Review Questions

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Chapter 11

Review Questions

This activity contains 5 questions.

What are the characteristics of an efficient strategy? Give an example of a strategy for 6 + 7 that is efficient and give an example that is not efficient. What are some teaching points that you should keep in mind as you help children develop efficient strategies?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Here are the ways that five students thought about some addition facts. For each student, describe where each number in his or her thinking came from and why the strategy works. Then identify the basic fact strategy for addition being used by each of these students. (a) 9 + 5: Karen thinks, "Well, 10 and 4 more is 14." (b) 8 + 7: Donald states, "I know that 8 and 8 is 16, so one less is 15." (d) 4 + 8: Amber explains, "Eight and 2 more is 10, so 2 more gets me to 12." (d) 7 + 5: Roger says, "Five and 5 is 10, then 2 more is 12." (e) 7 + 5: Alison explains, "Seven and 3 more is 10, then 2 more is 12."

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Here are the ways that four students thought about some subtraction facts. For each student, describe where each number in his or her thinking came from and why the strategy works. Then identify the basic fact strategy for subtraction being used by each of these students. (a) 14 - 9: Dale: "Nine and 1 more is 10, and then 4 more gets me to 14, so 1 and 4 is 5." (b) 15 - 7: Audrey: "I know that 7 and 7 is 14, and 1 more makes 15, so 1 plus 7 is 8." (c) 13 - 5: Jose: "First I took off 3 to get to 10, and then minus 2 more gets me to 8." (d) 15 - 8: Tamara: "I thought about how far it is from 8 to 15. It takes me 2 to get to 10, and then 5 more to get to 15, so 2 and 5 is 7."

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

When students are not sure of a multiplication fact, you should ask, "If you don't know that fact, how could you figure it out by using something that you do know?" Describe how you could guide and question students to use these "helping fact" strategies to solve the listed facts. (a) Double and Double Again: 4 x 7, 4 x 8 (b) Double and One More Set: 3 x 7, 3 x 3 (c) Half Then Double: 8 x 4, 6 x 6 (d) Add One More Set: 7 x 7, 7 x 8

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

Describe the thinking that a student should use to solve a problem such as 48 ÷ 6. How would you as the teacher help to facilitate this type of thinking?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

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