Chapter 11 Quiz

According to the Common Core State Standards, students should solve additional and subtraction problems with numbers appropriate for their grade level.  Which one accurately states the how high the grade level should be able to work with?

• Within 1000 for kindergarten, within 10 for first-grade students, and within 100 for second-grade students

• Within 100 for kindergarten students, within 10 for first-grade students, and within 1000 for second-grade students

• Within 10 for kindergarten students, within 100 for first-grade students, and within 1000 for second-grade students

Tags

CCSS.5.NBT.B.7

True or false, research DOES NOT suggest that problems involving addition and subtraction are a good context for learning place-value concepts? 

• True

• False

Tags

CCSS.7.NS.A.1C

Compatible numbers for addition and subtraction are numbers that do what?  Numbers that equal tens or hundreds are the most common examples. 

• Easily combine to equal benchmark numbers

• Combine to equal benchmark numbers but with more difficulty

• Do not really exist

Tags

CCSS.2.NBT.B.5

Which goes with the given computational strategy?

• Direct modeling: Supported by written recordings, mental methods when appropriate; Invented strategies: Counts by ones, use of base-ten models; Standard algorithms: Use base-ten materials to model the steps, prove that it produces a correct answer

• Direct modeling: Counts by ones, use of base-ten models; Invented strategies: Supported by written recordings, mental methods when appropriate; Standard algorithms: Use base-ten materials to model the steps, prove that it produces a correct answer

• Direct modeling: Use base-ten materials to model the steps, prove that it produces a correct answer; Invented strategies: Counts by ones, use of base-ten models; Standard algorithms: Supported by written recordings, mental methods when appropriate

Tags

CCSS.2.NBT.B.5

Direct modeling involves the use of what two things along with counting to directly represent the meaning of an operation or story problem?

• Imagination or magic

• Manipulatives or drawings

• A calculator or pencil with paper

Tags

CCSS.2.OA.A.1

6. How many and what are the benefits of invented strategies?

• 3: Stop, Drop and Roll

• 3: Reduce, reuse and recycle

• 7: Students make fewer errors, less reteaching is required, students develop number sense, invented strategies are the basis for mental computation and estimation, flexible methods are often faster than standard algorithms, algorithms invention is itself a significantly important process of “doing mathematics”, and invented strategies serve students well on standardized tests

Tags

CCSS.2.NBT.B.7

True or false, All students do mental computation with all levels of mathematics?

• True, it is the only way students will get credit for doing math

• False, mental computation does not even exist

• False, what may be a mental strategy for one student may require written support for another

Tags

CCSS.7.NS.A.1C

How many and what are the main components in the method of learning the standard algorithms?

• 3: (1) Stop; (2) drop; and (3) roll

• 3:(1) Reduce, (2) reuse, and (3) recycle

• Three: (1) knowing the step by step procedure and how it is performed; (2) knowing why the algorithm works and how it can be applied; and (3)knowing when an algorithm should be used and comparing the value and usefulness of different algorithms

Tags

CCSS.2.NBT.B.5

9. What is the name of the strategy that can use for solving problems with multidigit numbers, an amazingly powerful way to subtract and is particularly successful with students with disabilities?

• Adding single-digit numbers

• Subtracting single-digit numbers

• Think-addition strategy

Tags

CCSS.2.OA.A.1

10. Which of the following are NOT examples of suggestions for teaching computational estimation?

• Use real examples

• Use estimation language

• Use a context

• All of the above