Question 1

Explain the role that prime and composite numbers play in helping children develop number sense.

Accepted Answer

Prime and composite numbers play a crucial role in helping children develop number sense by providing them with a deeper understanding of the relationships between numbers.

Prime numbers, which are numbers that can only be divided by 1 and themselves, help children understand the concept of factors and multiples. By learning about prime numbers, children can grasp the idea that some numbers have only two factors, while others have multiple factors. This understanding lays the foundation for more advanced mathematical concepts such as prime factorization and the fundamental theorem of arithmetic.

On the other hand, composite numbers, which are numbers that have more than two factors, help children recognize patterns and relationships between numbers. By identifying composite numbers, children can see how numbers can be broken down into smaller factors, which in turn helps them understand the concept of multiplication and division.

Overall, prime and composite numbers provide children with a framework for understanding the building blocks of numbers and how they relate to each other. This knowledge helps children develop a strong number sense, which is essential for success in more advanced mathematical concepts.

Question 2

Teacher Licensing Examination Questions
NAEP: What number is 100 more than 5,237?

Accepted Answer

A) 5,238 
B) 5,247 
C) 5,337 
D) 6,237 
A) 5,238 
B) 5,247 
C) 5,337 
D) 6,237 C

Question 3

When estimation skills are developed, students need comparisons, also called ____________, to help them make reasonable estimates.

Accepted Answer

A) hints 
B) benchmarks 
C) heuristics 
D) small numbers 
A) hints 
B) benchmarks 
C) heuristics 
D) small numbers B

Question 4

Give three ways you could use real-life examples in your class to help children to understand large numbers.

Accepted Answer

1. Use money: Show children examples of

Question 5

Prime numbers are used for all of the following except:

Accepted Answer

A) breaking composite numbers down into their smallest factors. 
B) working with sums and differences of integers. 
C) getting fractions into their lowest terms. 
D) determining the GCF and LCM of two numbers. 
A) breaking composite numbers down into their smallest factors. 
B) working with sums and differences of integers. 
C) getting fractions into their lowest terms. 
D) determining the GCF and LCM of two numbers.

Question 6

The correct answer to rounding to the nearest ten for the number 4,157 is:

Accepted Answer

A) 4,150. 
B) 4,200. 
C) 4,000. 
D) 4,160. 
A) 4,150. 
B) 4,200. 
C) 4,000. 
D) 4,160.

Question 7

The correct symbolic representation of four hundred thirty-five million two hundred six thousand four is:

Accepted Answer

A) 400,035,206,4 
B) 435,206,004 
C) 400,035,206,004 
D) 435,200,604 
A) 400,035,206,4 
B) 435,206,004 
C) 400,035,206,004 
D) 435,200,604

Question 8

The main difference between prime and composite numbers is that:

Accepted Answer

A) primes have a maximum of two factors and composite numbers have at least 3 factors. 
B) prime numbers are made up of composite numbers. 
C) more rectangles can be made with prime factors than with composite factors. 
D) there are more composite numbers than prime numbers. 
A) primes have a maximum of two factors and composite numbers have at least 3 factors. 
B) prime numbers are made up of composite numbers. 
C) more rectangles can be made with prime factors than with composite factors. 
D) there are more composite numbers than prime numbers.

Question 9

Which of the following is a nonproportional place-value manipulative?

Accepted Answer

A) set of beansticks 
B) money 
C) base-10 blocks 
D) bundled coffee stirrer sticks 
A) set of beansticks 
B) money 
C) base-10 blocks 
D) bundled coffee stirrer sticks

Question 10

Performance Assessment Place Value. Observe students playing the bankers game or other trading activities. Determine whether students are proficient with the trading process for trading up and for trading down.

Accepted Answer

To assess students' proficiency with pla

Question 11

Working with large numbers such as 100,000 is difficult because:

Accepted Answer

A) counting them physically or concretely is virtually impossible. 
B) students cannot think abstractly. 
C) students cannot understand infinity. 
D) students cannot understand that the place-value system represents infinitely large numbers in compact form. 
A) counting them physically or concretely is virtually impossible. 
B) students cannot think abstractly. 
C) students cannot understand infinity. 
D) students cannot understand that the place-value system represents infinitely large numbers in compact form.

Question 12

Reasonableness with numbers means that students can:

Accepted Answer

A) consider whether a number makes sense in its context. 
B) compute answers rapidly. 
C) use algorithms correctly. 
D) explain their answers. 
A) consider whether a number makes sense in its context. 
B) compute answers rapidly. 
C) use algorithms correctly. 
D) explain their answers.

Question 13

Place-Value Mats. Have students display on place value mats several different numbers in base-10 using proportional (flat, rods, units)and non-proportional materials (chips).

Accepted Answer

Place-Value Mats are a great tool for te

Question 14

Explain why looking for patterns and relationships is fundamental to helping children develop number sense, particularly in middle school.

Accepted Answer

Looking for patterns and relationships i

Question 15

Which of the following is a proportional place-value item?

