Content Frame
Note for screen reader users: There is text between the form elements on this page. To be sure that you do not miss any text, use item by item navigation methods, rather than tabbing from form element to form element.
Skip Breadcrumb Navigation
Home  arrow Chapter 12  arrow Practice Test

Practice Test

Whole-Number Place-Value Development

This activity contains 9 questions.

Question 1.
To teach that 10 more than 57 is 67, one of the easiest models to use is the

End of Question 1

Question 2.
Patterns in the base-ten numbers can be discovered best by using

End of Question 2

Question 3.
Fuson and her colleagues (1997) refer to children's pre-base-ten understanding of number as

End of Question 3

Question 4.
An important variation of the grouping activities aimed at recognizing that 42 can have alternative representations such as 4 sets of 10 and 2 ones or 3 sets of 10 and 13 ones is known as

End of Question 4

Question 5.
By second grade, a child will be able to count out 53 monkeys and clearly tell you 10 more is 63.

End of Question 5

Question 6.
Base-ten language has you saying 53 versus five tens and three ones.

End of Question 6

Question 7.
When children can count by 10s, they have learned the fast way of counting objects.

End of Question 7

Question 8.
In first and second grade, children need to connect base-ten concepts to the oral number names they have been using.

End of Question 8

Question 9.

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

End of Question 9

Pearson Copyright © 1995 - 2010 Pearson Education . All rights reserved. Pearson Allyn & Bacon is an imprint of Pearson .
Legal Notice | Privacy Policy | Permissions

Return to the Top of this Page