

  • Equations with numbers.

  • Model with manipulatives.

Explicação

Questão 6 de 60

1

The ________ property is central to learning multiplication basic facts and the algorithms for the operation.

Selecione uma das seguintes:

  • Associative.

  • Multiplicative identity.

  • Distributive

  • Inverse relationship of addition and subtraction.

Explicação

Questão 7 de 60

1

Patterns are found in all areas of mathematics. Below are examples of repeating patterns
EXCEPT:

Selecione uma das seguintes:

  • Patterns that have core the repeats.

  • Patterns in number i.e. place value.

  • Patterns in seasons, days, music.

  • Patterns in skip counting.

Explicação

Questão 8 de 60

1

These patterns are technically referred to as sequences and they involve a step-to-step progression.

Selecione uma das seguintes:

  • Recursive.

  • Covariational.

  • Correspondence.

  • Linear.

Explicação

Questão 9 de 60

1

This method of recording can help students think about how two quantities vary from step to step.

Selecione uma das seguintes:

  • Grid paper.

  • Hundreds chart.

  • Table.

  • Open number line.

Explicação

Questão 10 de 60

1

Growing patterns can be represented in multiple ways. Identify the representation below that actually illustrates covariation.

Selecione uma das seguintes:

  • A table.

  • Symbols.

  • Physical model.

  • Graph.

Explicação

Questão 11 de 60

1

Students need to be familiar and use the language to describe functions of graphs. All of
vocabulary below will support the knowledge of functions EXCEPT:

Selecione uma das seguintes:

  • Discrete are isolated or selected values.

  • Covariational is the input generated by the output

  • Range is the corresponding possible values for the dependent variable.

  • Domain is the possible values of the independent variable.

Explicação

Questão 12 de 60

1

All of the statements below relate students’ understanding of the equal sign EXCEPT:

Selecione uma das seguintes:

  • Understanding or confusion with the equal sign does not usually cause difficulties
    understanding the process of solving equations.

  • Because of their early experiences, many students tend to believe the equal sign
    represents “and the answer is”.

  • The equal sign is one of the principle methods of representing important
    relationships within the number system.

  • The equal function can be represented concretely by a number balance scale,
    which can lead to deeper conceptual understanding.

Explicação

Questão 13 de 60

1

Complete this statement, “The use of a two-pan balance scale or semi-concrete drawings of a balance help develop a strong understanding of..”.

Selecione uma das seguintes:

  • Pattern identification

  • Function patterns.

  • Abstract concept of equality.

  • Conjecture.

Explicação

Questão 14 de 60

1

The statements below are students’ views of equations EXCEPT.

Selecione uma das seguintes:

  • Relational-structural view

  • Relational-computational view

  • Correspondence-relational view

  • Operational view

Explicação

Questão 15 de 60

1

What is a reason for students to create graphs of functions?

Selecione uma das seguintes:

  • They are representing them in the manner that makes it the hardest to visualize
    relationships between patterns.

  • They should be provided to them with examples within a real-life context

  • They should place the independent variable (step number) along the vertical axis.

  • They should always be given specific data, equations, or numbers.

Explicação

Questão 16 de 60

1

Identify the true statement for all proportional relationships.

Selecione uma das seguintes:

  • They can only be represented accurately with an equation.

  • They will always show in a graph as a straight line that passes through the origin.

  • They will always have a positive slope.

  • They are more challenging for students to generalize than a non-proportional one.

Explicação

Questão 17 de 60

1

What is an early misconception about variables?

Selecione uma das seguintes:

  • A constant value.

  • A symbol of relationships.

  • A placeholder for one exact number.

  • A quantity that varies.

Explicação

Questão 18 de 60

1

Using expressions and variables in elementary classrooms should be evident with all of the following EXCEPT:

Selecione uma das seguintes:

  • Involve situation with a specific unknown.

  • Express it in symbols.

  • Use letters in place of an open box.

  • Use specific data, numbers and equations.

Explicação

Questão 19 de 60

1

Mathematical modeling is one of the eight Standards for Mathematical Practice. Three of the statements reference the true meaning of mathematical modeling. Identify the one that is often mistaken for modeling

Selecione uma das seguintes:

  • Links classroom mathematics to everyday life.

  • Process of choosing appropriate mathematics for situations.

  • Visual models, such as manipulatives and drawings of pattern.

  • Analyzing empirical situations to better understand.

