Question 1

When students are learning and creating contexts for integer operations.Ask them to consider the following questions EXCEPT:

Accepted Answer

A) Where am I now? 
B) Where am I going? 
C) Where did you start? 
D) How far did you go? 
A) Where am I now? 
B) Where am I going? 
C) Where did you start? 
D) How far did you go? B

Question 2

What is the primary reason to teach and use Scientific Notation?

Accepted Answer

A) Convenient way to represent very large or small numbers. 
B) A number is changed to be the product of a number greater or equal to 1 or less than 10 multiplied by a power of 10. 
C) Easiest way to convey the value of numbers in different contexts. 
D) To determined by the level of precision appropriate for that situation. 
A) Convenient way to represent very large or small numbers. 
B) A number is changed to be the product of a number greater or equal to 1 or less than 10 multiplied by a power of 10. 
C) Easiest way to convey the value of numbers in different contexts. 
D) To determined by the level of precision appropriate for that situation. A

Question 3

For students to be successful in the division of integers they should competence in the following concept?

Accepted Answer

A) Whole number division. 
B) Division of fractions. 
C) Relationship between multiplication and division. 
D) Rules for dividing negative numbers. 
A) Whole number division. 
B) Division of fractions. 
C) Relationship between multiplication and division. 
D) Rules for dividing negative numbers. C

Question 4

Order of operations extends working with exponents.What part of the order of operations is a convention?

Accepted Answer

A) The meaning of the operation. 
B) Multiplying before computing the exponent changes the meaning of the problem. 
C) Working from left to right,using parenthesis. 
D) PEMDAS 
A) The meaning of the operation. 
B) Multiplying before computing the exponent changes the meaning of the problem. 
C) Working from left to right,using parenthesis. 
D) PEMDAS

Question 5

Describe a learning experience that can introduce students to irrational numbers.

Accepted Answer

Through experimentation,they will determ

Question 6

The ideas below would guide student understanding of the concept behind scientific notation EXCEPT.

Accepted Answer

A) Examining patterns that arise when inputting very large and small numbers into a calculator. 
B) Researching real-life examples of very large and small numbers. 
C) Asking them to perform computation on very large and small numbers that are not in scientific notation,so they can see how difficult it is. 
D) Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point". 
A) Examining patterns that arise when inputting very large and small numbers into a calculator. 
B) Researching real-life examples of very large and small numbers. 
C) Asking them to perform computation on very large and small numbers that are not in scientific notation,so they can see how difficult it is. 
D) Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point".

Question 7

When students begin to work with exponents they often lack conceptual understanding.Identify the method that supports conceptual versus procedural understanding.

Accepted Answer

A) Explore growing patterns with physical models. 
B) Explore with whole numbers before exponents with variables. 
C) Instruction on the order of operations. 
D) Instruction should focus on exponents as a shortcut for repeated multiplication. 
A) Explore growing patterns with physical models. 
B) Explore with whole numbers before exponents with variables. 
C) Instruction on the order of operations. 
D) Instruction should focus on exponents as a shortcut for repeated multiplication.

Question 8

Learning about exponents can be problematic.These are common misconceptions EXCEPT:

Accepted Answer

A) Think of the two values as factors. 
B) Hear "five three times" and think multiplication. 
C) Write the equation as 5 x 3 rather than 5 x 5 x 5. 
D) Use repeated addition versus multiplication. 
A) Think of the two values as factors. 
B) Hear "five three times" and think multiplication. 
C) Write the equation as 5 x 3 rather than 5 x 5 x 5. 
D) Use repeated addition versus multiplication.

Question 9

The contexts below would support learning about very,very large numbers EXCEPT:

Accepted Answer

A) Distance from the planet Mercury to Mars. 
B) Number of cells in the human body. 
C) The estimated life span of a Bengal tiger. 
D) Population of the European countries in 2011. 
A) Distance from the planet Mercury to Mars. 
B) Number of cells in the human body. 
C) The estimated life span of a Bengal tiger. 
D) Population of the European countries in 2011.

Question 10

The term rational numbers relates to all of examples below EXCEPT:

Accepted Answer

A) Fractions. 
B) Decimals and percents. 
C) Square roots. 
D) Positive and negative integers. 
A) Fractions. 
B) Decimals and percents. 
C) Square roots. 
D) Positive and negative integers.

Question 11

Discuss the challenges of using number lines and counters to teach about magnitude and direction of integers.

Accepted Answer

One challenge for students is not connec

When students are learning and creating contexts for integer operations.Ask them to consider the following questions EXCEPT:

What is the primary reason to teach and use Scientific Notation?

For students to be successful in the division of integers they should competence in the following concept?

Order of operations extends working with exponents.What part of the order of operations is a convention?

Describe a learning experience that can introduce students to irrational numbers.

The ideas below would guide student understanding of the concept behind scientific notation EXCEPT.

When students begin to work with exponents they often lack conceptual understanding.Identify the method that supports conceptual versus procedural understanding.

Learning about exponents can be problematic.These are common misconceptions EXCEPT:

The contexts below would support learning about very,very large numbers EXCEPT:

The term rational numbers relates to all of examples below EXCEPT:

Discuss the challenges of using number lines and counters to teach about magnitude and direction of integers.

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

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Exam 23: Developing Concepts of Exponents, integers, and Real Numbers

When students are learning and creating contexts for integer operations.Ask them to consider the following questions EXCEPT:

What is the primary reason to teach and use Scientific Notation?

For students to be successful in the division of integers they should competence in the following concept?

Order of operations extends working with exponents.What part of the order of operations is a convention?

Describe a learning experience that can introduce students to irrational numbers.

The ideas below would guide student understanding of the concept behind scientific notation EXCEPT.

When students begin to work with exponents they often lack conceptual understanding.Identify the method that supports conceptual versus procedural understanding.

Learning about exponents can be problematic.These are common misconceptions EXCEPT:

The contexts below would support learning about very,very large numbers EXCEPT:

The term rational numbers relates to all of examples below EXCEPT:

Discuss the challenges of using number lines and counters to teach about magnitude and direction of integers.

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Filters