# Math exam prep

Quiz by Ashleigh Collins, updated more than 1 year ago
 Created by Ashleigh Collins about 6 years ago
21
0

math

## Resource summary

### Question 1

Question
Begin addition by with [blank_start]renaming[blank_end] numbers then [blank_start]no renaming[blank_end]
• renaming
• no renaming

### Question 2

Question
Begin subtraction with [blank_start]no renaming[blank_end] then [blank_start]renaming[blank_end] numbers
• no renaming
• renaming

### Question 3

Question
Sequence for learning 2 digit numbers is: 1. Build up the multiple 2. Introduce [blank_start]language[blank_end] a. [blank_start]Regular[blank_end] number names b. [blank_start]Less regular[blank_end] that use ordinal number names c. Then [blank_start]twenties[blank_end] 3. [blank_start]Record[blank_end] 4. [blank_start]Teen[blank_end] numbers 5. [blank_start]Compare[blank_end] a. Materials with [blank_start]materials[blank_end] b. Materials with [blank_start]language[blank_end] c. [blank_start]Symbols[blank_end] with symbols 6. [blank_start]Sequence[blank_end] 7. [blank_start]Counting[blank_end]
• language
• twenties
• Regular
• Less regular
• Record
• Teen
• Compare
• materials
• language
• Symbols
• Sequence
• Counting

### Question 4

Question
Sequence for 3 digit numbers: 1. Build up new multiple 2. Introduce [blank_start]language[blank_end] 3. Introduce [blank_start]recording[blank_end] a. [blank_start]Regular[blank_end] b. Less regular c. Irregular d. [blank_start]Teens[blank_end] 4. Introduce numbers with [blank_start]internal 0[blank_end] 5. [blank_start]Renaming[blank_end] & use [blank_start]number expanders[blank_end] 6. Compare, [blank_start]sequence[blank_end], count
• language
• recording
• Regular
• Teens
• internal 0
• number expanders
• Renaming
• sequence

### Question 5

Question
4 digit numbers follows the same sequence as 3 digit numbers
• True
• False

### Question 6

Question
Process for renaming: • [blank_start]How many[blank_end] tens does the number have? • Which tens could the number [blank_start]round to[blank_end]? • Which ten is [blank_start]closer[blank_end]?
• How many
• round to
• closer

### Question 7

Question
Calculator functions: [blank_start]MR[blank_end] – memory recall (no function) [blank_start]MC[blank_end] – memory clear [blank_start]M+[blank_end] - memory recall and adds [blank_start]M-[blank_end] - memory recall and subtracts [blank_start]C[blank_end] – clear last entry [blank_start]AC[blank_end] – all clear [blank_start]=[blank_end] - constant function
• MR
• MC
• M+
• M-
• C
• AC
• =

### Question 8

Question
Sequence for money: 1. [blank_start]Recognition[blank_end] a. Individual coins b. Renaming – lots of ways to make \$1 2. Cents require [blank_start]2[blank_end] digit numeration a. 100c makes \$1 3. Dollars require full numeration system a. [blank_start]Basic[blank_end] facts (how many 2’s go in to 10 etc) 4. [blank_start]Rounding[blank_end] money amount
• Recognition
• 2
• Basic
• Rounding

### Question 9

Question
Sequence for time: 1. Assign times to events and [blank_start]sequence[blank_end] them (morning, afternoon, summer, lunchtime) 2. [blank_start]Compare[blank_end] and order time (what takes longer? What happens first?) 3. [blank_start]Measure[blank_end] using non-standard units (clapping, counting etc) 4. Measure using [blank_start]standard[blank_end] units • On the hour ([blank_start]o’clock[blank_end]) • [blank_start]Half[blank_end] past • [blank_start]5[blank_end] minute • [blank_start]1[blank_end] minute
• sequence
• Compare
• Measure
• standard
• 1
• 5
• Half
• o’clock

### Question 10

Question
Developing the addition concept Introduce the concept with verbal action stories involving [blank_start]joining[blank_end] 6 birds are feeding on worms 3 more birds fly to join in feeding How many birds are eating now? 1. Use [blank_start]materials[blank_end] to show these addition situations a. Show 6 counters on a tens frame, then add 3 in a different colour 2. Introduce [blank_start]symbols[blank_end] gradually a. First [blank_start]write[blank_end] ‘nine’ next to tens frame b. Then use 9 [blank_start]symbol[blank_end] c. Then have 3. Stress [blank_start]part[blank_end]/part/[blank_start]whole[blank_end] 4. Exchange ‘[blank_start]and[blank_end]’ for ‘[blank_start]add[blank_end]’
• joining
• materials
• symbols
• symbol
• write
• part
• whole
• and

### Question 11

Question
Renaming is learnt after [blank_start]3[blank_end] digit numbers using [blank_start]3[blank_end] digit numbers
• 3
• 3

### Question 12

Question
Rounding is learnt after [blank_start]4[blank_end] digit numbers using [blank_start]2[blank_end] digit numbers
• 4
• 2

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