Accepted Answer

A) the Hindu-Arabic numeration system 
B) chip trading materials 
C) abacus 
D) Cuisenaire rods 
A) the Hindu-Arabic numeration system 
B) chip trading materials 
C) abacus 
D) Cuisenaire rods

Question 16

The correct reading of 43,507,009 is:

Accepted Answer

A) forty millions three millions five hundred thousand zero ten thousands seven thousands zero hundreds zero tens nine ones. 
B) forty-three billion, five hundred seven million, nine. 
C) forty-three thousand, five hundred seven, and nine. 
D) forty-three million, five hundred seven thousand, nine. 
A) forty millions three millions five hundred thousand zero ten thousands seven thousands zero hundreds zero tens nine ones. 
B) forty-three billion, five hundred seven million, nine. 
C) forty-three thousand, five hundred seven, and nine. 
D) forty-three million, five hundred seven thousand, nine.

Question 17

The number 1 is:

Accepted Answer

A) a prime number. 
B) a composite number. 
C) neither prime nor composite. 
D) can be thought of as either prime or composite. 
A) a prime number. 
B) a composite number. 
C) neither prime nor composite. 
D) can be thought of as either prime or composite.

Question 18

By how much will the value of the number 4,372 increase if the 3 is replaced with a 9?

Accepted Answer

A) 6 
B) 60 
C) 600 
D) 6,000 
A) 6 
B) 60 
C) 600 
D) 6,000

Question 19

Give two reasons why integers are difficult for elementary students.

Accepted Answer

Integers can be difficult for elementary

Question 20

Explain the differences between proportional and nonproportional models for the base-10 system and give two examples for each. Why would a teacher ever use nonproportional models?

Accepted Answer

Proportional and nonproportional models

Explain the role that prime and composite numbers play in helping children develop number sense.

Teacher Licensing Examination Questions NAEP: What number is 100 more than 5,237?

When estimation skills are developed, students need comparisons, also called ____________, to help them make reasonable estimates.

Give three ways you could use real-life examples in your class to help children to understand large numbers.

Prime numbers are used for all of the following except:

The correct answer to rounding to the nearest ten for the number 4,157 is:

The correct symbolic representation of four hundred thirty-five million two hundred six thousand four is:

The main difference between prime and composite numbers is that:

Which of the following is a nonproportional place-value manipulative?

Performance Assessment Place Value. Observe students playing the bankers game or other trading activities. Determine whether students are proficient with the trading process for trading up and for trading down.

Working with large numbers such as 100,000 is difficult because:

Reasonableness with numbers means that students can:

Place-Value Mats. Have students display on place value mats several different numbers in base-10 using proportional (flat, rods, units)and non-proportional materials (chips).

Explain why looking for patterns and relationships is fundamental to helping children develop number sense, particularly in middle school.

Which of the following is a proportional place-value item?

The correct reading of 43,507,009 is:

The number 1 is:

By how much will the value of the number 4,372 increase if the 3 is replaced with a 9?

Give two reasons why integers are difficult for elementary students.

Explain the differences between proportional and nonproportional models for the base-10 system and give two examples for each. Why would a teacher ever use nonproportional models?

Elementary Mathematics for the 21st Century

Defining a Comprehensive Mathematics Program

Mathematics for Every Child

Learning Mathematics

Organizing Effective Instruction

Integrating Assessment

Developing Problem-Solving Strategies

Developing Concepts of Number

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

Developing Understanding of Common and Decimal Fractions

Extending Understanding of Common and Decimal Fractions

Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent

Thinking Algebraically

Developing and Extending Geometric Concepts and Systems

Developing and Extending Measurement Concepts

Understanding and Representing Concepts of Data

Investigating Probability

Filters

Exam 9: Extending Number Concepts and Number Systems

Explain the role that prime and composite numbers play in helping children develop number sense.

Teacher Licensing Examination Questions NAEP: What number is 100 more than 5,237?

When estimation skills are developed, students need comparisons, also called ____________, to help them make reasonable estimates.

Give three ways you could use real-life examples in your class to help children to understand large numbers.

Prime numbers are used for all of the following except:

The correct answer to rounding to the nearest ten for the number 4,157 is:

The correct symbolic representation of four hundred thirty-five million two hundred six thousand four is:

The main difference between prime and composite numbers is that:

Which of the following is a nonproportional place-value manipulative?

Performance Assessment Place Value. Observe students playing the bankers game or other trading activities. Determine whether students are proficient with the trading process for trading up and for trading down.

Working with large numbers such as 100,000 is difficult because:

Reasonableness with numbers means that students can:

Place-Value Mats. Have students display on place value mats several different numbers in base-10 using proportional (flat, rods, units)and non-proportional materials (chips).

Explain why looking for patterns and relationships is fundamental to helping children develop number sense, particularly in middle school.

Which of the following is a proportional place-value item?

The correct reading of 43,507,009 is:

The number 1 is:

By how much will the value of the number 4,372 increase if the 3 is replaced with a 9?

Give two reasons why integers are difficult for elementary students.

Explain the differences between proportional and nonproportional models for the base-10 system and give two examples for each. Why would a teacher ever use nonproportional models?

Elementary Mathematics for the 21st Century

Defining a Comprehensive Mathematics Program

Mathematics for Every Child

Learning Mathematics

Organizing Effective Instruction

Integrating Assessment

Developing Problem-Solving Strategies

Developing Concepts of Number

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

Developing Understanding of Common and Decimal Fractions

Extending Understanding of Common and Decimal Fractions

Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent

Thinking Algebraically

Developing and Extending Geometric Concepts and Systems

Developing and Extending Measurement Concepts

Understanding and Representing Concepts of Data

Investigating Probability

Filters