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John C. Yang | 1

Computation, and Estimation

Possible Questions for Assessment and Evaluation

1.

mental computation far more than other methods.

Answer: F

Sec Ref: Introduction

Page Ref: 215

2.

use a more efficient method.

Answer: T

Sec Ref: Introduction

Page Ref: 215

3.

check the reasonableness of the result?

A.

B.

C.

D.

E.

written computations

calculators

teachers

estimations

classmates

Answer: D

Sec Ref: Introduction

Page Ref: 215

4.

T or F Computational estimation is a prerequisite for mental

computation.

Answer: F

Sec Ref: Introduction

Page Ref: 216

5.

Answer: Deciding on the type of result needed and deciding on the

best method for getting that result. The first decision involves the

question of whether an estimate is appropriate or an exact answer is

needed and the second involves selecting the best method to get the

result.

Sec Ref: Introduction

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 2

6.

to:

A.

B.

C.

D.

E.

develop competence with each of the computational methods

determine the reasonableness of a result

all of the above

only B and C

Answer: E

Sec Ref: Introduction

Page Ref: 216

7.

should have when teaching computation?

Answer: Help students to develop competence with each of the

computational methods; help students to choose a method that is

appropriate for the computation at hand; help students to apply the

chosen method correctly; and help students to use estimation to

determine the reasonableness of the result.

Sec Ref: Introduction

Page Ref: 216

8.

involve written computation and estimation, rather than mental

computation.

Answer: F

Sec Ref: Balancing Your Instruction

Page Ref: 217

9.

According to research, what percentage of instructional time is devoted

to written computation?

A.

B.

C.

D.

E.

10

30

50

70

90

30%

50%

70%

90%

100%

Answer: D

Sec Ref: Balancing Your Instruction

Page Ref: 217

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 3

10.

11.

estimation, how much time would you devote to each and why?

Answer: Answers vary.

Sec Ref: Balancing Your Instruction

Page Ref: 217

Upon learning that the children in your classroom will be using

calculators, a parent expresses concern. Summarize three points you

might make to defend the use of calculators in your classroom.

Answer: Students still have to think when using the calculator;

calculators can raise students achievement; calculators are useful as

instructional tools.

Sec Ref: Calculators

Page Ref: 218

12.

Answer: F

Sec Ref: Calculators

Page Ref: 218

13. Give one example to illustrate the idea that using calculators requires

thinking.

Answer: Answers vary.

Sec Ref: Calculators

Page Ref: 218

14. Which of the following statements is not a fact regarding the use of

calculators?

A.

B.

C.

D.

E.

Calculators can raise students achievement.

Using calculators always makes computations faster.

It is sometimes faster to compute mentally.

Calculators can be useful as instructional tools.

Answer: C

Sec Ref: Calculators

Page Ref: 218

15.

always the fastest way of doing computations.

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 4

Sec Ref: Calculators

Page Ref: 218

16.

compared to a computational tool?

help students understand the concepts, processes, and patterns

associated with computation.

Sec Ref: Calculators

Page Ref: 220

17. Which of the following is an appropriate way to use the calculator as an

instructional

tool?

A.

B.

C.

D.

E.

to

to

to

to

to

facilitate a search for patterns

ease the burden of doing tedious computations

remove anxiety about doing computations incorrectly

provide motivation and confidence

Answer: B

Sec Ref: Calculators

Page Ref: 220

18. All of the following are appropriate ways to use the calculator as a

computational tool,

except:

A.

B.

C.

D.

E.

to

to

to

to

to

facilitate a search for patterns

ease the burden of doing tedious computations

remove anxiety about doing computations incorrectly

provide motivation and confidence

Answer: B

Sec Ref: Calculators

Page Ref: 220

19.

Answer: Mental is done all in the head.

Sec Ref: Mental Computation

Page Ref: 220

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 5

20.

computation that is done mostly in the head with the use of a

calculator or paper and pencil in some instances.

Answer: F

Sec Ref: Mental Computation

Page Ref: 220

21.

said, I added 20 plus 20 which makes 40 , added 4 plus 3 which

makes 7, and then added 40 plus 7 to get 47. Which mental

computation strategy is Barry using?

A.

B.

C.

D.

E.

counting on

making tens

doubling

bridging

Answer: A

Sec Ref: Mental Computation

Page Ref: 221

22.

Katrina explained how she mentally solved the problem, 37 + 44. She

said, I added 3 plus 37 which makes 40, and then added 40 to 40

which makes 80 and then added 1 more to get 81. Which mental

computation strategy is Katrina using?

A.

B.

C.

D.

E.

counting on

making tens

doubling

bridging

Answer: C

Sec Ref: Mental Computation

Page Ref: 221

23.

Answer: Encourages flexible thinking, promotes number sense, and

encourages creative and efficient work with numbers.

Sec Ref: Mental Computation

Page Ref: 221

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 6

24.

number addition: adding from the left, counting on, making tens,

doubling, making compatibles, and bridging.

Answer: Answers vary.

Sec Ref: Mental Computation

Page Ref: 221

25.

encouraged to use the same strategy to solve problems.

Answer: F

Sec Ref: Mental Computation

Page Ref: 222

26.

What are some guidelines that you should keep in mind when

developing students mental computation skills?

Answer: Encourage students to do computations mentally, learn which

computations students prefer to do mentally, find out if students are

applying written algorithms mentally, plan to include mental

computation systematically and regularly as an integral part of

instruction, keep practice sessions short, develop childrens

confidence, and encourage inventiveness.

Sec Ref: Mental Computation

Page Ref: 223

27.

computation is not a recommendation?

encourage students to do computations mentally

learn which computations students prefer to do mentally

find out if students are applying written algorithms mentally

encourage all students to use the same strategy for solving a

problem

E. encourage inventiveness

A.

B.

C.

D.

Answer: D

Sec Ref: Mental Computation

Page Ref: 223

28.

Answer: Computation is getting an exact answer.

Sec Ref: Estimation

Page Ref: 225

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 7

usually good

estimators.

Answer: F

Sec Ref: Estimation

Page Ref: 225

30. Some words used in connection with estimation include all of the

following, except:

A.

B.

C.

D.

E.

about

approximate

exact

close enough

almost

Answer: C

Sec Ref: Estimation

Page Ref: 225

31.

strategies: front-end, front-end with adjustment, compatible numbers,

and clustering.

Answer: Answers vary.

Sec Ref: Estimation

Page Ref: 226

32.

A student solved the problem, 132 + 222 + 348 + 435, in the following

manner: 100 + 200 + 300 + 400. Which estimation strategy is he

using?

A.

B.

C.

D.

E.

front-end

compatible numbers

clustering

front-end with adjustment

none of the above

Answer: A

Sec Ref: Estimation

Page Ref: 226

33.

close to 25 and 9 is close to 10, therefore, 25 x 10 is 250. Which

estimation strategy is she using?

2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 1 0

John C. Yang | 8

A.

B.

C.

D.

E.

front-end

compatible numbers

clustering

front-end with adjustment

none of the above

Answer: B

Sec Ref: Estimation

Page Ref: 227

34.

Answer: T

Sec Ref: Estimation

Page Ref: 230

35. What are five guidelines that should be followed when teaching

estimation?

Answer: Give students problems that encourage and reward

estimation; make sure students are not computing exact answers and

then rounding to produce estimates; ask students to tell how they

made their estimates; fight the one-right-answer syndrome; and

encourage students to think of real-world situations that involve

making estimates.

Sec Ref: Estimation

Page Ref: 230

2009 John Wiley & Sons

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