Math Final Review

Which of the following shows a compensation strategy for multiplication for 23x47?

• (20x40) + (20x7) + (40x3) + (7x3)

• (23x40) + (23x7)

• (23x50) - (23x3)

• (25x45)

Cindy solves 22x6 with a partitioning strategy. Which of these shows a decomposition strategy?

• (22x5) + (22x1)

• (25x6) - (3x6)

• (22+22) + (22+22) + (22+22)

• (11x12)

Tags

CCSS.3.OA.B.5

One way to effectively model multiplication with large numbers is to:

• use pennies to connect to money

• use connecting cubes in groups on paper plates

• create an area model using base-ten materials

• use repeated addition

Tags

CCSS.4.NBT.B.5

Guiding students to develop a recording scheme for multiplication can be enhanced by the use of what tool?

• recording sheet with base-ten columns

• base-ten materials

• an open-array

• a calculators

Tags

CCSS.4.NBT.B.5

If a student has a semi-concrete understanding of the multiplication algorithm, which model would they use?

• base-ten blocks

• open array

• standard algorithm

• partial products

Tags

CCSS.4.NBT.B.5

What is another way to say equal?

• the answer is

• makes

• gives

• is the same as

Tags

CCSS.RI.11-12.4

CCSS.RI.9-10.4

CCSS.RL.11-12.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Which of the following activities would support the conceptual understanding of equivalence?

• give students equations to solve

• give students equations and ask if they are true or false

• give students expressions where the equal sign is always on the right

• give students quantities and ask if there is more or less in each group

Which of the following properties would this phrase describe: "when you multiply three numbers in an expression, you multiply the first pair and then multiply that answer by the third?"

• commutative

• associative

• zero

• distributive

Tags

CCSS.3.OA.B.5

The zero property can often be challenging for students. Which of the following would help students understand the reason behind the products?

• have students use a calculator to examine the products of 0

• have students solve the problem 423x0

• have students use a number line and have students make 5 jumps of 0

• have students list the factors of 0

Tags

CCSS.3.OA.B.5

To support knowledge about the commutative property, teachers should do what to help the students' focus on the relationship?

• use teams like "flip flop" and "ring around the Rosie"

• have students reverse the piles of manipulatives on the part-part-whole mat

• pair problems with same addends but in different orders

• help student identify combinations of ten

Tags

CCSS.1.OA.B.3