# Chapter 12

## Quiz by Nina Weisling

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includes Teacher and Student dashboards

### Measure skillsfrom any curriculum

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Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.

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10 questions

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- Q1Which 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
- Q2Marek 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 propertyDistributive property of multiplication over additionAssociative propertyIdentity property of multiplication300s
- Q3One 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
- Q4Guiding students to develop a recording scheme for multiplication can be enhanced by the use of what tool?Recording sheet with base-ten columnsCalculatorBase-ten materialsAn open-array300s
- Q5Proficiency 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
- Q6When students use the break apart of decomposition strategy with division, what must they remember?Remember that you can decompose the dividend and the divisorRemember that you cannot break apart the divisorRemember that you must record each calculationRemember that you may still have remainders300s
- Q7What division approach is good for students with learning disabilities that allows them to select facts the already know?Partial quotientsCluster problemsExplicit tradeRepeated subtraction300s
- Q8Computational estimation refers to which of the following?Approximating the number of items in a collectionSubstituting close compatible numbers for difficult-to-handle numbers so that computations can be done mentallyA guess of what an answer could beDetermining an approximate measure without making an exact measurement300s
- Q9Lynne 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 subtracted300s
- Q10When 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 productsCluster problemsMissing factorRepeated subtraction300s