Math exam prep

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

math

Resource summary

Question 1

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

Question 2

Question
Begin subtraction with [blank_start]no renaming[blank_end] then [blank_start]renaming[blank_end] numbers
Answer
  • 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]
Answer
  • 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
Answer
  • language
  • recording
  • Regular
  • Teens
  • internal 0
  • number expanders
  • Renaming
  • sequence

Question 5

Question
4 digit numbers follows the same sequence as 3 digit numbers
Answer
  • 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]?
Answer
  • 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
Answer
  • 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
Answer
  • 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
Answer
  • 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]’
Answer
  • joining
  • materials
  • symbols
  • symbol
  • write
  • part
  • whole
  • and
  • add

Question 11

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

Question 12

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