Homework Chapter 13

When adding and subtracting decimal fractions, teachers should instruct students to line up each number: a. from left to right. b. from right to left. c. by the decimal point. d. by aligning place values.

d. by aligning place values.

Teachers should encourage all students to show their computation processes as they solve problems. a. True b. False

False Children should be encouraged to use mental math and solve problems without paper and pencil when they are able to do so accurately and fluently. 13-7 Developing Number Sense about Operations with Common Fractions

Children who struggle with the meaning of and procedures for operations with fractions should be taught to use a calculator instead of relying on paper-and-pencil algorithms. a. True b. False

False Children should be taught to use a calculator after they have demonstrated an understanding of the conceptual meaning of problem situations and can compute with paper-and-pencil algorithms. 13-4 Using a Calculator to Develop Understanding of Common Fractions

When multiplying decimals, it is appropriate for children to: a. use estimation and rounding. b. rename decimal fractions as common fractions. c. use manipulatives and visual representations. d. use the same algorithm for multiplying whole numbers. e. remove the decimal point while solving and presenting a solution.

a. use estimation and rounding. b. rename decimal fractions as common fractions. c. use manipulatives and visual representations. d. use the same algorithm for multiplying whole numbers.

Instruction on operations with common and decimal fractions should: a. use procedures specific to the context of the problem. b. build off existing knowledge of basic operations. c. build off existing fractional understanding. d. rely on memorized procedures and steps. e. encourage real-world connections.

a. use procedures specific to the context of the problem. b. build off existing knowledge of basic operations. c. build off existing fractional understanding. e. encourage real-world connections.

Fractions should be reduced to their simplest form: a. when presenting the final solution. b. if appropriate for the problem context. c. before performing any operations. d. when performing operations with two common fractions.

b. if appropriate for the problem context.

Mr. Jimenez plans an activity to demonstrate to his students that there is always another number between any two numbers. Which property does this lesson reinforce? a. fractional property b. decimal property c. density property d. numeral property

c. density property

Calculators can be used to reinforce the relationship between common and decimal fractions. a. True b. False

True Children can use calculators to explore the relationship between common and decimal fractions and estimate numerical values. 13-10 Using a Calculator to Develop Understanding of Decimal Fractions

Children with a strong understanding of _______________ have an easier time adding and subtracting common fractions with unlike denominators. a. multiplication b. equivalent fractions c. adding and subtracting with like numerators d. adding and subtracting with like denominators e. adding and subtracting with decimal fractions

a. multiplication b. equivalent fractions d. adding and subtracting with like denominators

Situations for multiplying common fractional numbers include: a. multiplying a common fraction by a whole number. b. multiplying a whole number by a common fraction. c. multiplying a common fraction by a common fraction. d. multiplying a whole number by a decimal fraction. e. multiplying mixed numbers.

a. multiplying a common fraction by a whole number. b. multiplying a whole number by a common fraction. c. multiplying a common fraction by a common fraction. e. multiplying mixed numbers.