Edci 350 Test 1

Front 1

what are the five strategies for computational estimation

Back 1

front-end strategy, clustering, rounding, compatible number, special number

Front 2

focuses on the left most or highest place value digit and using zeros in all other positions

Back 2

front end strategy

Front 3

used when a set of numbers is close to each other in value

Back 3

clustering strategy

Front 4

looking for numbers that are close to special values that are easy to work with; such as one-half or powers of ten

Back 4

special number strategy

Front 5

mental computation

Back 5

enhance an understanding of numeration, number properties and operations, and promote problem solving and flexible thinking

Front 6

what is an algorithm

Back 6

step by step procedure on how to find the answer and produces consistent results

Front 7

what are the four ways remainders in division problems can be viewed

Back 7

part of answer, remainder, round up , ignore the remainder based on context of problem

Front 8

when do you use the term number

Back 8

when its countable; referring to a value

Front 9

why do we teach place value today

Back 9

children see how number systems works and develop flexibility in using place value concepts

Front 10

what is all whole number a and b in multiplication communitative property

Back 10

AXB= BXA

Front 11

what is all whole number A and B in communtative property of addition

Back 11

A+B=B+A

Front 12

what is the long multiplication algorithm based on

Back 12

distributive property of multiplication over addition

Front 13

what is the identity element of multiplication

Back 13

1

Front 14

what is the identity element of addition

Back 14

0

Front 15

why is it important to interpret numbers in non standard ways like 6 tens times 4

Back 15

understand the magnitude by which number grow when we multiply them

Front 16

when you are first introducing long division algroithms, what should you start with

Back 16

stories so that division comes out with no remainders and doesn't make sense to break apart into smaller sets

Front 17

what are the properties of multiplication

Back 17

distributive property of multiplication over addition,

associative property of addition,

associative property of multiplication,

identity property of addition/multiplication

Front 18

what is the first way of illustrating basic facts of multiplication

Back 18

rectangular arrays

Front 19

why shouldn't you use key words in word problems

Back 19

detrimental

Front 20

when is a number sentence meaningless

Back 20

when it has more than one answer proven true

Front 21

rational numbers

Back 21

all numbers that can be expressed in the form of a/b where a and b are integers and b is not zero

dense numbers; infinite set

Front 22

what are two different systems for naming the same numbers

Back 22

fractions and decimals

Front 23

what are the two uses of fractions

Back 23

describe part of wholes and describe ratios

Front 24

what is a region model

Back 24

continuous model

Front 25

what is a set model

Back 25

discrete model

Front 26

represent a relationship between two quantities

Back 26

ratios

Front 27

what are the types of ratios

Back 27

part to part and part to whole

Front 28

what order should teachers ask children to model fractions

Back 28

concretely, pictorially, symbolically

Front 29

what is a discrete unit

Back 29

a set of distinct objects

Front 30

what are continuous units

Back 30

continuous quantities like region

Front 31

what are a list of models that help children interpret fractions

Back 31

fraction circles, fraction bars, unifix cubes, cuisenaire rods

Front 32

real number

Back 32

any number that can be located on a number line

"Girl, you so fake, you aint even on a number line."

Front 33

irrational numbers

Back 33

numbers that have non repeating AND non terminating decimals; Its an infinite set.

Front 34

what are examples of rational numbers

Back 34

all whole numbers, all mixed numbers, all decimals that terminate and repeat, fractions, percentage, and negative integers

Front 35

rational numbers

Back 35

are dense and infinite set in three directions: positive, negative, and inbetween numbers

Front 36

integers

Back 36

are whole numbers and their additive inverses

Front 37

what are all integers

Back 37

rational numbers

Front 38

what is an additive inverse

Back 38

the numbers when added to another number gives the sum of zero

Front 39

in what directions are integers an infinite set

Back 39

positive and negative

Front 40

whole numbers

Back 40

all natural numbers plus zero; numbers that I use to identify cardinality

Front 41

cardnality

Back 41

numbers use to tell how many

Front 42

in what direction is whole numbers an infinite set

Back 42

positive by one number: 0

Front 43

what direction in counting or natural numbers an infinite set

Back 43

positive

Front 44

counting or natural numbers

Back 44

numbers that I use to identify the cardinality of a set and numbers that I use when begin counting

