Chapter 16 Flashcard

Front

Which option best describes additive thinking?

Back

adding or subtracting two numbers by distinguishing whole from its parts in a problem and interpreting what is known and what is unknown

Tags

CCSS.1.OA.A.1

Front

Which language is best for introducing young children to addition and subtraction? Options: ‘plus’ and ‘minus’, ‘+’ and ‘-’, ‘and’, ‘more than’ and ‘less than’, ‘sum’ and ‘difference’

Back

‘and’, ‘more than’ and ‘less than’

Tags

CCSS.2.OA.A.1

Front

Lisa has four marbles. Tom gave her some more. Now Lisa has nine marbles. How many marbles did Tom give to her? Which statement is correct? Options: using the parts-whole model, the two parts are known; using the parts-whole model, the two parts and the whole are known; using the parts-whole model, one part and the whole are known; using the parts-whole model, only one part is known.

Back

using the parts-whole model, one part and the whole are known

Tags

CCSS.2.OA.A.1

Front

Alice had some marbles. Luca gave her three more marbles. Now Alice has eight marbles. How many marbles did she have to start with?

Back

using the parts-whole model, three is considered to be a part and eight is the whole

Tags

CCSS.2.OA.A.1

Front

Consider this problem: Dan has seven marbles. Jess has two more than Dan. How many marbles does Jess have? Which statement is not correct? Options: this is a ‘whole-part known’ problem with seven as the whole and two as a part, this is a ‘parts known’ problem with seven and two as the parts, this is a ‘parts known’ problem where the whole is unknown, this is a ‘joining’ problem and not a ‘combining’ problem

Back

this is a ‘whole-part known’ problem with seven as the whole and two as a part

Tags

CCSS.2.OA.A.1

Front

Which option does not describe a subtraction problem? Options: take away, missing addend, difference, sum

Back

sum

Tags

CCSS.2.OA.C.3

Front

Example of a missing addend problem:

• James had nine apples. He gave three to Anna. How many apples does he have left?
• Lena had some apples. Todd gave her two more apples. Now Lena has eight apples. How many apples did she have to start with?
• Tony has five apples. Nadia has four apples. How many more apples does Tony have?
• Kate has eight apples. She has six more than Joe. How many apples does Joe have?

Back

Lena had some apples. Todd gave her two more apples. Now Lena has eight apples. How many apples did she have to start with?

Tags

CCSS.3.OA.D.8

Front

Which strategy is least effective for young children to solve addition and subtraction problems? Options: using part-part-whole knowledge, recognising a known doubles fact, counting by ones, recognising a number without counting and then counting on

Back

counting by ones

Tags

CCSS.1.OA.A.1

Front

Example where a young child has difficulty in counting back or counting up to find the answer:

• in taking 4 cards away from 7 cards, a child counts back as 7, 6, 5, 4
• in finding additional cards needed to go from 2 cards to 6 cards, a child counts up as 3, 4, 5, 6
• in taking 5 cards away from 9 cards, a child counts back as 8, 7, 6, 5, 4
• in finding the difference between 3 cards and 7 cards, a child counts up as 4, 5, 6, 7

Back

in taking 4 cards away from 7 cards, a child counts back as 7, 6, 5, 4

Tags

CCSS.1.OA.C.6

Front

Which option describes the least effective way of young children becoming confident additive thinkers? Options: using a variety of materials and representations to model addition and subtraction, using subitisation and development of part-part-whole knowledge, using automatic recall of number facts learnt through repetition, using meaningful language before introducing symbolic recording

Back

using automatic recall of number facts learnt through repetition

Tags

CCSS.2.NBT.B.5