Question 1

These manipulatives are appropriate for teaching decimal fractions except for:

Accepted Answer

A) Cuisenaire rods. 
B) fraction strips. 
C) fraction circles. 
D) meter sticks. 
A) Cuisenaire rods. 
B) fraction strips. 
C) fraction circles. 
D) meter sticks.

Question 2

When a toy model is built with a scale of  
, this is an example of a situation represented by:

Accepted Answer

A) unit partitioned into equal-size parts. 
B) comparison model. 
C) expression of ratios. 
D) indicated division. 
A) unit partitioned into equal-size parts. 
B) comparison model. 
C) expression of ratios. 
D) indicated division.

Question 3

If a decimal is written as 1.0, this has the same meaning as all of the following statements except for:

Accepted Answer

A) It indicates that a unit has been separated into 10 parts and that all 10 parts are being considered. 
B) It is equivalent to the common fraction 10/10, and the zero should not be omitted. 
C) It is equivalent to 10 hundredths. 
D) It indicates a precision of measurement. 
A) It indicates that a unit has been separated into 10 parts and that all 10 parts are being considered. 
B) It is equivalent to the common fraction 10/10, and the zero should not be omitted. 
C) It is equivalent to 10 hundredths. 
D) It indicates a precision of measurement.

Question 4

Explain the differences between the comparison model and the expression of ratios situations for representing fractions. Give illustrations to show the differences.

Accepted Answer

The comparison model and the expression

Question 5

Shade ⅓ of the rectangle below.

Accepted Answer

To shade ⅓ of a rectangle, you would fol

Question 6

How would you explain to a child how to round a number to the nearest hundredths place? Use a specific example to help you explain the process you would go through.

Accepted Answer

Sure! So, rounding a number to the neare

Question 7

Cutting a piece of cloth that is 3 yards long into 5 equal-size pieces is a situation represented by:

Accepted Answer

A) Unit partitioned into equal-size parts 
B) Set partitioned into equal-size groups 
C) Expression of ratios 
D) Indicated division 
A) Unit partitioned into equal-size parts 
B) Set partitioned into equal-size groups 
C) Expression of ratios 
D) Indicated division

Question 8

How would you explain to children the paradox that the finite space from 0 to 1 contains an infinite number of common fractions?

Accepted Answer

Hey kids, so imagine a line that goes fr

Question 9

Explain how you can use Cuisenaire rods and meter sticks to explain the connections between common fractions and decimal fractions.

Accepted Answer

Cuisenaire rods and meter sticks can be

Question 10

Decimal fractions are easier for children to understand than common fractions for the following reasons except:

Accepted Answer

A) decimal fractions are easier to read. 
B) computations are easier with decimal fractions. 
C) decimal fractions have only denominators of powers of 10. 
D) decimal fractions are easier to place in order. 
A) decimal fractions are easier to read. 
B) computations are easier with decimal fractions. 
C) decimal fractions have only denominators of powers of 10. 
D) decimal fractions are easier to place in order.

Question 11

John was asked whether  
Or 
  
Was closer to 
  
. Which of the following would be an accurate explanation?

Accepted Answer

A)    is left of   and   is to the right of   . Since 3 and 4 are one unit apart, their average would be   , which would be halfway. So,   and   are the same distance from   . 
B)     is   from ½ which is equivalent to   .   is   from   , which is equivalent to   , so   is larger than   ,   is closer to   . 
C)    is equivalent to   and   is equivalent to   . Since    is equivalent to   ,   is closer to   . 
D)    is left of   and   is right of   .   is equivalent to 0.375 and   is equivalent to 0.47, so   is closer to   . 
A)    is left of   and   is to the right of   . Since 3 and 4 are one unit apart, their average would be   , which would be halfway. So,   and   are the same distance from   . 
B)     is   from ½ which is equivalent to   .   is   from   , which is equivalent to   , so   is larger than   ,   is closer to   . 
C)    is equivalent to   and   is equivalent to   . Since    is equivalent to   ,   is closer to   . 
D)    is left of   and   is right of   .   is equivalent to 0.375 and   is equivalent to 0.47, so   is closer to   .

Question 12

Give four examples of manipulatives that can be used to introduce fractions to elementary children.

Accepted Answer

1. Fraction circles: These are circular

Question 13

A unit fraction is one that:

Accepted Answer

A) is in the form 3/3. 
B) has a numerator of 1. 
C) that is the result of combining two or more fractions to get 1. 
D) that is in the form 1:1. 
A) is in the form 3/3. 
B) has a numerator of 1. 
C) that is the result of combining two or more fractions to get 1. 
D) that is in the form 1:1.

Question 14

One of the difficulties children have when naming decimal numbers is that:

Accepted Answer

A) they usually require more words than whole numbers. 
B) they require that every place be named unlike whole numbers that are named in groups of three. 
C) there is an asymmetry of names for place values when comparing numbers left and right of the decimal point. 
D) there is no consistent way to remember the names of the place values. 
A) they usually require more words than whole numbers. 
B) they require that every place be named unlike whole numbers that are named in groups of three. 
C) there is an asymmetry of names for place values when comparing numbers left and right of the decimal point. 
D) there is no consistent way to remember the names of the place values.

