Question 1

Why is the expansion of decimals important for upper elementary children?

Accepted Answer

The expansion of decimals is important f

Question 2

Which of the following situations is the correct problem for the mathematical statement 0.8 ÷ 0.2?

Accepted Answer

A) Mary has 0.8 of a yard of cloth and wants to make 2 headbands out of the cloth. 
B) Jim has 0.8 of a meter of molding and needs as many 0.2 meter pieces he can cut as possible. 
C) Nicole has 0.2 of a dollar and wants to increase it to 0.8 of a dollar. 
D) David wants 0.2 of a 0.8 square foot piece of metal for a dog house roof. 
A) Mary has 0.8 of a yard of cloth and wants to make 2 headbands out of the cloth. 
B) Jim has 0.8 of a meter of molding and needs as many 0.2 meter pieces he can cut as possible. 
C) Nicole has 0.2 of a dollar and wants to increase it to 0.8 of a dollar. 
D) David wants 0.2 of a 0.8 square foot piece of metal for a dog house roof.

Question 3

Explain how GCFs and LCMs are related to common fractions.

Accepted Answer

GCFs (Greatest Common Factors) and LCMs

Question 4

What is the progression you should use to teach children to add and subtract fractions? Use examples to illustrate the progression.

Accepted Answer

When teaching children to add and subtra

Question 5

The statements below concerning the greatest common factor (GCF)are all true except for :

Accepted Answer

A) the name for the GCF causes confusion because many times this "greatest" number can be smaller than any of the numbers under consideration. 
B) the GCF is used to find the common denominator of fractions. 
C) Venn diagrams can be used to illustrate the GCF of two or more numbers. 
D) two numbers must have a GCF. 
A) the name for the GCF causes confusion because many times this "greatest" number can be smaller than any of the numbers under consideration. 
B) the GCF is used to find the common denominator of fractions. 
C) Venn diagrams can be used to illustrate the GCF of two or more numbers. 
D) two numbers must have a GCF.

Question 6

Adding fractions should be introduced in which order (from least to most complex)?

Accepted Answer

A) like denominators, unlike denominators, one denominator that is a multiple of another 
B) unlike denominators, one denominator that is a multiple of another, like denominators 
C) like denominators, one denominator that is a multiple of another, unlike denominators 
D) unlike denominators, like denominators, one denominator that is a multiple of another 
A) like denominators, unlike denominators, one denominator that is a multiple of another 
B) unlike denominators, one denominator that is a multiple of another, like denominators 
C) like denominators, one denominator that is a multiple of another, unlike denominators 
D) unlike denominators, like denominators, one denominator that is a multiple of another

Question 7

Children learn the rule "Multiplication makes bigger, division makes smaller" when working with whole numbers (with the exception of products and quotients with 0 and 1). All of the following mathematical statements concerning fractions violate this rule except for :

Accepted Answer

A) ⅔ × ¾ 
B) ⅔ × 24 
C) ⅔ ÷  ¾ 
D) 1⅔ × 24 
A) ⅔ × ¾ 
B) ⅔ × 24 
C) ⅔ ÷  ¾ 
D) 1⅔ × 24

Question 8

Sketch models to convince children that the expressions below are equal to their correct answers. 
(a)   
(b)   
(c)   
(d)   
What is the value in making sketches such as these?

Accepted Answer

The answer of Sketch models to convince children that the...

Why is the expansion of decimals important for upper elementary children?

Which of the following situations is the correct problem for the mathematical statement 0.8 ÷ 0.2?

Explain how GCFs and LCMs are related to common fractions.

What is the progression you should use to teach children to add and subtract fractions? Use examples to illustrate the progression.

The statements below concerning the greatest common factor (GCF)are all true except for :

Adding fractions should be introduced in which order (from least to most complex)?

Children learn the rule "Multiplication makes bigger, division makes smaller" when working with whole numbers (with the exception of products and quotients with 0 and 1). All of the following mathematical statements concerning fractions violate this rule except for :

Sketch models to convince children that the expressions below are equal to their correct answers. (a) (b) (c) (d) What is the value in making sketches such as these?

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

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Exam 13: Extending Understanding of Common and Decimal Fractions

Why is the expansion of decimals important for upper elementary children?

Which of the following situations is the correct problem for the mathematical statement 0.8 ÷ 0.2?

Explain how GCFs and LCMs are related to common fractions.

What is the progression you should use to teach children to add and subtract fractions? Use examples to illustrate the progression.

The statements below concerning the greatest common factor (GCF)are all true except for :

Adding fractions should be introduced in which order (from least to most complex)?

Children learn the rule "Multiplication makes bigger, division makes smaller" when working with whole numbers (with the exception of products and quotients with 0 and 1). All of the following mathematical statements concerning fractions violate this rule except for :

Sketch models to convince children that the expressions below are equal to their correct answers. (a) (b) (c) (d) What is the value in making sketches such as these?

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