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WorksheetsChapter 16 Quiz
Total questions: 15
Worksheet time: 8mins
Name
Class
Date
1.
Which option best describes additive thinking?
a)
adding two numbers using an algorithm
b)
adding or subtracting two numbers by distinguishing whole from its parts in a problem and interpreting what is known and what is unknown
c)
subtracting two numbers using an algorithm
d)
adding or subtracting numbers using a calculator
2.
Which option describes the most appropriate language to use when introducing young children to addition and subtraction?
a)
‘plus’ and ‘minus’
b)
‘+’ and ‘-’
c)
‘and’, ‘more than’ and ‘less than’
d)
‘sum’ and ‘difference’
3.
Consider this problem: Lisa has four marbles. Tom gave her some more. Now Lisa has nine marbles. How many marbles did Tom give to her?
Which statement is correct?
Which statement is correct?
a)
using the parts-whole model, the two parts are known
b)
using the parts-whole model, the two parts and the whole are known
c)
using the parts-whole model, one part and the whole are known
d)
using the parts-whole model, only one part is known
4.
Consider this problem: Alice had some marbles. Luca gave her three more marbles. Now Alice has eight marbles. How many marbles did she have to start with?
a)
using the parts-whole model, three and eight are considered to be parts
b)
using the parts-whole model, three and eight are considered to be wholes
c)
using the parts-whole model, three is considered to be a whole and eight is a part
d)
using the parts-whole model, three is considered to be a part and eight is the whole
5.
Consider this problem: Dan has seven marbles. Jess has two more than Dan. How many marbles does Jess have?
Which statement is not correct?
Which statement is not correct?
a)
this is a ‘whole-part known’ problem with seven as the whole and two as a part
b)
this is a ‘parts known’ problem with seven and two as the parts
c)
this is a ‘parts known’ problem where the whole is unknown
d)
this is a ‘joining’ problem and not a ‘combining’ problem
6.
Which option does not describe a subtraction problem?
a)
take away
b)
missing addend
c)
difference
d)
sum
7.
Which of the following is an example of a missing addend problem?
a)
James had nine apples. He gave three to Anna. How many apples does he have left?
b)
Lena had some apples. Todd gave her two more apples. Now Lena has eight apples. How many apples did she have to start with?
c)
Tony has five apples. Nadia has four apples. How many more apples does Tony have?
d)
Kate has eight apples. She has six more than Joe. How many apples does Joe have?
8.
Which option describes the least effective strategy young children can use to solve addition and subtraction problems?
a)
using part-part-whole knowledge
b)
recognising a known doubles fact
c)
counting by ones
d)
recognising a number without counting and then counting on
9.
Which option shows an example where a young child is having difficulty in counting back or counting up to find the required answer?
a)
in taking 4 cards away from 7 cards, a child counts back as 7, 6, 5, 4
b)
in finding additional cards needed to go from 2 cards to 6 cards, a child counts up as 3, 4, 5, 6
c)
in taking 5 cards away from 9 cards, a child counts back as 8, 7, 6, 5, 4
d)
in finding the difference between 3 cards and 7 cards, a child counts up as 4, 5, 6, 7
10.
Which option describes the least effective way of young children becoming confident additive thinkers?
a)
using a variety of materials and representations to model addition and subtraction
b)
using subitisation and development of part-part-whole knowledge
c)
using automatic recall of number facts learnt through repetition
d)
using meaningful language before introducing symbolic recording
11.
Which of the following represents the least effective mental strategy for adding numbers to 20?
a)
count on 1,2 or 3
b)
doubles and near doubles
c)
make to 10
d)
counting by ones
12.
For the ‘make to 10’ or ‘bridging 10’ strategy, which statement is not correct?
a)
part-part-whole knowledge is needed
b)
a well-developed sense of numbers beyond 10 is needed
c)
doubles facts knowledge is needed
d)
ten-frames, 20-bead strings and number lines can be used to develop the idea of the strategy
13.
Which option is not a form of ‘renaming’?
a)
writing a number in an equivalent form using place-value parts
b)
counting on 1, 2 or 3 to a number
c)
regrouping numbers to make addition and multiplication easier
d)
trading numbers to make subtraction and division easier
14.
Which statement is correct when describing the language to use in the decomposition process of subtracting 37 from 82?
a)
2 ones take away 7 ones is 5 ones, record 5 with the ones; 8 tens take away 3 tens is 5 tens, record 5 with the tens
b)
2 ones take away 7 ones (physically impossible), record 0 with the ones; trade 1 ten for 10 ones; rename 82 as 7 tens and 12 ones; 12 ones take away 7 ones is 5 ones, record 5 with the ones; 7 tens take away 3 tens is 4 tens, record 4 with the tens
c)
2 ones take away 7 ones (physically impossible); trade 1 ten for 10 ones; rename 82 as 8 tens and 12 ones; 12 ones take away 7 ones is 5 ones, record 5 with the ones; 8 tens take away 3 tens is 5 tens, record 5 with the tens
d)
2 ones take away 7 ones (physically impossible); trade 1 ten for 10 ones; rename 82 as 7 tens and 12 ones; 12 ones take away 7 ones is 5 ones, record 5 with the ones; 7 tens take away 3 tens is 4 tens, record 4 with the tens
15.
For adding and subtracting multi-digit numbers, you can work in place-value parts starting with the ones to manage the regrouping of place-value units where required. Which statement is correct when describing the language to use in the process of adding 675 and 148?
a)
5 ones and 8 ones is 13 ones so record as 1 ten and 3 ones; 7 tens and 4 tens is 11 tens and 1 more ten is 12 tens so record as 1 hundred and 2 tens; 6 hundreds and 1 hundred is 7 hundreds and 1 more is 8 hundreds so record as 8 hundreds
b)
5 ones and 8 ones is 13 ones so record as 1 ten and 3 ones; 7 tens and 4 tens is 11 tens and 1 more ten is 21 tens so record as 2 hundreds and 1 ten; 6 hundreds and 1 hundred is 7 hundreds and 2 more is 9 hundreds so record as 9 hundreds
c)
5 ones and 8 ones is 13 ones so record as 1 ten and 3 ones; 7 tens and 4 tens is 11 tens and 1 more ten is 12 tens so record as 10 tens and 2 ones; 6 hundreds and 1 hundred is 7 hundreds so record as 7 hundreds
d)
5 ones and 8 ones is 13 ones so record as 1 ten and 3 ones; 7 tens and 4 tens is 11 tens and 1 more ten is 12 tens so record as 1 ten and 2 ones; 6 hundreds and 1 hundred is 7 hundreds and record as 7 hundreds
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