Question 15

Compare 3.0 to 3. The following are true except:

Accepted Answer

A) they have the same value. 
B) 3.0 shows greater precision. 
C) there is no difference. 
D) 3.0 may be a rounded value. 
A) they have the same value. 
B) 3.0 shows greater precision. 
C) there is no difference. 
D) 3.0 may be a rounded value.

Question 16

What is the best teaching sequence for teaching children about common fractions?

Accepted Answer

The best teaching sequence for teaching

Question 17

Which of the following is not equivalent to the others?

Accepted Answer

A)    
B)    
C)    
D) 0.4 
A)    
B)    
C)    
D) 0.4

Question 18

In order for children to fully understand rounding decimal fractions, they must have all of the following prerequisites except for :

Accepted Answer

A) they must know the names for each place value. 
B) they must know the rules for when to go up to the next number and when to keep the same number. 
C) they must understand numbers' relative positions on number lines. 
D) they must understand the meaning of decimal fractions. 
A) they must know the names for each place value. 
B) they must know the rules for when to go up to the next number and when to keep the same number. 
C) they must understand numbers' relative positions on number lines. 
D) they must understand the meaning of decimal fractions.

Question 19

Round 34,567.32578 off to the nearest thousandth. The answer is:

Accepted Answer

A) 34,567.325. 
B) 34,567.32600. 
C) 34,000.32578. 
D) 34,567.326. 
A) 34,567.325. 
B) 34,567.32600. 
C) 34,000.32578. 
D) 34,567.326.

Question 20

Which of the following is equal to a quarter of a million?

Accepted Answer

A) 40,000 
B) 250,000 
C) 2,500,000 
D)    
A) 40,000 
B) 250,000 
C) 2,500,000 
D)

These manipulatives are appropriate for teaching decimal fractions except for:

When a toy model is built with a scale of , this is an example of a situation represented by:

If a decimal is written as 1.0, this has the same meaning as all of the following statements except for:

Explain the differences between the comparison model and the expression of ratios situations for representing fractions. Give illustrations to show the differences.

Shade ⅓ of the rectangle below.

How would you explain to a child how to round a number to the nearest hundredths place? Use a specific example to help you explain the process you would go through.

Cutting a piece of cloth that is 3 yards long into 5 equal-size pieces is a situation represented by:

How would you explain to children the paradox that the finite space from 0 to 1 contains an infinite number of common fractions?

Explain how you can use Cuisenaire rods and meter sticks to explain the connections between common fractions and decimal fractions.

Decimal fractions are easier for children to understand than common fractions for the following reasons except:

John was asked whether Or Was closer to . Which of the following would be an accurate explanation?

Give four examples of manipulatives that can be used to introduce fractions to elementary children.

A unit fraction is one that:

One of the difficulties children have when naming decimal numbers is that:

Compare 3.0 to 3. The following are true except:

What is the best teaching sequence for teaching children about common fractions?

Which of the following is not equivalent to the others?

In order for children to fully understand rounding decimal fractions, they must have all of the following prerequisites except for :

Round 34,567.32578 off to the nearest thousandth. The answer is:

Which of the following is equal to a quarter of a million?

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

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

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 12: Developing Understanding of Common and Decimal Fractions

These manipulatives are appropriate for teaching decimal fractions except for:

When a toy model is built with a scale of , this is an example of a situation represented by:

If a decimal is written as 1.0, this has the same meaning as all of the following statements except for:

Explain the differences between the comparison model and the expression of ratios situations for representing fractions. Give illustrations to show the differences.

Shade ⅓ of the rectangle below.

How would you explain to a child how to round a number to the nearest hundredths place? Use a specific example to help you explain the process you would go through.

Cutting a piece of cloth that is 3 yards long into 5 equal-size pieces is a situation represented by:

How would you explain to children the paradox that the finite space from 0 to 1 contains an infinite number of common fractions?

Explain how you can use Cuisenaire rods and meter sticks to explain the connections between common fractions and decimal fractions.

Decimal fractions are easier for children to understand than common fractions for the following reasons except:

John was asked whether Or Was closer to . Which of the following would be an accurate explanation?

Give four examples of manipulatives that can be used to introduce fractions to elementary children.

A unit fraction is one that:

One of the difficulties children have when naming decimal numbers is that:

Compare 3.0 to 3. The following are true except:

What is the best teaching sequence for teaching children about common fractions?

Which of the following is not equivalent to the others?

In order for children to fully understand rounding decimal fractions, they must have all of the following prerequisites except for :

Round 34,567.32578 off to the nearest thousandth. The answer is:

Which of the following is equal to a quarter of a million?

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

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

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