Quiz
EDU 340 Final Review Chapters 11 - 13
Perguntas do quiz (58)
1Complete this statement, “Number sense is linked to a complete understanding of..”.
- AProblem solving.
- BPlace-value.
- CBase-ten models.
- DBasic Facts.
2What statement below would represent a child that has yet grasped the knowledge of recognizing groups of ten?
- ACounts out sixteen objects and can tell you how many by counting each piece.
- BCounts out sixteen and puts the 10 in one pile and 6 in another and tells you there
are sixteen. - CCounts out sixteen and makes two piles of eight and tells you there are sixteen.
- DCounts out sixteen and places 6 aside and tells you 10 and 6 are sixteen.
3All the examples below are examples of proportional base-ten models EXCEPT:
- ACounters and cups.
- BCubes.
- CStrips and squares.
- DMoney.
4What does the relational understanding of place value needs to begin with?
- ACounting by ones and saying and writing the numeral.
- BCounting by ones, making a model and saying and writing the numeral.
- CCounting by tens and ones and saying and writing the numeral.
- DCounting by tens and ones, making the model, saying and writing the numeral.
5What would be a strong indication that students are ready to begin place-value grouping activities?
- AStudents understand counting by ones.
- BStudents have had time to experiment with showing amounts in groups of twos,
fives and agree that ten is a useful-sized group to use. - CStudents have only worked with small items that can easily be bundled together.
- DStudents are able to verbalize the amounts they are grouping.
6Base ten riddles engage students in what type of mathematical demonstration?
- APart-part-whole representation.
- BCommutative representation.
- CEquivalent representation.
- DNonproportional representation.
7All of the activities below would provide opportunities for students to connect the baseten concepts with the oral number names EXCEPT:
- AUsing arrays to cover up rows and columns and ask students to identify the
number name. - BLie out base-ten models and ask students to tell you how many tens and ones.
- CA chain of paper links is shown and students are asked to estimate how many tens
and ones. - DStudents need to show with fingers how to construct a named number.
- AUsing arrays to cover up rows and columns and ask students to identify the
8 What is the major challenge for students when learning about three-digit numbers?
- AStudents are not clear on reading a number with an internal zero in place.
- BA different process is used than how students learned with two-digit numbers.
- CStudents are not competent with two-digit number names.
- DAn instructional process that values quick recall and response.
9Place-value mats provide a method for organizing base-ten materials. What would be the purpose of using two ten-frames in the ones place?
- AShow the left-to-right order of numbers.
- BShow how numbers are built.
- CShow that there is no need for regrouping.
- DShow that there is no need for repeated counting.
10What mathematical representation would help students identify patterns and number relationships?
- ABlank number line.
- BHundreds chart.
- CPlace value chart.
- D10 x 10 Multiplication Array.
11What is the valuable feature of what hundred charts and ten-frame cards demonstrate?
- AThe meaning behind the individual digits.
- BThe identity of the digit in the ones place and in the tens place.
- CThe distance to the next multiple of ten.
- DThe importance of place-value.
12The multiplicative structure of a number would help students in acquiring skill in all of the following EXCEPT:
- AWriting numbers greater than 100.
- BReading large numbers.
- CKnowing ten in any position means a single thing.
- DGeneralizing structure of number system.
13The ideas below would give students opportunities to see and make connections to numbers in the real world. The statements below identify examples that would engage students with large benchmark numbers EXCEPT:
- AMeasurements and numbers discovered on a field trip.
- BNumber of milk cartons sold in a week at an elementary school.
- CNumber of seconds in a month.
- DMeasurement of students’ height in second grade.
14The mathematical language we use when introducing base-ten words is important to the development of the ideas. Identify the statement that consistently connects to the standard approach.
- ASixty-nine.
- BNine ones and 6 tens
- C6 tens and 9.
- D6 tens and 9 ones.