Explicação

Questão 20 de 60

1

The term algebraic thinking is used instead of the term algebra because algebraic thinking goes beyond the topics that are typically found in an algebra course. All of the ideas below could be used as “algebraified” activity EXCEPT:

Selecione uma das seguintes:

  • Familiar formulas for measuring a geometric shape.

  • Data from census reports and survey.

  • Experiments that look for functional relations

  • Strategies for model-based problems.

Explicação

Questão 21 de 60

1

The part-whole construct is the concept most associated with fractions, but other
important constructs they represent include all of the following EXCEPT:

Selecione uma das seguintes:

  • Measure.

  • Reciprocity

  • Division.

  • Ratio.

Explicação

Questão 22 de 60

1

All of the following are fraction constructs EXCEPT:

Selecione uma das seguintes:

  • Part-whole

  • Measurement.

  • Iteration

  • Division

Explicação

Questão 23 de 60

1

Fraction misconceptions come about for all of the following reasons. The statements below can be fraction misconceptions EXCEPT.

Selecione uma das seguintes:

  • Many meanings of fractions.

  • Fractions written in a unique way.

  • Students overgeneralize their whole-number knowledge

  • Teachers present fractions late in the school year.

Explicação

Questão 24 de 60

1

Models provide an effective visual for students and help them explore fractions. Identify the statement that is the definition of the length model.

Selecione uma das seguintes:

  • Location of a point in relation to 0 and other values.

  • Part of area covered as it relates to the whole unit.

  • Count of objects in the subset as it relates to defined whole.

  • A unit or length involving fractional amounts.

Explicação

Questão 25 de 60

1

The following visuals/manipulatives support the development of fractions using the area model EXCEPT:

Selecione uma das seguintes:

  • Pattern blocks.

  • Tangrams

  • Cuisenaire rods.

  • Geoboards.

Explicação

Questão 26 de 60

1

A _______ is a significantly more sophisticated length model than other models.

Selecione uma das seguintes:

  • Number line.

  • Cuisenaire rods

  • Measurement tools.

  • Folded paper strips.

Explicação

Questão 27 de 60

1

What is a common misconception with fraction set models?

Selecione uma das seguintes:

  • There are not many real-world uses.

  • Knowing the size of the subset rather than the number of equal sets

  • Knowing the number of equal sets rather than the size of subsets

  • There are not many manipulatives to model the collections.

Explicação

Questão 28 de 60

1

Complete this statement, “Comparing two fractions with any representation can be made only if you know the..”.

Selecione uma das seguintes:

  • Size of the whole

  • Parts all the same size.

  • Fractional parts are parts of the same size whole.

  • Relationship between part and whole

Explicação

Questão 29 de 60

1

What is the definition of the process of partitioning?

Selecione uma das seguintes:

  • Equal shares

  • Equal-sized parts

  • Equivalent fractions

  • Subset of the whole.

Explicação

Questão 30 de 60

1

Locating a fractional value on a number line can be challenging but is important for students to do. All of the statements below are common errors that students make when working with the number line EXCEPT:

Selecione uma das seguintes:

  • Use incorrect notation.

  • Change the unit.

  • Use incorrect subsets.

  • Count the tick marks rather than the space.

Explicação

Questão 31 de 60

1

Counting precedes whole-number learning of addition and subtraction. What is another term for counting fraction parts?

Selecione uma das seguintes:

  • Equalizing.

  • Iterating

  • Partitioning.

  • Sectioning.

Explicação

Questão 32 de 60

1

The term improper fraction is used to describe fractions greater than one. Identify the statement that is true about the term improper fraction.

Selecione uma das seguintes:

  • Is a clear term, as it helps students realize that there is something unacceptable
    about the format.

  • Should be taught separately from proper fractions.

  • Are best connected to mixed numbers through the standard algorithm.

  • Should be introduced to students in a relevant context.

Explicação

Questão 33 de 60

1

What does a strong understanding of fractional computation relies on?

Selecione uma das seguintes:

  • Estimating with fractions.

  • Iteration skills.

  • Whole number knowledge.

  • Fraction equivalence.

Explicação

Questão 34 de 60

1

All of the models listed below support the understanding of fraction equivalence EXCEPT:

Selecione uma das seguintes:

  • Graph of slope

  • Shapes created on dot paper

  • Plastic, circular area models.

  • Clock faces

Explicação

Questão 35 de 60

1

The way we write fractions is a convention with a top and bottom number with a bar in between. Posing questions can help students make sense of the symbols. All of the questions would support that sense making EXCEPT:

Selecione uma das seguintes:

  • What does the denominator in a fraction tell us?

