Chapter 10 Homework

Teachers should teach students that the equal sign (=) means: a. to finish the problem. b. to add or subtract to find the missing number. c. to multiply or divide to find the missing number. d. both sides of the equation are the same amount.

d. both sides of the equation are the same amount.

An appropriate sequence for teaching a concept with manipulatives would be to move through each stage of understanding in the following order: a. representational-abstract-concrete. b. abstract-representational-concrete. c. abstract-concrete-representational. d. concrete-representational-abstract

d. concrete-representational-abstract

"Students collected 564 books for the school fundraiser last year. This year students collected 724 books. How many more books did students collect this year?" What type of problem situation is this? a. whole-part-part subtraction b. takeaway subtraction c. comparison subtraction d. completion subtraction

c. comparison subtraction

Early childhood experiences involving counting and comparing build a foundation for children to learn operations in elementary school. a. True b. False

a. True Games and play experiences involving counting and comparing two sets of numbers provide an early introduction to concepts of addition and subtraction. Unit: 10-4 Developing Addition and Subtraction Concepts

A factor table is a useful strategy for learning both multiplication and division facts. a. True b. False

a. True Factor tables are useful because they reflect the inverse nature of multiplication and division operations. Unit: 10-8 What Teachers Need to Know about Properties of Multiplication and Division

In a multiplication problem, the numbers multiplied together are called ___________, and the result is called the _____________. a. factors; product b. multipliers; product c. integers; product d. integers; multiplicand

a. factors; product

The five phases for developing proficiency with number operations include: a. learning strategies for each operation. b. creating connections to realistic stories and representations. c. practicing with small and large numbers. d. using algebraic reasoning between operations. e. maintaining mastery of concepts and skills.

a. learning strategies for each operation. b. creating connections to realistic stories and representations. c. practicing with small and large numbers. e. maintaining mastery of concepts and skills.

The associative property of addition states that the order of the addends does not affect the sum. a. True b. False

b. False The commutative property of addition states that the order of the addends does not affect the sum. The associative property refers to situations when the grouping of the addends does not affect the sum. Unit: 10-5 What Teachers Need to Know about Properties of Addition and Subtraction

Addition is the action of ______________ two or more sets of numbers. a. separating b. joining c. comparing d. changing

b. joining

In what type of division is the total and size of each group known, and the number of groups is unknown? a. combination division b. measurement division c. partitive division d. comparison division

b. measurement division