Chapter 16 Quizz Review

The decimal point marks the location of what place value?

• Hundreds

• Tenths

• Ones

• Thousandths

What are ways to ensure that students understand a connection between fractions and decimals?

• (1) Flip the fraction, (2) double the numerator and then divide the numerator by the denominator

• (1) Flip the first fraction, (2) divide the numerator by the denominator and (3) split the quotient in half

• (1) Say decimal fractions correctly, (2) Use visual models for decimal fractions, and (3) Include multiple names and formats.

True or false: Results of CST exams revealed that students have difficulties with fraction-decimal relationships?

• False, it was results found when students took NAEP exams which revealed students had difficulties with the fraction-decimal relationship

• True, CSTs are required by students to take at the end of every module they take in a math class

What are some common challenges/ misconceptions students may experience when comparing and ordering decimals?

• Student do not have any challenges/ misconceptions when comparing and ordering decimals

• (1) Longer is larger, (2) Shorter is larger, (3) Internal zero, (4) Less than zero, (5) Reciprocal thinking, and (6) Equality.

• (1) Decimals and fractions are the same, (2) fractions can be found easily while decimals are more challenging

According to our textbook, students need to be able to use concrete models or drawings, invented strategies based on place value and properties of operations, and explain the reasoning used. What is essential in building that understanding?

• Estimation

• A good calculator

• Practice

There are two essential understandings when dividing decimals. One of them is knowing that there is an inverse relationship between multiplication and division which can be useful in supporting thinking about division with decimals. What is the other?

• Knowing that it is important to make sure how to create inequalities by dividing by two

• Knowing if the numbers in the decimals are even or odd

• Number sense and reasoning can be used to place the decimal point in the quotient.

True or false, if students can express fractions and decimals as tenths, the term percent can be substituted for the term tenths?

• True, percent literally means, "out of ten"

• False, it is if students can express fractions and decimals as hundredths, the term percent can be substituted for the term hundredth

• False, percent literally means, "out of a thousand"

Which of the following is not a guideline for teacher to use on instruction on percents?

• 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

• Do not rush to developing rules or algorithms for different types of problems-encourage students to notice patterns

• Use the terms part, whole, and percent (or fraction) as well as encourage mental computation.

What are the two ideas the author of our textbook suggests to help students estimate percentage situations which were discussed in the chapter and can be applied?

• (1) Rise and (2) Run

• (1) When the percent is not a simple one, substitute a close percent is not a simple one, substitute a close percent that is easy to work with and (2) select numbers that are compatible with the percent involved to make the calculations easy to do mentally

• (1) Guess and (2) Check

What are the three common uses for estimating percentages in real-world situations that teachers can practice with their students?

• (1) Budgeting, (2) Filing taxes, and (3) Paying Bills

• (1) Understanding the speed limit, (2) Buying groceries, and (3) Planning a vacation

• (1) Tips, (2) Taxes, and (3) Discounts