15The statement below are all helpful when guiding students to conceptualize numbers with 4 or more digits EXCEPT;
- AStudents should be able to generalize the idea that 10 in any one position of the
number result in one single thing in the next bigger place. - BBecause these numbers are so large, teachers should just use the examples
provided in the mathematics textbook. - CModels of the unit cubes can still be used.
- DStudents should be given the opportunity to work with hands-on, real-life
examples of them.
- AStudents should be able to generalize the idea that 10 in any one position of the
16What is the primary reason for delaying the use of nonproportional models when introducing place-value concepts?
- AModels do not physically represent 10 times larger than the one.
- BModels like abacus are hard to learn how to use.
- CModels like money provide more conceptual than procedural knowledge.
- DModels do not engage the students as much as the proportional models.
17As students become more confident with the use of place value models they can represent them with a semi-concrete notations like square-line-dot. What number would be represented by 16 lines, 11 dots and 5 squares?
- A16115
- B5,171
- C671
- D32
18Three section place-value mats can help students see the left to right order of the pieces.
What statement below would correctly depict 705?- A7 hundred blocks and 5 tens.
- B7 hundred blocks and 0 tens.
- C7 hundred blocks and 0 units.
- D7 hundred blocks and 5 units.
19A calculator activity that is good assessment to see whether students really understand the value of digits is titled “Digit Change”. Students must change one number without putting in the new number. What place value would a student need to know in order to change 315 to 295?
- AOnes.
- BTens.
- CHundreds.
- DTens and ones.
20The statements below are true of patterns and relationships on a hundreds chart EXCEPT:
- ACount by tens going down the far-right hand column.
- BStarting at 11 and moving down diagonally you can find the same number in the
ones and tens place. - CStarting at the 10 and moving down diagonally the numbers increase by ten.
- DIn a column the first number (tens digit) counts or goes up by ones as you move
down.
21Modern technology has made computation easier. Identify the true statement below
- ABut mental computation strategies can be faster than using technology.
- BAnd recent studies have found that a very low percentage of adults use mental
math computation in everyday life. - CAnd mental computation contributes to diminished number sense.
- DSo the ability to compute fluently without technology is no longer needed for
most people.
22All of the following provide an example of a method used for computation EXCEPT:
- AStandard algorithms.
- BStudent-invented strategies.
- CDiscourse modeling.
- DComputational estimation.
23One of the statements below would NOT be considered a benefit of invented strategies.
- AThey require one specific set of steps to use them, which makes them easier to
memorize. - BThey help reduce the amount of needed re-teaching.
- CStudents develop stronger number sense.
- DThey are frequently more efficient than standard algorithms
- AThey require one specific set of steps to use them, which makes them easier to
24Which of the following is a true statement about standard algorithms?
- AStudents will frequently invent them on their own if they are given the time to experiment.
- BThey cannot be taught in a way that would help students understand the meaning
behind the steps. - CIn order to use them, students should be required to understand why they work
and explain their steps - DThere are no differences between various cultures.
25Complete the statement, “When creating a classroom environment appropriate for inventing strategies..”.
- AThe teacher should immediately confirm that a student’s answer is correct, in
order to build his/her confidence. - BThe teacher should attempt to move unsophisticated ideas to more sophisticated
thinking through coaching and questioning. - CThe teacher should discourage student-to-student conversations in order to
provide students with a quiet environment to think. - DThe teacher should encourage the use of naked numbers as a starting point.
- AThe teacher should immediately confirm that a student’s answer is correct, in
26Cultural differences are evident in algorithms. What reason below supports teaching formathematics?
- ANotational algorithms.
- BCustomary algorithms.
- CMental algorithms.
- DInvented algorithms.
27The models listed below are used to support the development of invented strategies EXCEPT:
- AJump strategy.
- BSplit strategy
- CTake-away strategy
- DShortcut strategy
28An open number can be used effectively for thinking about addition and subtraction. All of the reasons below support the use of an open number line EXCEPT:
- AIs less flexible than a numbered line.
- BEliminates confusion with hash marks and spaces.
