Question 1

Match the number operations with examples related to that operation.
Eight children get 3 cookies each.

Accepted Answer

A) addition 
B) subtraction 
C) multiplication 
D) division 
A) addition 
B) subtraction 
C) multiplication 
D) division

Question 2

When children are learning basic addition facts, they can reduce the learning demands by:

Accepted Answer

A) concentrating on the 20 to 30 hard facts. 
B) learning strategies that apply to many facts. 
C) memorizing only 2 or 3 facts each day. 
D) writing each fact 20 times. 
A) concentrating on the 20 to 30 hard facts. 
B) learning strategies that apply to many facts. 
C) memorizing only 2 or 3 facts each day. 
D) writing each fact 20 times.

Question 3

Drew entered four numbers less than 10 on his calculator. He forgot what his second and fourth numbers were. This is what he remembered doing.
   
List a pair of numbers that could have been the second and fourth numbers. (You may use number tiles to help you.)

Accepted Answer

1, 8; 2, 7

Question 4

The most difficult multiplication and division facts for most children to learn are:

Accepted Answer

A) multiplication by 0, 1, and 2. 
B) multiplication by 5 and 10. 
C) facts for the square numbers. 
D) multiplication facts with 7, 8, and 9 as factors. 
A) multiplication by 0, 1, and 2. 
B) multiplication by 5 and 10. 
C) facts for the square numbers. 
D) multiplication facts with 7, 8, and 9 as factors.

Question 5

Assessment shows that many primary children interpret the equal sign as:

Accepted Answer

A) meaning "3 + 4 write the answer now 7." 
B) meaning "3 + 4 is the same as 7." 
C) meaning "3 + 4 is the opposite of 4 + 3." 
D) meaningless. 
A) meaning "3 + 4 write the answer now 7." 
B) meaning "3 + 4 is the same as 7." 
C) meaning "3 + 4 is the opposite of 4 + 3." 
D) meaningless.

Question 6

Addition is represented in stories, action, and drawings as:

Accepted Answer

A) the union of sets. 
B) the decomposition of sets. 
C) the elaboration of sets. 
D) the common elements of sets. 
A) the union of sets. 
B) the decomposition of sets. 
C) the elaboration of sets. 
D) the common elements of sets.

Question 7

The problem below is an example of what?
Huang has 3 shirts, 4 pairs of shorts, 2 pairs of socks, and a pair of shoes. How many different outfits can he make with these items of clothing?

Accepted Answer

A) repeated addition model for multiplication 
B) geometric interpretation or array model for multiplication 
C) Cartesian cross-product or combinations model for multiplication 
D) partitive or sharing model for division 
A) repeated addition model for multiplication 
B) geometric interpretation or array model for multiplication 
C) Cartesian cross-product or combinations model for multiplication 
D) partitive or sharing model for division

Question 8

In primary grades, the emphasis is on the first three phases of number operations, which are:

Accepted Answer

A) concepts, memorization of number facts, and practice. 
B) learning strategies, practice, and maintenance. 
C) integration of number with language arts, social studies, and science. 
D) concepts, strategies for number combinations, and accuracy with speed. 
A) concepts, memorization of number facts, and practice. 
B) learning strategies, practice, and maintenance. 
C) integration of number with language arts, social studies, and science. 
D) concepts, strategies for number combinations, and accuracy with speed.

Match the number operations with examples related to that operation. Eight children get 3 cookies each.

When children are learning basic addition facts, they can reduce the learning demands by:

Drew entered four numbers less than 10 on his calculator. He forgot what his second and fourth numbers were. This is what he remembered doing. List a pair of numbers that could have been the second and fourth numbers. (You may use number tiles to help you.)

The most difficult multiplication and division facts for most children to learn are:

Assessment shows that many primary children interpret the equal sign as:

Addition is represented in stories, action, and drawings as:

The problem below is an example of what? Huang has 3 shirts, 4 pairs of shorts, 2 pairs of socks, and a pair of shoes. How many different outfits can he make with these items of clothing?

In primary grades, the emphasis is on the first three phases of number operations, which are:

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

Extending Number Concepts and Number Systems

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

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Exam 10: Developing Number Operations With Whole Numbers

Match the number operations with examples related to that operation. Eight children get 3 cookies each.

When children are learning basic addition facts, they can reduce the learning demands by:

Drew entered four numbers less than 10 on his calculator. He forgot what his second and fourth numbers were. This is what he remembered doing. List a pair of numbers that could have been the second and fourth numbers. (You may use number tiles to help you.)

The most difficult multiplication and division facts for most children to learn are:

Assessment shows that many primary children interpret the equal sign as:

Addition is represented in stories, action, and drawings as:

The problem below is an example of what? Huang has 3 shirts, 4 pairs of shorts, 2 pairs of socks, and a pair of shoes. How many different outfits can he make with these items of clothing?

In primary grades, the emphasis is on the first three phases of number operations, which are:

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

Extending Number Concepts and Number Systems

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