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Chapter 12

Quiz by Nina Weisling

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10 questions
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  • Q1
    Which of the following statements about multiplication strategies is true​?
    Partitioning strategies rely on use of the associative property of multiplication.
    Some multiplication problems can be challenging to solve with invented strategies and students should just use a calculator in those situations.
    Cluster problems use multiplication facts and combinations that students already know in order to figure out more complex computations.
    Always think of complex multidigit multiplication problems in the form of repeated addition.
    300s
  • Q2
    Marek was asked to multiply 34​ × 5. He​ said, "30​ × 5​ = 150 and 4​ × 5​ = 20, so I can add them to get​ 170." Which property did Marek use to solve this multiplication​ problem?
    Commutative property
    Distributive property of multiplication over addition
    Associative property
    Identity property of multiplication
    300s
  • Q3
    One way to effectively model multiplication with large numbers is​ to:
    use repeated addition.
    create an area model using​ base-ten materials.
    use connecting cubes in groups on paper plates.
    use pennies to connect to money.
    300s
  • Q4
    Guiding students to develop a recording scheme for multiplication can be enhanced by the use of what​ tool?
    Recording sheet with​ base-ten columns
    Calculator
    ​Base-ten materials
    An​ open-array
    300s
  • Q5
    Proficiency with division requires​ understanding:
    place​ value, multiplication, and the properties of the operations.
    properties of​ two-dimensional shapes.
    fraction sense.
    a mnemonic such as Dead Monkeys Smell Bad​ (divide, multiply,​ subtract, and bring​ down).
    300s
  • Q6
    When students use the break apart of decomposition strategy with​ division, what must they​ remember?
    Remember that you can decompose the dividend and the divisor
    Remember that you cannot break apart the divisor
    Remember that you must record each calculation
    Remember that you may still have remainders
    300s
  • Q7
    What division approach is good for students with learning disabilities that allows them to select facts the already​ know?
    Partial quotients
    Cluster problems
    Explicit trade
    Repeated subtraction
    300s
  • Q8
    Computational estimation refers to which of the​ following?
    Approximating the number of items in a collection
    Substituting close compatible numbers for​ difficult-to-handle numbers so that computations can be done mentally
    A guess of what an answer could be
    Determining an approximate measure without making an exact measurement
    300s
  • Q9
    Lynne used the partitioning strategy to multiply 27 x 4. Which problem below shows this​ strategy?
    27 x​ 4, 27​ + 27​ + 27​ + 27​ =
    27 x​ 4, 7 x 4 and 4 x 2 plus 2​ =
    27 x​ 4, 20 x 4 plus 7 x 4​ =
    27 x​ 4, 27​ + 3 becomes 30 x 4 and 3 x 4 will have to be subtracted
    300s
  • Q10
    When asked to solve the division problem 143​ ÷ 8, a student​ thinks, "What number times 8 will be close to 143 with less than 8​ remaining?" Which strategy is the student​ using?
    Partial products
    Cluster problems
    Missing factor
    Repeated subtraction
    300s

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