Front 45

equivalent fractions

Back 45

name the same number

2/3 names the same number as 4/6

Front 46

how do you know two fractions are equivalent

Back 46

they take up the same amount of space

Front 47

unit fractions

Back 47

what are fractions called with a numerator of one

Front 48

what is an equivalent fraction rule

Back 48

if I have a fraction and multiply the numerator and the denominator by the same number I will have an equivalent fraction

Front 49

what is the relationship between whole number division and fraction notation

Back 49

when you have a # of objects that need to be equally shared between a # of sets that isn't a multiple of the # of objects the answers will not result in whole number but instead written in fraction notation

Front 50

what are two misunderstandings about multiplication and division

Back 50

multiplication means bigger and division means smaller

Front 51

what is the rule to follow when adding fractions with the same denominator

Back 51

add the numerators and keep the denominators the same

Front 52

when teaching operations with fractions what do you start with

Back 52

real world problems, lots of manipulative experiences, draw lots of pictures,

Front 53

what interpretation do you use for multiplying fractions with whole numbers

Back 53

repeated addition interpretation of multiplication

Front 54

what do you always want to use as a reference when learning how to multiply a fraction times a fraction

Back 54

the whole "1" fraction bar

Front 55

during concept development what types of fractions do you leave the answer in the form of

Back 55

improper fractions not mixed fractions

Front 56

recipricals

Back 56

the number which when multiplied by another number gives one; when the product of two numbers is one, the two numbers are said to be reciprocals. Zero has no reciprocal

Front 57

what does performing the operation with a reciprocal undo

Back 57

the operation

Front 58

what questions do you ask when the divisor is larger than the dividend

Back 58

how much of the divisor is contained in the dividend

Front 59

what question do you ask when the divisor is smaller than the dividend

Back 59

how many of the divisor is contained in the dividend

Front 60

what is the difference between mental computation and estimation

Back 60

mental computation involves finding an exact answer without paper and pencil and estimation is finding a approximate answer

Front 61

what will children develop if they are encouraged to compute mentally

Back 61

develop their own strategies

Front 62

what are the reasons for having and using algorithms

Back 62

1. power 2. reliability 3. accuracy 4. speed

Front 63

prerequisites for paper and pencil computation

Back 63

1. know some basic facts

2. good understanding of place value system

3. understand some math properties of whole numbers like commutative and distributive

Front 64

partial sum algrithm

Back 64

children record each partial sum individually before combining the partial sums to find the sum

Front 65

what two interpretations of multiplication can help children understand the concept of multiplication when developing a multiplication algorithm

Back 65

equal groups and array interpretations

Front 66

divisor

Back 66

the number in each set

Front 67

dividend

Back 67

the total number of sets

Front 68

quotient

Back 68

NEED DEFINITION

Front 69

with mental computation with division problems was is the best way to think of division

Back 69

inverse of multiplication

Front 70

what are the prerequisite topics include for understanding fraction concepts

Back 70

comparing fractions, number sense about fractions, recognizing equivalence

Front 71

what are strategies for learning fraction computation

Back 71

real world connections, manipulative materials and pictures

Front 72

what is one reason for the difficulty many children have with fraction computation

Back 72

compute fraction symbols before developed understanding of fractions

Front 73

what are four goals of instruction regarding fraction computation

Back 73

1. recognize situations involve operations of fractions

2. find the answer using models

3. need to estimate the answer

4. need to find the exact answer

Front 74

what can multiplication can be interpreted as

Back 74

repeated addition

Front 75

what can division be presented as

Back 75

repeated subtraction

Front 76

what is probably the easiest multiplication situation for children to interpret with fractions

Back 76

fraction by a whole number

Front 77

what are two types of division problems possible in fraction divsion

Back 77

partitive and measurement

Front 78

which types of division problems with fractions are the easiest to be presented first

