Question 1

Which of these fractions is a terminating decimal?

Accepted Answer

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

Question 2

How could you convince children that they need to have common denominators when adding and subtracting common fractions?

Accepted Answer

One way to convince children that they n

Question 3

4.8 ÷ 0.2 =

Accepted Answer

A) 0.24 
B) 240 
C) 24 
D) 2.4 
A) 0.24 
B) 240 
C) 24 
D) 2.4

Question 4

Use pattern blocks to make a design in which ⅓ is made of trapezoids. Trace your design. Shade the trapezoids.

Accepted Answer

To create a design using pattern blocks

Question 5

Research has shown that:

Accepted Answer

A) it is more difficult for students to learn rote procedures once they have acquired conceptual understanding. 
B) it makes no difference for students in the long run whether conceptual practice or rote practice comes first. 
C) it is more difficult for students to acquire conceptual understanding once they have learned rote procedures. 
D) it is more difficult for students to acquire conceptual understanding if they simultaneously learn the comparable rote procedures. 
A) it is more difficult for students to learn rote procedures once they have acquired conceptual understanding. 
B) it makes no difference for students in the long run whether conceptual practice or rote practice comes first. 
C) it is more difficult for students to acquire conceptual understanding once they have learned rote procedures. 
D) it is more difficult for students to acquire conceptual understanding if they simultaneously learn the comparable rote procedures.

Question 6

Give several examples of how calculators can be beneficial when teaching common fractions and decimal fractions.

Accepted Answer

Calculators can be beneficial when teach

Question 7

Accepted Answer

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

Question 8

Which model for subtraction of common fractions is illustrated by the problem below?
Deshawn walks 1½ miles around the track while Sam walks 1⅞ miles around the track. How much farther does Sam walk than Deshawn?

Accepted Answer

A) takeaway 
B) comparison 
C) completion 
D) whole-part-part 
A) takeaway 
B) comparison 
C) completion 
D) whole-part-part

Question 9

The following have the value of 3.6 except for :

Accepted Answer

A) 36 × 0.1 
B) 0.4 × 9 
C) 120 × 0.03 
D) 72 × 0.5 
A) 36 × 0.1 
B) 0.4 × 9 
C) 120 × 0.03 
D) 72 × 0.5

Question 10

On the number line given here, what number would be located at point P?

Accepted Answer

The answer of On the number line given here, what...

Question 11

Which model for subtraction of common fractions is illustrated by the problem below?
Emily has ⅝ cup of flour but needs 1¼ cups to make bread. How much more flour does she need?

Accepted Answer

A) takeaway 
B) comparison 
C) completion 
D) whole-part-part 
A) takeaway 
B) comparison 
C) completion 
D) whole-part-part

Question 12

Performance Task: Using Pattern Blocks and Tangrams 
Use pattern blocks or tangrams to complete each performance task. 
Use pattern blocks to make a design in which 1¼ is green. Trace your design. Shade the green part.

Accepted Answer

To complete this performance task using

Question 13

In which of these pairs of numbers is 2.25 larger than the first number but smaller than the second number?

Accepted Answer

A) 1 and 2 
B) 2 and   
C)    
D)    
A) 1 and 2 
B) 2 and   
C)    
D)

Question 14

4.5 + 6.23 + 8.25 + 6 =

Accepted Answer

A) 19.58 
B) 20.58 
C) 21.98 
D) 24.98 
A) 19.58 
B) 20.58 
C) 21.98 
D) 24.98

Question 15

Some teachers say that using manipulatives for teaching fractions just confuses children and that they do just fine learning the traditional algorithms. Do you agree or disagree with these statements? Why or why not?

Accepted Answer

I disagree with the statement that using

Question 16

The correct sequence when adding fractions is:

Accepted Answer

A) working with fractions with like denominators, then mixed numerals with unlike denominators, then fractions with like denominators. 
B) working with fractions with unlike denominators, then working with fractions with like denominators, then working with mixed numerals. 
C) working with fractions with unlike denominators, then working with mixed numerals with like denominators, then working with fractions with like denominators. 
D) working with fractions with like denominators, then fractions with unlike denominators, then working with mixed numerals. 
A) working with fractions with like denominators, then mixed numerals with unlike denominators, then fractions with like denominators. 
B) working with fractions with unlike denominators, then working with fractions with like denominators, then working with mixed numerals. 
C) working with fractions with unlike denominators, then working with mixed numerals with like denominators, then working with fractions with like denominators. 
D) working with fractions with like denominators, then fractions with unlike denominators, then working with mixed numerals.

Question 17

Represent ⅓ and ⅔ using pattern blocks.

Accepted Answer

To represent fractions like ⅓ and ⅔ usin

Question 18

Which model for subtraction of common fractions is illustrated by the problem below?
Mykala bought 4¾ pounds of chicken and cooked 2½ pounds. How much chicken does she have left?

