When subtracting mixed number fractions, it is helpful to

Deal with the whole numbers first then work with fractions

Which is true about the algorithm for decimal multiplication?

Discover by mult problems with decimals in different places.

When comparing fractions

Erroneous thinking from what makes a "bigger number"

The algorithm for fraction multiplication

Students discover with patterns from problems they modeled

A number line is a very useful model for fractions because

allows comparisons of the fraction’s size to other numbers

“Billy’s dog weighs 10 lbs while Sarah’s dog weighs 8 lbs," 10/8 can be written all ways EXCEPT

Sarah’s dog weighs 8 out of a total of 10 dog pounds

The process of iterating

Tends to be difficult for students when used with set models

Which of the following is a misconception some students have about comparing decimals?

The shorter the decimal number is, the larger the decimal, .003 and .03 are different amounts., .4 is bigger than .6 because 1/4 is bigger than 1/6., 0 is smaller than .36 because it had a 0 in the ones place

Which of the following is NOT a common misconception about fraction computation?

Procedures from conceptual understanding are easier algorith

To help students develop strategies for fraction addition and subtraction

Addition and subtraction situations should be mixed

Adding and subtracting with unlike denominators

Possible for students who have good conceptual understanding

The base-ten system and place value

Reviewed to connect decimal place values with whole numbers

Which is NOT a method that will help students develop their ability to think proportionally?

Explain to them how important cross-multiplying is.

Which of the following is NOT an example of a linear model for adding and subtracting factions?

Half a pizza is left from the 2 pizzas Molly ordered.

Which is an example of using the build-up strategy method of solving proportions?

If 5 candy bars cost $4.50, then 10 would cost $9.

When comparing ratios to fractions keep in mind that

They have the same meaning when a ratio is part-to-whole

Should be done before computing decimals

Which statement regarding students’ use of calculators to find decimal equivalents is NOT true?

They always become too dependent on the technology

A good early method to help students see the connection between fractions and decimals is to

Use base-ten models to build models of base-ten fractions.

Should be introduced to students in a relevant context.

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Mat 204 Final Review

22 termsStudBud Administration282 plays

Review of Chapters 15-18 in the Van de Walle book #Mat204

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Questions 22

Answers

1
When subtracting mixed number fractions, it is helpful to
Only teach the algorithm
Trade one of the whole number parts into equivalent parts
Deal with the whole numbers first then work with fractions
Avoid method until student understands subtraction of #'s <1
2
Which is true about the algorithm for decimal multiplication?
The repeated addition strategy is not applicable.
Discover by mult problems with decimals in different places.
They should be shown how to estimate after the algorithm.
They should just explicitly be shown how to do it.
3
When comparing fractions
Erroneous thinking from what makes a "bigger number"
Teachers should not ask students to compare equal fractions
Usual methods help develop understanding of fraction sizes
Not helpful to compare the fractions to benchmark fractions
4
The algorithm for fraction multiplication
Students discover with patterns from problems they modeled
Does not need to be connected to a real-life context
Discovered after working with contextual examples and models
Requires common denominators.
5
A number line is a very useful model for fractions because
It is hard to connect it to a real life example
difficult for students to find fractions between 2 fractions
allows comparisons of the fraction’s size to other numbers
It does not help build conceptual understanding.
6
“Billy’s dog weighs 10 lbs while Sarah’s dog weighs 8 lbs," 10/8 can be written all ways EXCEPT
Billy’s dog makes up 5/9 of the total dog weight.
For every 5 lbs Billy’s dog has, Sarah’s dog has 4 lbs.
Billy’s dog weighs 1-1/4 times what Sarah’s dog does.
Sarah’s dog weighs 8 out of a total of 10 dog pounds
7
The process of iterating
Not a good way to transition from fractions to mixed numbers
Is not consistent with the concept of length
Tends to be difficult for students when used with set models
Not as important to conceptual understanding as partitioning
8
Which of the following is a misconception some students have about comparing decimals?
The shorter the decimal number is, the larger the decimal
.003 and .03 are different amounts.
.4 is bigger than .6 because 1/4 is bigger than 1/6.
0 is smaller than .36 because it had a 0 in the ones place
9
Which of the following is NOT a common misconception about fraction computation?
Fractions must have common denominators for all computation.
Estimation is not important.
Multiplying always results in a bigger number.
Procedures from conceptual understanding are easier algorith
10
To help students develop strategies for fraction addition and subtraction
Always use problems with the same kind of model
Addition and subtraction situations should be mixed
Lots of practice before word problems
Mixed numbers and fractions should be taught seperately
11
Part-whole constructs are the most associated with fractions, which one is NOT?
Division
Reciprocity
Ratio
Measure
12
Adding and subtracting with unlike denominators
Should initially be introduced without a model or drawing.
Understood when denominators compared to apples & oranges
Possible for students who have good conceptual understanding
Introduced with tasks that require both fractions be changed
13
The base-ten system and place value
Involves regrouping, which is not used in the decimals
Reviewed to connect decimal place values with whole numbers
Are not at all related to decimal numbers.
Of decimal numbers is not easily shown with models.
14
Which is NOT a method that will help students develop their ability to think proportionally?
Discuss examples of proportional/non-proportional relations
Explain to them how important cross-multiplying is.
Relate proportional reasoning to their background knowledge
Provide ratio & proportional tasks within different contexts
15
Which is NOT a category of fraction models?
Piecewise
Area
Length
Set
16
Which of the following is NOT an example of a linear model for adding and subtracting factions?
What is the total length of these two Cuisenaire rods?
Mary needs 3 1/3 ft of wood to build a fence but has 2-3/4.
Milly is at mile marker 2-1/2. Rob is at mile marker 1.
Half a pizza is left from the 2 pizzas Molly ordered.
17
Which is an example of using the build-up strategy method of solving proportions?
If 2/3 = x/15, 30 = 3x, and then solve for x. x = 10.
If 5 candy bars cost $4.50, then 10 would cost $9.
Find that $12÷3=$4 a pair, and $4 ⋅ 10 for a total of $40
A square with a length of 2 in is enlarged by a factor of 4.
18
When comparing ratios to fractions keep in mind that
Operations can be done with fractions but not with ratios.
They have the same meaning when a ratio is part-to-whole
They both have a fraction bar.
Conceptually, they are exactly the same thing.
19
Decimal estimation
Does not help students determine reasonableness of solution
Should be done before computing decimals
Is not very useful in everyday life.
20
Which statement regarding students’ use of calculators to find decimal equivalents is NOT true?
Look for patterns in repeating vs terminating decimals
Done after conceptual understandings have been built
They always become too dependent on the technology
Generalize fraction patterns
21
A good early method to help students see the connection between fractions and decimals is to
Be sure to use precise language when speaking about decimals
Use base-ten models to build models of base-ten fractions.
Show them how to use a calculator
Show them how to round decimal numbers to the whole number
22
Improper fractions
Should be taught separately from proper fractions.
A clear term, helps students realize an unacceptable format
Should be introduced to students in a relevant context.
Best connected to mixed numbers with standard algorithm

Mat 204 Final Review Flashcards | StudBud