Back 78

fraction divisors and whole number dividends

Front 79

result in fairly low level performance and a lack of understanding, particularly if concepts are taught procedurally

Back 79

place value approach

Front 80

what are some key points for reading and writing decimals

Back 80

decimal point, decimal names, decimal notation

Front 81

what are some concrete and semi concrete models to use for developing decimals number sense

Back 81

base ten blocks, decimal squares, graph paper grids, number line, and money

Front 82

what do you want to use to introduce adding and subtracting decimals

Back 82

join and separate situations

Front 83

what interpretation is the easiest for multiplication and division of decimals

Back 83

equal groups, and array for multiplication and measurement for division

Front 84

what is a long division story problem

Back 84

you have 354 dollars to buy 2 gifts. You must spend the same amount on both gifts and spend all your money. How much will each gift cost?

Front 85

what is a long multiplication story problem

Back 85

I have 2 boxes of crayons where each box has 12 crayons. How many crayons do I have?

Front 86

what is a multiplication problem with a fraction times a whole number

Back 86

There were 3 flavors of cake at the bake sale. I bought 1/2 of each cake. How many cakes did I buy?

Front 87

what is a multiplication problem with a fraction time a fraction written in improper form

Back 87

I have 1/2 of a apple. I gave each of my 2 friends 1/2 of my apple. How much of an apple does each friend get

Front 88

what is a multiplication problem with a whole number times a mixed number

Back 88

a loaf of bread weighs 2 pounds. I have 3 1/2 loafs. How many pounds of bread do I have?

Front 89

what is a multiplication problem with a mixed number times a mixed number

Back 89

a loaf of bread weights 3 1/2 pounds. I have 1 1/2 loaves. How many pounds of bread do I have?

Front 90

what is a word problem using the area model of multiplication with fractions

Back 90

Mr. Smith owns 1/2 acre of land. He gave each of his 3 sons 1/3 of his land. How much of an acre did each son get?

Front 91

what is a word division problem where ask how many

Back 91

It takes 1/4 yd. of a ribbon to make a bow. I have 1/2 yd. How many bows can I make?

Front 92

what is a word division problem where ask how much

Back 92

It takes 1/2 yd of ribbon to make a bow. I have 1/4 yd. How much of the needed ribbon do I have?

Front 93

Number sense

Back 93

understanding the relative magnitude of numbers.

Front 94

Operation sense

Back 94

understanding the effect of an operation on a pair of numbers

Front 95

5 strategies for computational estimation

Back 95

1. Front-end strategy

2. Rounding strategy

3. Clustering strategy

4. Compatible numbers strategy

5. Special Numbers strategy

Front 96

numeral

Back 96

states the name referring to the symbol; isolate from value

Front 97

digit

Back 97

symbol for a quantity used to make up numerals

Front 98

Basic fact of Addition

Back 98

the sum of two whole number addends less than 10.

Front 99

Basic Fact of Multiplication

Back 99

The product of two whole numbers less than 10

Front 100

Face Value

Back 100

value of families of sets, represented by a digit. It is stable- (it does not change with the position of the digit.)

Front 101

Place Value

Back 101

the value of the position occupied by the digit. It is stable- (The value of the position doesn’t change, no matter the digit in its place.)

Front 102

Total value

Back 102

place value x face value. It is variable.

Front 103

Partitive Problems (Division)

Back 103

Also known as distributive. The total number of elements and the number of sets. You're distributing the elements one at a time among the number of sets looking for the number in each set.

Front 104

Measurement problems (Division)

Back 104

Also known as subtractive. You're given the total number of elements and the number in each set and you have to answer the question, How many sets?

Front 105

Under fractions that describe parts of a whole, there are two kinds. What are they

Back 105

Fractions that describe part of a region (continuous model fraction)

Fractions that describe part of a set (discrete model fractions)

Front 106

Why are factor trees the most reliable way to determine least common denominator?

Back 106

The fundamental theorem of arithmetic states that every natural number greater than 1 is the product of a unique set of prime factors.