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WorksheetsChapter 17 Quiz
Total questions: 15
Worksheet time: 8mins
Name
Class
Date
1.
Which statement is least effective in describing multiplicative thinking?
a)
multiplicative thinking is the capacity to work flexibly and efficiently with the concepts, strategies and representations of multiplication and division
b)
multiplicative thinking is the ability to recognise and solve a range of problems involving multiplication or division
c)
multiplicative thinking is the capacity to execute a particular procedure or strategy
d)
multiplicative thinking is more complex than additive thinking
2.
Which option best describes multiplication?
a)
finding the total amount when the number of groups and the number in each group are known
b)
finding the number in each group when the total is known and the number of groups is known
c)
finding the number of groups when the total is known and the number in each group is known
d)
finding the total amount when the number of groups is known but the number in each group is unknown
3.
Which option best describes quotition division?
a)
finding the total amount when the number of groups and the number in each group are known
b)
finding the number in each group when the total is known and the number of groups is known
c)
finding the number of groups when the total is known and the number in each group is known
d)
finding the total amount when the number of groups is known but the number in each group is unknown
4.
Which option best describes partition division?
a)
finding the total amount when the number of groups and the number in each group are known
b)
finding the number in each group when the total is known and the number of groups is known
c)
finding the number of groups when the total is known and the number in each group is known
d)
finding the total amount when the number of groups is known but the number in each group is unknown
5.
Which option correctly relates to the definitions of the terms used for multiplication?
a)
the multiplicand is the number of groups, the multiplier is the number in each group and the product is the total
b)
the quotient is the number of groups, the divisor is the number in each group and the dividend is the total
c)
the divisor is the number of groups, the quotient is the number in each group and the dividend is the total
d)
the multiplier is the number of groups, the multiplicand is the number in each group and the product is the total
6.
Which of the following options correctly states the terms used for division?
a)
the multiplicand is the number of groups, the multiplier is the number in each group and the product is the total
b)
the quotient is the number of groups, the divisor is the number in each group and the dividend is the total
c)
the divisor is the number of groups, the quotient is the number in each group and the dividend is the total
d)
the multiplier is the number of groups, the multiplicand is the number in each group and the product is the total
7.
Which of the following ideas related to multiplicative thinking is not correct?
a)
recognising the many-to-one relationship ’10 of these is 1 of those’ and the one-to-many relationship ‘for each one there are 10 tenths’
b)
recognising that there is a direct relationship between divisor and dividend; that is, the larger the divisor, the larger the dividend
c)
recognising that division is the inverse of multiplication
d)
emphasising the relationship between multiplication and division before any use of symbols or formal recording
8.
Which option does not describe a critical step in developing multiplicative thinking?
a)
counting large collections efficiently
b)
recognising numbers to ten as composite units
c)
equal sharing based on splitting
d)
partitioning into unequal parts
9.
Which option is not a counting-based strategy?
a)
arrays and regions (times as many/for each)
b)
equal groups
c)
repeated addition
d)
skip counting
10.
There are limitations in using the ‘equal groups’ idea for teaching multiplication. Which statement relating to these limitations is false?
a)
representing equal groups as discrete groups of ones may prevent children from seeing the group as a composite unit
b)
the equal groups idea is only suitable for small positive integer values
c)
the equal groups idea is more closely related to multiplication than to counting and additive processes
d)
equivalent amounts represented in different ways, such as 3 fours and 4 threes, do not look the same and may prevent children from recognising the commutative property of multiplication
11.
Which statement relating to learning the multiplication facts to 100 is not correct?
a)
array-based mental strategies offer an efficient way of building multiplication facts
b)
many students struggling with building knowledge of multiplication facts do not trust the count for numbers to 10
c)
the traditional ‘times table’ approach represents multiplication facts as an additive count of groups
d)
rote learning of multiplication facts is highly recommended
12.
Group strategies can be used to represent the multiplication facts to 100. Which option describes a group strategy for the 3s facts?
a)
doubles
b)
double doubles
c)
double and one more
d)
relate to tens
13.
Group strategies can be used to represent the multiplication facts to 100. Which option describes a group strategy for the 5s facts?
a)
doubles
b)
double doubles
c)
double and one more
d)
relate to tens
14.
Which of the following is least important in developing the ability to estimate?
a)
well-developed sense of number
b)
ability to guess
c)
knowledge of number facts, relationships and properties
d)
understanding of the meanings of operations
15.
Which option describes how to approach multiplication by powers or multiples of ten?
a)
when you multiply by ten, add a zero.
b)
when you multiply by ten, write a zero after the last digit
c)
when you multiply a single digit number by a multiple of ten, think of the problem in words; for example, three multiplied by twenty is three by two tens or six tens
d)
when you multiply by a power of ten, move the decimal point to the right
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