91Ó°ÊÓ

Which of the following statements about multiplication strategies is true? A. Cluster problems use multiplication facts and combinations that students already know in order to figure out more complex computations. B. Partitioning strategies rely on use of the associative property of multiplication. C. Always think of complex multidigit multiplication problems in the form of repeated addition.

Lynne used the partitioning strategy to multiply \(27 \times 4\). Which problem below shows this strategy? A. \(27 \times 4,7 \times 4\) and \(4 \times 2\) plus \(2=\) B. \(27 \times 4,27+3\) becomes \(30 \times 4\) and \(3 \times 4\) will have to be subtracted C. \(27 \times 4,20 \times 4\) plus \(7 \times 4=\) D. \(27 \times 4,27+27+27+27=\)

Guiding students to develop a recording scheme for multiplication can be enhanced by the use of what tool? A. Recording sheet with base-ten columns B. An open-array C. Base-ten materials D. Calculator

When students use the break apart of decomposition strategy with division, what must they remember? A. Remember that they may still have remainders B. Remember that they must record each calculation C. Remember that they can decompose the dividend and the divisor D. Remember that they cannot break apart the divisor

What division approach is good for students with learning disabilities that allows them to select facts they already know? A. Cluster problems B. Repeated subtraction C. Explicit trade D. Partial quotients

When teaching computational estimation, it is important to: A. explain that there is one best way to estimate. B. point out in a class discussion the students who are the farthest "off." C. declare that the child with the closest estimate is the winner, as a motivational tool. D. accept a range of reasonable answers.