- CLess prone to computational errors.
- DHelps with modeling student thinking.
29The ten-structure of the number system is important to extend students thinking beyond counting. All of the activities below reference a strategy for calculation EXCEPT:
- AUsing decade number.
- BOdd or even.
- CUp over 10.
- DAdd on to get to 10.
30All of the following could be examples of invented strategies for obtaining the sum of two-digit numbers EXCEPT:
- AAdding on tens and then ones (For example, to solve 24 + 35, think 24 + 30 = 54
and 5 more makes 59.) - BUsing nicer numbers to estimate (For example, to solve 24 + 47, think 24 is close
to 25 and 47 is closer to 45 so 24 + 47 = 25 + 45 = 70.) - CMoving some to make 10 (For example, to solve 24 + 35, move 6 from 35 to
make 24 + 6 and then add 30 to the remaining 29.) - DAdding tens and adding ones then combining (For example, to solve 24 + 35,
think 20 + 30 = 50 and 4 + 5 = 9 so 50 + 9 = 59.)
- AAdding on tens and then ones (For example, to solve 24 + 35, think 24 + 30 = 54
31Students who have learned this strategy for their “basic facts” can use it effectively with solving problems with multidigit numbers.
- AJump strategy.
- BShortcut strategy.
- CThink addition strategy.
- DSplit strategy.
32When a problem has a number that is a multiple of ___ or close to ___it is an example of
a problem that you leave one number intact and subtract from it.- A85 – 35
- B85 – 64
- C85 – 29
- D85 - 56
33There are important things to remember when teaching the standard algorithm. Identify
the statement that does not belong.- AGood choice in some situations.
- BRequire written record first.
- CRequire concrete models first.
- DExplicit connections are made between concept and procedure.
34The general approach for teaching the subtraction standard algorithm is the same as addition. What statement below would not be a problem when using the standard algorithm for addition?
- ADevelop the written record.
- BBegin with models.
- CTrades made after the column in the left has been done.
- DExercises with zeros.
35 The following statements are true regarding computational estimation EXCEPT:
- AUse the language of estimation- about, close, just about.
- BFocus on flexible methods.
- CFocus on answers.
- DAccept a range of estimates.
36What strategy for computational estimation after adding or subtracting do you adjust to correct for digits or numbers that were ignored?
- AFront-end.
- BRounding
- CCompatible numbers.
- DOver and under.
37Complete the statement, “A mental computation strategy is a simple..”.
- ALeft-handed method.
- BInvented strategy.
- CStandard algorithm.
- DOne right way.
38Often siblings and family members are pushing the use of the standard algorithm while students are learning invented strategies. What is the course of action for a teacher?
- AInsist on invented strategies.
- BRequire students demonstrate both standard and invented strategies.
- CExpect them to be responsible for the explanation of why any strategy works.
- DMemorize the steps
39All of the statements below represent the differences between invented strategies and standard algorithms EXCEPT:
- AA range of flexible options.
- BLeft-handed rather than right-handed.
- CNumber oriented rather than digit oriented.
- DBasis for mental computation and estimation.
40The Common Core State Standards states that student should learn a variety of strategies. These strategies should be based on all of the following EXCEPT:
- APlace value.
- BSophisticated thinking.
- CProperties of operations.
- DPrior to the standard algorithm.
41Representing a product of two factors may depend on the methods student experienced. What representation of 37 x 5 below would indicate that the student had worked with base-ten?
- AAn array with 5 x 30 and 5 x 7.
- B5 groups of 30 lines and 5 groups of 7 dots.
- C5 circles with 37 items in each.
- D37 + 37 + 37 + 37 + 37 + 37 + 37.
42What invented strategy is represented by a student multiplying 58 x 6 by adding 58 + 58 to get 116 and then adding another 116 to get 232 and then adding another 116 to find the product of 348.
- APartitioning.
- BClusters.
- CComplete number.
- DCompensation.
43What invented strategy is just like the standard algorithm except that students always
begin with the largest values?- APartitioning.
