Chapter 10 Unit quiz for EDU 682

What is the order of groupings of a set of objects?

• Equivalent, Unitary, and Base 10

• Base 10, Unitary, and Equivalent

• Unitary, Base 10 and Equivalent

• Base 10, Unitary, and Equivalent

Tags

CCSS.4.NBT.B.5

How can one integrate base-ten groupings with words for numbers, such as for the number 22?

• 1 hundred, 2 sevens, and 9 ones

• Two tens and two ones

• 7 hundreds, 1 tens, and 6 ones

• 3 hundreds, 2 tens, and 1 ones

Tags

CCSS.1.NBT.A.1

When students are learning base-ten concepts, they are combining multiplicative understanding with a positional system. What does having a multiplicative understanding mean?

• A number is prime

• A number is odd

• Each place is ten times the value of the place to the right

• A number is even and composite

Tags

CCSS.5.NBT.A.2

When students are learning base-ten concepts, they are combining multiplicative understanding with a positional system. What does having a positional system mean?

• Each place is ten times the value of the place to the right

• Each place has a value

• A number is odd and prime

• A number is even and composite

Tags

CCSS.4.NBT.A.2

5. Which is which: Groupable base-ten models include counters and cups, cubes, and bundles of sticks while pregrouped base-ten models include strips and squares, base-ten blocks, and little ten-frame cards?

• Groupable base-ten models include strips and squares, base-ten blocks and little ten-frame cards while pregrouped base-ten models include counters and cups, cubes, and bundles of sticks

• Groupable base-ten models include counters and cups, cubes, and bundles of sticks while pregrouped base-ten models include strips and squares, base-ten blocks, and little ten-frame cards?

• Both groupable and pregrouped base-ten models include counters and cups, cubes, bundles of sticks.

• Both groupable and pregrouped base-ten models include strips and squares, base-ten blocks, and little ten-frame cards?

Nonproportional models benefit what kinds of students except who?

• Kindergarteners on day one of school

• Students who already have a conceptual understanding of the numeration system

• Students that may need additional reinforcement

• Older students who may need to return to place-values

Tags

CCSS.4.NBT.A.1

7. True or false, students must come to base-ten concepts with a counting-by-tens idea of a number?

• True, students naturally know to count by tens so grouping them will be simple for them to grasp right away

• False, they have to start with a counting-by-twos idea of a number

• False, they have to start with a counting-by-fives idea of a number

• False, they have to start with a counting-by-ones idea of a number

Tags

CCSS.1.NBT.A.1

In equivalent representations while incorporating oral language, what is this number: 9 tens, 2 ones, and 8 hundreds?

• 289

• 829

• 892

• 928

Tags

CCSS.2.NBT.A.3

Why is it important for teachers to have their students reflect on their responses?

• Helps make students look good for their evaluation

• Without reflection, students will answer questions based on what they think the teacher wants to hear and without fully understanding what they were supposed to learn.

• Helps a lazy teacher get students to do their work

• Gets the job done!

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

All of these are familiar forms of computational estimation except which one

• Hundreds chart

• Relative magnitude using benchmark numbers

• Approximate numbers and rounding

• Connections to real-world ideas

• All of them