  • What does the equal symbol mean with fractions?

  • What might a fraction equal to one look like?

  • How do know if a fraction is greater than, less than 1?

Explicação

Questão 36 de 60

1

How do you know that 4/6 = 2/3 ? Identify the statement below that demonstrates a
conceptual understanding.

Selecione uma das seguintes:

  • They are the same because you can simplify 4/6 and get 2/3.

  • Start with 2/3 and multiply the top and bottom by 2 and you get 4/6.

  • If you have 6 items and you take 4 that would be 4/6. You can make 6 groups into 3 groups and 4 into 2 groups and that would be 2/3.

  • If you multiply 4 x 3 and 6 x 2 they’re both 12.

Explicação

Questão 37 de 60

1

What does it mean to write fractions in simplest term?

Selecione uma das seguintes:

  • Finding equivalent numerators.

  • Finding equivalent denominators.

  • Finding multipliers and divisors.

  • Finding equivalent fractions with no common whole number factors.

Explicação

Questão 38 de 60

1

Comparing fractions involves the knowledge of the inverse relationship between number of parts and size of parts. The following activities support the relationship EXCEPT:

Selecione uma das seguintes:

  • Iterating.

  • Equivalent fraction algorithm.

  • Estimating.

  • Partitioning.

Explicação

Questão 39 de 60

1

Estimating with fractions means that students have number sense about the relative size of fractions. All of the activities below would guide this number sense EXCEPT:

Selecione uma das seguintes:

  • Comparing fractions to benchmark numbers.

  • Find out the fractional part of the class are wearing glasses.

  • Collect survey data and find out what fractions of the class choose each item.

  • Use paper folding to identify equivalence.

Explicação

Questão 40 de 60

1

Teaching considerations for fraction concepts include all of the following EXCEPT:

Selecione uma das seguintes:

  • Iterating and partitioning.

  • Procedural algorithm for equivalence

  • Emphasis on number sense and fractional meaning.

  • Link fractions to key benchmarks.

Explicação

Questão 41 de 60

1

To guide students to develop a problem-based number sense approach for operations with fractions all of the following are recommended EXCEPT:

Selecione uma das seguintes:

  • Address common misconceptions regarding computational procedures.

  • Estimating and invented methods play a big role in the development.

  • Explore each operation with a single model.

  • Use contextual tasks.

Explicação

Questão 42 de 60

1

Identify the problem that solving with a linear model would not be the best method.

Selecione uma das seguintes:

  • Half a pizza is left from the 2 pizzas Molly ordered. How much pizza was eaten?

  • Mary needs 3 1/3 feet of wood to build her fence. She only has 2 3/4 feet. How much more wood does she need?

  • Millie is at mile marker 2 1/2. Rob is at mile marker 1. How far behind if Rob?

  • What is the total length of these two Cuisenaire rods placed end to end?

Explicação

Questão 43 de 60

1

Adding and subtraction fractions should begin with students using prior knowledge of equivalent fractions. Identify the problem that may be more challenging to solve mentally.

Selecione uma das seguintes:

  • Luke ordered 3 pizzas. But before his guests arrive he got hungry and ate 3/8 of one pizza. What was left for the party?

  • Linda ran 1 1/2 miles on Friday. Saturday she ran 2 1/8 miles and Sunday 2 3/4. How many miles did she run over the weekend?

  • Lois gathered 3/4 pounds of walnuts and Charles gathered 7/8 pounds. Who gathered the most? How much more?

  • Estimate the answer to 12/13 + 7/8.

Explicação

Questão 44 de 60

1

Different models are used to help illustrate fractions. Identify the model that can be confusing when you are learning to add fractions.

Selecione uma das seguintes:

  • Area.

  • Set.

  • Linear.

  • Length.

Explicação

Questão 45 de 60

1

Linear models are best represented by what manipulative?

Selecione uma das seguintes:

  • Pattern Blocks

  • Circular pieces.

  • Ruler.

  • Number line.

Explicação

Questão 46 de 60

1

Identify the manipulative used with linear models that you can decide what to use as the “whole”.

Selecione uma das seguintes:

  • Circular pieces

  • Number Line.

  • Cuisenaire Rods

  • Ruler.

Explicação

Questão 47 de 60

1

All of the statements below are examples of estimation or invented strategies for adding and subtracting fractions EXCEPT:

Selecione uma das seguintes:

  • Decide whether fractions are closest to 0, 1/2, or 1.