- BClusters.
- CComplete number.
- DCompensation.
44What compensation strategy works when you are multiplying with 5 or 50?
- AClusters.
- BPartitioning the multiplier.
- CArray.
- DHalf-then-double.
45What statement below describes the cluster problem approach for multidigit multiplication?
- AEncourages the use of known facts and combinations.
- BEncourages the manipulation of only one of the factors.
- CEncourages the use of an open array.
- DEncourages the use of fair sharing.
46This model uses and a structure that automatically organizes proportionate equal groups and offers a visual demonstration of the commutative and distributive properties.
- AClusters.
- BMissing Factor.
- CArea.
- DOpen array.
47When developing the written record for multiplication computation it is helpful to encourage students to follow these suggestions EXCEPT:
- AUse sheets with base-ten columns.
- BRecord partial products
- CRecord the combined product on one line
- DMark the subdivisions of the factors.
48Division may be easier for students if they are familiar with the concepts. All of the statements below are related to division of whole numbers EXCEPT:
- APartitioning
- BFair sharing.
- CCompensating.
- DRepeated subtracting.
49Cluster problems are an approach to developing the missing-factor strategy and capitalize on the inverse relationship between multiplication and division. All of equations below represent clusters that would help solve 381 divided by 72 EXCEPT:
- A81 x 70
- B10 x 72
- C5 x 70
- D4 x 72
50Which of the following is a strategy that is more applicable for multiplying single digits than multidigits?
- ACompatible numbers
- BDoubling
- CPartitioning.
- DComplete number.
51Which is an example of the compensation strategy?
- A63 × 5 = 63 + 63 + 63 + 63 + 63 = 315
- B27 × 4 = 20 × 4 + 7 × 4 = 80 + 28 = 108
- C46 × 3 = 46 × 2 (double) + 46 = 92 + 46 = 138
- D27 × 4 is about 30 (27 + 3) × 4 = 120; then subtract out the extra 3 × 4, so 120 –12
= 108
52Identify the statement that represents what might be voiced when using the missing-factor strategy.
- AWhen no more tens can be distributed a ten is traded for ten ones.
- BSeven goes into three hundred forty-five how many times?
- CWhat number times seven will be close to three hundred forty-five with less than
seven remaining? - DSplit three hundred forty-five into 3 hundred, four tens and five ones.
53Developing the standard algorithm for division teachers should used all of the following
guides EXCEPT:- APartial quotients with a visual model.
- BPartition or fair share model.
- CExplicit trade method.
- DArea model.
54An intuitive idea about long division with two digit divisors is to round up the divisor. All of examples below support this idea EXCEPT:
- AThink about sharing base-ten pieces.
- BUnderestimate how many can be shared.
- CPretend there are fewer sets to share than there really are
- DMultiples of 10 are easier to compare.
55One strategy for teaching computational estimation is to ask for information, but no answer. Which statement below would be an example of NOT gathering information?
- AIs it more or less that 1000?
- BIs it between $400 and $700?
- CIs one of these right?
- DIs your estimate about how much?
56What is the purpose of using a side bar chart in multidigit division?
- AEasier to come up with the actual answer.
- BUses a doubling strategy for considering the reasonableness of an answer
- CIncreases the mental computation needed to find the answer.
- DUses the explicit trade notation.
57 What is the reason why mental calculations estimates are more complex?
- AThey require a deep knowledge of how numbers work.
- BThey require a solid knowledge of division procedures.
- CThey require a deep knowledge of partitioning.
- DThey require a solid knowledge of multiplication procedures.
58A number line can be helpful with teaching this estimation strategy.
- AFront end.
- BCompatible
- CRounding.
- DMental computation.
Informações
- Descrição
- Part two of the EDU 340 Final Review
- Autor
- Stephanie Corlew
- Idioma
- English
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- 2.084
- Histórico
- Criado em 3 dez 2016 · atualizado em 18 mar 2017
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