Math Methods Chapter 16

1) What is it advisable to do when you are exploring decimal numbers? A) 10 to one multiplicative relationship. B) Rules for placement of the decimal. C) Role of the decimal point. D) How to read a decimal fraction.

A) 10 to one multiplicative relationship.

7) A common set model for decimal fraction is money. Identify the true statement below. A) Money is a two-place system. B) One-tenth a dime proportionately compares to a dollar. C) Money should be an initial model for decimal fractions. D) Money is a proportional model.

A) Money is a two-place system.

15) Understanding where to put the decimal is an issue with multiplication and division of decimals. What method below supports a fuller understanding? A) Rewrite decimals in their fractional equivalents. B) Rewrite decimals as whole numbers, compute and count place value. C) Rewrite decimals to the nearest tenths or hundredths. D) Rewrite decimals on 10 by 10 grids.

A) Rewrite decimals in their fractional equivalents.

16) What is a method teachers might use to assess the level of their students understanding of the decimal point placement? A) Ask them to show all computations. B) Ask them to show a model or drawing. C) Ask them to explain or write a rationale. D) Ask them to use a calculator to show the computation.

B) Ask them to show a model or drawing.

11) Understanding that when decimals are rounded to two places (2.30 and 2.32) there is always another number in between. What is the place in between called? A) Place value. B) Density. C) Relationships. D) Equality.

B) Density.

13) Decimal multiplication tends to be poorly understood. What is it that students need to be able to do? A) Discover the method by being given a series of multiplication problems with factors that have the same digits, but decimals in different places. B) Discover it on their own with models, drawings and strategies. C) Be shown how to estimate after they are shown the algorithm. D) Use the repeated addition strategy that works for whole number.

B) Discover it on their own with models, drawings and strategies.

5) Using precise language can support students' understanding of the relationship between fractions and decimal fractions. All of the following are true statements EXCEPT: A) 0.75 = 3/4. B) Five and two-tenths is the same as five point two. C) Six and three-tenths = 6 3/10. D) 7. 03 = 7 30/100.

B) Five and two-tenths is the same as five point two.

4) The following decimals are equivalent 0.06 and 0.060. What does one of them show that the other does not show? A) More place value. B) More hundreds. C) More level of precision. D) Closer to one.

B) More hundreds

3) The 10-to-1 relationship extends in two directions. There is never a smallest piece or a largest piece. Complete the statement, "The symmetry is around..." A) The decimal point. B) The ones place. C) The operation being conducted. D) The relationship between the adjacent pieces.

B) The ones place.

20) Estimation of many percent problems can be done with familiar numbers. Identify the idea that would not support estimation. A) Substitute a close percent that is easy to work with. B) Use a calculator to get an exact answer. C) Select numbers that are compatible with the percent to work with. D) Convert the problem to one that is simpler.

B) Use a calculator to get an exact answer.

6) What is the most common model used for decimal fractions? A) Rational number wheel B) Base ten strips and squares. C) 10 × 10 grids. D) Number line.

C) 10 × 10 grids.

17) What is it that students can understand if they can express fractions and decimals to the hundredths place? A) Place value. B) Computation of decimals. C) Percents. D) Density of decimals.

C) Percents.

10) There are several common errors and misconceptions associated with comparing and ordering decimals. Identify the statement below that represents the error with internal zero. A) Students say 0.375 is greater than 0.97. B) Students see 0.58 less than 0.078. C) Students select 0 as larger than 0.36 D) Students see 0.4 as not close to 0.375

C) Students select 0 as larger than 0.36

19) The following are guidelines for instruction on percents EXCEPT: A) Use terms part, whole and percent B) Use models, drawings and contexts to explain their solutions. C) Use calculators. D) Use mental computation.

C) Use calculators.

12) Instruction on decimal computation has been dominated by rules. Identify the statement that is not rule based. A) Line up the decimal points. B) Count the decimal places. C) Shift the decimal point in the divisor. D) Apply decimal notation to properties of operations.

D) Apply decimal notation to properties of operations.

9) Approximation with compatible fractions is one method to help students with number sense with decimal fractions. All of the statements are true of 7.3962 EXCEPT: A) Closer to 7 than 8. B) Closer to 7 3/4 than 7 1/2. C) Closer to 7.3 than 7 1/5. D) Closer to 7.4 than 7.5.

D) Closer to 7.4 than 7.5.

8) All of the statements below are true of this decimal fraction 5.13 EXCEPT: A) 5 + 1/10 + 3/100. B) Five and thirteen-hundredths. C) 513/100. D) Five wholes, 3 tenths and 1 hundredth.

D) Five wholes, 3 tenths and 1 hundredth.

14) The estimation questions below would help solve this problem EXCEPT: - A farmer fills each jug with 3.7 liters of cider. If you buy 4 jugs, how many liters of cider is that? A) Is it more than 12 liters? B) What is the most it could be? C) What is double 3.7 liters? D) Is it more than 7 × 4?

D) Is it more than 7 × 4?

18) The main link between fractions, decimals and percents are A) Expanded notation. B) Terminology. C) Equivalency. D) Physical models.

D) Physical models.

2) What is an early method to use to help students see the connection between fractions and decimals fractions? A) Show them how to use a calculator to divide the fraction numerator by the denominator to find the decimal. B) Be sure to use precise language when speaking about decimals, such as "point seven two." C) Show them how to round decimal numbers to the closest whole number. D) Show them how to use base-ten models to build models of base-ten fractions.

D) Show them how to use base-ten models to build models of base-ten fractions.