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 number line and have students make 5 jumps of 0

have students use a calculator to examine the products of 0

have students solve the problem 423x0

have students list the factors of 0

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

pair problems with same addends but in different orders

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

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

help student identify combinations of ten

Which of the following options would be supportive for students' understanding of fractions?

emphasize conceptual understanding by connecting to visuals

tell students that fractions are different from whole numbers, so the procedures are also different

use only examples that are part-whole

use only examples where fractions are always partitioned with the same shape

The way we write fractions with a top and bottom number is a convention. What method focuses on making sense of the parts rather than the symbols?

begin by discussing the probability of an event occurring

begin by talking about fractions as an operator

begin by using symbols of fractions

Which of the following would be considered a fair sharing task?

Four people bake 30 cookies, how many cookies will each person get?

Two people baked a very large cookie and they want to split the cookie into fourths. Show two different ways they can split the cookie into fourths.

Roberto is offered a choice of 1/4 of a cake or 1/3 of a cake and chooses 1/3 of a cake. His friend Cali gets the 1/4 size piece, but ends up with more cake. How is this possible?

Ali takes 1/2 of a cake, Stephen takes 2/5 of the cake, and Ben took 1/3 of the cake. Who has the smallest piece?

Which of the following is a recommendation for effective fraction computation instruction?

provide models for each operation

give students problems with no context

using only estimation and invented methods

Which of the following is a good explanation for how to add fractions?

add equal-sized parts - finding a common denominator can help solve the problem

join parts and find a common denominator in order to combine correctly

find the common denominator because one only adds the numerators

put together by combining the numerators

When adding fractions with like denominators, it is important for students to focus on which key ideas?

connect fractions to whole numbers

know the meaning of numerator and denominator

What would be a way to support a student who had a common challenge of getting different answers with models than with symbols when adding fractions?

have students justify which is right and prove why the other answer is not right

ask students to discuss strategies they use to find common denominators

ask students to tell what the numerator and denominator mean

offer games and activities to reinforce multiplication facts

What is the role of the decimal point in a number?

separate the big numbers from the small numbers

separate the dollars from the cents

Which is true about precision?

the more decimal places to the right, the more precise it is

the smaller the number, the more precise it is

the larger the number the more precise it is

What activity described below would support students' understanding of halves, thirds, fourths, and eighths as decimal fractions?

students shade in a 10x10 grid to illustrate a familiar fraction

students use an empty number line to represent the placement of decimal fractions

students use a meter stick to compare the size of decimal fractions

students are given a list of five decimal fractions and put them in order from least to greatest

Which of the following student responses shows the common challenge of thinking decimals are less than zero?

a student says 0.45 is less than zero because zero is a whole number to the left of the decimal point, and therefore is greater than a decimal

a student says 0.34 is less than 0.072 thinking that zero has no impact

a student says 0.7 is greater than 0.82 because a tenth is larger than a hundredth

a student says 0.22 is less than 0.220

Multiplicative comparisons serve as an important foundation for understanding ratios. Identify the statement below that would represent a multiplicative comparison.

the long race course is three halves as long as the short race course

the short race course was five-eighths of a mile long

the short race course is two-thirds of a mile long and the long race course is one and three-fourths miles long

walking the long race course took two-thirds of the hour

Which is an example of a part-to-part ratio?

the diagonal of a square to its side

the percentage of people in attendance

the number of girls in a class to the number of students in the class

the probability of an event occurring

Which of the following statements in true?

ratios can be interpreted as composed units or as rates

ratios are only part-part comparisons and fractions are part-whole comparisons

ratios can be interpreted as additive or multiplicative situations

Which of the following is both a fraction and a ratio?

the ratio of boys to students in the class

the ratio of the circumference of the circle to its diameter

the length of the track is three-fourths of a mile

the ratio of birds to butterflies

Which of the following would be used to demonstrate a ratio as a rate?

eating four cookies in two days

When you are measuring an object using a tool and choosing the attribute to be measured, what should you do?

select a tool with the same attribute to measure with

consider which tool gives the largest measurement

only use tools with metric units

use a tool that aligns with the benchmark on your body

What is a measurement?

the end mark on the ruler of the object being measured

What is the first step in teaching progression of measurement instruction?

deciding the attribute to be measured

What is the purpose of using non-standard units with students?

the focus is on the attribute being measured

gives them a way to precisely measure an object

supports making comparisons between objects

supports students in selecting a unit

What does effective data collection involve?

a sample that is designed to represent a population

a sample where some kids are asked more than once

a sample that is exactly like the intended population

Classifying involves deciding about what part of the data?

identifying how to group things

sorting objects by their attributes into categories

ordering objects in terms of their size or shape

formulating questions for collected data

Which of the following is true about the order of operations?

it is based on mathematical properties

it should be taught with mnemonic devices

it must be followed rigidly to ensure correct answers

What should be taught when introducing the order of operations?

a visual of the order of operations

the phrase Please Excuse My Dear Aunt Sally

students should work from right to left

What is a true statement about using number lines for integers?

number lines can be used with non-integer values (e.g., -4.5)

number lines match several familiar situations, such as golf scores

number lines are an abstract concept for students

number lines are easier for student to comprehend because they are familiar

What is a true statement about negative and positive numbers?

negative and positive numbers can be representing with counters and number lines

negative and positive numbers should be taught without context

negative numbers should be introduced with integers

Math Final Review

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3.NF.A.1, 6.RP.A.1, 3.OA.B.5

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MULTIPLE CHOICE QUESTION

the answer is

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

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

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

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

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

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

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

What is another way to say equal?

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

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?"

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

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

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