Place Value Quiz

True

Look at these numbers: 351 and 521 T/F: The value of the 5 in 351 is 1/10 (one tenth) of the value of the 5 in 521.

A, C, D

Select all of the following that appropriately represent unitizing. a. Quantities can be arranged in groups and the groups can then be counted as individual units. b. A child can count the eggs in a carton as 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12. c. Children realize that hands have 5 fingers so they can count fingers on the hands of two children as 5, 10, 15, 20. d. After some time working with ten frames, children realize each ten frames contains 10 objects. Then they can count 5 ten frames as 10, 20, 30, 40, 50.

C, D, E, F

Select all of the following that are accurate representations of 37 using groups of 10s and 1s. a. 3 tens and 17 ones b. 3 ones and 7 ones c. 3 tens and 7 ones d. 2 tens and 17 ones e. 37 ones f. 1 ten and 27 ones

True

T/F: (Count Your Beans) This would be an appropriate activity for developing early place value concepts.

False

T/F: (Tens and ones activity w/ pretzel sticks and marshmallows) This would be an appropriate activity for developing early place value concepts.

True

T/F: After children have developed a conceptual understanding of the base ten (place value) system, non proportional models like money and an abacus can be introduced. These non-proportional models are not appropriate for introducing place value concepts to children but can be used in later instruction.

True

T/F: Children are given a handful of objects and asked to tell "how many." Students are encouraged to make a group of 10 as a means for keeping track. (Snap cubes w/ ten frames) This would be an appropriate activity for developing early place value concepts.S

True

T/F: Group-able models like counters in cups and connecting cubes should be used initially when students are working to develop an understanding of tens and ones. After students are comfortable with the idea of grouping tens, students can transition to using pregrouped or trading models.

False

T/F: Teachers should use pregrouped materials, like base ten blocks, with students before moving on to groupable materials like bean sticks.

True

T/F: When initially teaching place value to children, the model for 10 should be physically 10 times larger than the model for the single unit, the "ones". This is known as being proportional.

False

T/F: These place value disks are an example of proportional base ten models. (hundreds/tens/ones)

8

How many tens are in the number 683?

A and C

(Partial) Why should teachers build place value understanding instead of teaching strategies for addition and subtraction? Choose all answers that apply. a. Students have difficulty determining if their answers are reasonable. b. The rule of lining up the numbers to the right doesn't apply when using decimals. c. Students are just demonstrating knowledge of single digit addition and subtraction instead of demonstrating understanding of the whole problem

C

Why is it important for students to understand flexible groupings or representations? a. Students need to be able to count by groups of 10 objects and singles. b. It's important to be creative with mathematics. c. Many computation techniques (like regrouping when adding and subtracting) are based on flexible representations of numbers. d. It's not important and students will never use it.

A, B, D

Why is place value difficult for children in K-2? Choose all answers that apply. a. Position Matters- A numeral can stand for different amounts, depending on its position in a number. (Example: The value of the 5 in each of these numbers is different: 543, 352, 335) b. Flexible grouping- Groupings of ones, tens, and hundreds can be taken apart in different ways. c. Rules- In order to understand place value you must memorize the places in the chart. d. There is a shift in thinking- Students must count groups as if they were individual objects.