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Review Questions
Chapter 6: Developing Early Operation Concepts
- Explain how you could show students the equivalence of the different
meanings of multiplication.
- Choose three of the principles for multiplication and division and
explain how you can show students both their usefulness and why they
are true.
- Which meanings and/or manipulatives make it easy to explain the commutative
principle of multiplication: which are less useful?
- a) Explain why you can multiply both 12 and 2 by the same amount and
not change the quotient in 12 ÷ 2 = [ ].
b) Explain where that concept is useful.
- Some research suggests that students at the K level were better able
to solve addition and subtraction questions, with manipulative support,
than students who had learned about adding and subtracting in school
in grades 1 and 2. Why might that be the case? What lesson does a teacher
learn from this?
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