Accepted Answer

A) takeaway 
B) comparison 
C) completion 
D) whole-part-part 
A) takeaway 
B) comparison 
C) completion 
D) whole-part-part

Question 19

Mason is 50 inches tall and is growing at the rate of  
 inch per month. Owen is 47 inches tall and is growing at the rate of 
  
Inch per month. If they continue to grow at these rates for the next four years, in how many months will they be the same height?

Accepted Answer

A) 24 months 
B) 30 months 
C) 36 months 
D) 42 months 
A) 24 months 
B) 30 months 
C) 36 months 
D) 42 months

Question 20

The density property refers to:

Accepted Answer

A) the thickness of the width of a number line. 
B) the property that states that there is always another number between any two numbers. 
C) the necessity for students to recognize how dense the curriculum is when learning about fractions. 
D) the equivalency of fractions to decimals. 
A) the thickness of the width of a number line. 
B) the property that states that there is always another number between any two numbers. 
C) the necessity for students to recognize how dense the curriculum is when learning about fractions. 
D) the equivalency of fractions to decimals.

Which of these fractions is a terminating decimal?

How could you convince children that they need to have common denominators when adding and subtracting common fractions?

4.8 ÷ 0.2 =

Use pattern blocks to make a design in which ⅓ is made of trapezoids. Trace your design. Shade the trapezoids.

Research has shown that:

Give several examples of how calculators can be beneficial when teaching common fractions and decimal fractions.

Which model for subtraction of common fractions is illustrated by the problem below? Deshawn walks 1½ miles around the track while Sam walks 1⅞ miles around the track. How much farther does Sam walk than Deshawn?

The following have the value of 3.6 except for :

On the number line given here, what number would be located at point P?

Which model for subtraction of common fractions is illustrated by the problem below? Emily has ⅝ cup of flour but needs 1¼ cups to make bread. How much more flour does she need?

Performance Task: Using Pattern Blocks and Tangrams Use pattern blocks or tangrams to complete each performance task. Use pattern blocks to make a design in which 1¼ is green. Trace your design. Shade the green part.

In which of these pairs of numbers is 2.25 larger than the first number but smaller than the second number?

4.5 + 6.23 + 8.25 + 6 =

Some teachers say that using manipulatives for teaching fractions just confuses children and that they do just fine learning the traditional algorithms. Do you agree or disagree with these statements? Why or why not?

The correct sequence when adding fractions is:

Represent ⅓ and ⅔ using pattern blocks.

Which model for subtraction of common fractions is illustrated by the problem below? Mykala bought 4¾ pounds of chicken and cooked 2½ pounds. How much chicken does she have left?

Mason is 50 inches tall and is growing at the rate of inch per month. Owen is 47 inches tall and is growing at the rate of Inch per month. If they continue to grow at these rates for the next four years, in how many months will they be the same height?

The density property refers to:

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

Developing 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 13: Extending Understanding of Common and Decimal Fractions

Which of these fractions is a terminating decimal?

How could you convince children that they need to have common denominators when adding and subtracting common fractions?

4.8 ÷ 0.2 =

Use pattern blocks to make a design in which ⅓ is made of trapezoids. Trace your design. Shade the trapezoids.

Research has shown that:

Give several examples of how calculators can be beneficial when teaching common fractions and decimal fractions.

Which model for subtraction of common fractions is illustrated by the problem below? Deshawn walks 1½ miles around the track while Sam walks 1⅞ miles around the track. How much farther does Sam walk than Deshawn?

The following have the value of 3.6 except for :

On the number line given here, what number would be located at point P?

Which model for subtraction of common fractions is illustrated by the problem below? Emily has ⅝ cup of flour but needs 1¼ cups to make bread. How much more flour does she need?

Performance Task: Using Pattern Blocks and Tangrams Use pattern blocks or tangrams to complete each performance task. Use pattern blocks to make a design in which 1¼ is green. Trace your design. Shade the green part.

In which of these pairs of numbers is 2.25 larger than the first number but smaller than the second number?

4.5 + 6.23 + 8.25 + 6 =

Some teachers say that using manipulatives for teaching fractions just confuses children and that they do just fine learning the traditional algorithms. Do you agree or disagree with these statements? Why or why not?

The correct sequence when adding fractions is:

Represent ⅓ and ⅔ using pattern blocks.

Which model for subtraction of common fractions is illustrated by the problem below? Mykala bought 4¾ pounds of chicken and cooked 2½ pounds. How much chicken does she have left?

Mason is 50 inches tall and is growing at the rate of inch per month. Owen is 47 inches tall and is growing at the rate of Inch per month. If they continue to grow at these rates for the next four years, in how many months will they be the same height?

The density property refers to:

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

Developing 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