  • Look for ways different fraction parts are related.

  • Decide how big the fraction is based on the unit.

  • Look for the size of the denominator

Explicação

Questão 48 de 60

1

Complete the statement, “Developing the algorithm for adding and subtracting fractions should..”.

Selecione uma das seguintes:

  • Be done side by side with visuals and situations.

  • Be done with specific procedures

  • Be done with units that are challenging to combine.

  • Be done mentally without paper and pencil.

Explicação

Questão 49 de 60

1

What statement is true about adding and subtracting with unlike denominators?

Selecione uma das seguintes:

  • Should be introduced at first with tasks that require both fractions to be changed.

  • Is sometimes possible for students, especially if they have a good conceptual
    understanding of the relationships between certain fractional parts and a visual tool, such as a number line.

  • Is a concept understood especially well by students if the teacher compares different denominators to “apples and oranges.”

  • Should initially be introduced without a model or drawing.

Explicação

Questão 50 de 60

1

Students are able to solve adding and subtracting fractions without finding a common denominator using invented strategies. The problems below would work with the invented strategies EXCEPT:

Selecione uma das seguintes:

  • 3/4 + 1/8

  • 1/2 - 1/8

  • 5/6 - 1/7

  • 2/3 + 1/2

Explicação

Questão 51 de 60

1

What is helpful when subtracting mixed number fractions?

Selecione uma das seguintes:

  • Deal with the whole numbers first and then work with the fractions.

  • Always trade one of the whole number parts into equivalent parts.

  • Avoid this method until the student fully understands subtraction of numbers less than one.

  • Teach only the algorithm that keeps the whole number separate from the fractional part.

Explicação

Questão 52 de 60

1

Common misconceptions occur because students tend to overgeneralize what they know about whole number operations. Identify the misconception that is not relative to fraction operations.

Selecione uma das seguintes:

  • Adding both numerator and denominator.

  • Not identifying the common denominator.

  • Difficulty with common multiples.

  • Use of invert and multiply.

Explicação

Questão 53 de 60

1

All of the activities below guide students to understand the algorithm for fraction multiplication EXCEPT:

Selecione uma das seguintes:

  • Multiply a fraction by a whole number.

  • Multiply a whole number by a fraction.

  • Subdividing the whole number.

  • Fraction of a fraction- no subdivisions.

Explicação

Questão 54 de 60

1

This model is exceptionally good at modeling fraction multiplication. It works when partitioning is challenging and provides a visual of the size of the result.

Selecione uma das seguintes:

  • Area model.

  • Linear model.

  • Set model.

  • Circular model.

Explicação

Questão 55 de 60

1

What is one of the methods for finding the product of fractional problems when one of the numbers is mixed number?

Selecione uma das seguintes:

  • Change to improper fraction.

  • Compute partial products

  • Linear modeling

  • Associative property

Explicação

Questão 56 de 60

1

Each the statements below are examples of misconceptions students have when learning to multiply fractions EXCEPT:

Selecione uma das seguintes:

  • Treating denominators the same as addition and subtraction.

  • Matching multiplication situations with multiplication situations.

  • Estimating the size of the answer incorrectly

  • Multiplying the denominator and not numerator.

Explicação

Questão 57 de 60

1

It is recommended that division of fractions be taught with a developmental progression that focuses on four types of problems. Which statement below is not part of the progression?

Selecione uma das seguintes:

  • A fraction divided by a fraction.

  • A whole number divided by a fraction.

  • A whole number divided by a mixed number.

  • A whole number divided by a whole number.

Explicação

Questão 58 de 60

1

A ______ interpretation is a good method to explore division because students can draw illustrations to show the model.

Selecione uma das seguintes:

  • Area.

  • Set.

  • Measurement.

  • Linear.

Explicação

Questão 59 de 60

1

Estimation and invented strategies are important with division of fractions. If you posed the problem 1/6 ÷ 4 you would ask all of the questions EXCEPT:

Selecione uma das seguintes:

  • Will the answer be greater than 4?

  • Will the answer be greater than one?

  • Will the answer be greater than 1/2?

  • Will the answer be greater than 1/6?

Explicação

Questão 60 de 60

1

Based on students experience with whole number division they think that when dividing by a fraction the answer should be smaller. This would be true for all of the following problems EXCEPT:

Selecione uma das seguintes:

  • 1/6 ÷ 3

  • 5/6 ÷ 3

  • 3/6 ÷ 3

  • 3 ÷ 5/6

Explicação