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Practice Tests
Chapter 6: Developing Early Operation Concepts
- Explain how you could show students the equivalence of the different
meanings of subtraction.
- Some teachers advocate teaching students the key words associated
with each operation, e.g. “how much more” for subtraction.
Use the chart describing either addition and subtraction or multiplication
and division situations to show why this approach could be problematic.
- What would you do to help students see the close relationship between
addition and subtraction?
- Which fact strategies do you think would be most useful to students
in learning each? Why?
| a) |
that 4 x 6 = 24 |
| b) |
that 9 + 5 = 13 |
- Examine a multiplication table.
| x |
0 |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| 1 |
0 |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 2 |
0 |
2 |
4 |
6 |
8 |
10 |
12 |
14 |
16 |
18 |
| 3 |
0 |
3 |
6 |
9 |
12 |
15 |
18 |
21 |
24 |
27 |
| 4 |
0 |
4 |
8 |
12 |
16 |
20 |
24 |
28 |
32 |
36 |
| 5 |
0 |
5 |
10 |
15 |
20 |
25 |
30 |
35 |
40 |
45 |
| 6 |
0 |
6 |
12 |
18 |
24 |
30 |
36 |
42 |
48 |
54 |
| 7 |
0 |
7 |
14 |
21 |
28 |
35 |
42 |
48 |
56 |
63 |
| 8 |
0 |
8 |
16 |
24 |
32 |
40 |
48 |
56 |
64 |
72 |
| 9 |
0 |
9 |
18 |
27 |
36 |
45 |
54 |
63 |
72 |
81 |
What principles of multiplication are easy to see on the table? Explain.
- What tasks/approaches would you use to assess what your students know
about adding and subtracting small numbers? Explain your choices.
- Someone argues that there is no point in children learning their subtraction
facts; they can always use their addition facts. What would your position
on this be?
- Someone argues that there is no point in learning the “teen
facts”, e.g. 8 + 5 = 13; that they are unnecessary. Why would
someone suggest this?
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