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Math - College, section 1, Fall 2019
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Bassarear-Math for Elementary School Teachers 7/e (Homework)

James Finch

Math - College, section 1, Fall 2019

Instructor: Dr. Friendly

Current Score : 27 / 63

Due : Sunday, January 27, 2030 00:00 EST

Last Saved : n/a Saving... ()

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Question

Points

1	2	3	4	5	6	7	8	9	10	11	12	13	14
0/1	1/1	–/2	4/4	6/7	4/4	10/11	–/4	1/1	–/7	–/7	–/6	–/4	1/4

Total

27/63 (42.9%)

Instructions

Mathematics for Elementary School Teachers, 7th edition, published by Cengage Learning, offers an engaging, hands-on, exploratory experience to help future elementary school teachers develop conceptual and deep understanding of the math concepts they will be teaching, as well as to nurture their positive beliefs and attitudes about math. Intended for the one-, two-, three-, or four-semester mathematics course required of Elementary Education majors, the 7th edition demonstrates that there are many paths to solving a problem, and sometimes problems have more than one solution. Authors Bassarear and Moss present real-world problems in a way that requires active learning in a method similar to how archaeologists work in the field: they carefully uncover the concepts, slowly revealing more and more of the structure. An emphasis on explorations and investigations helps students make sense of the concepts, which are developed through a concrete/contextual and pictorial approach to understand the more abstract concepts. Students learn both the necessary mathematics and how to teach to young children.

These questions show the variety of question types available in WebAssign for use with this title.

Questions 1 and 2 incorporate virtual manipulatives that help students investigate and explore arithmetic and fractions. Question 1 includes base blocks that allow students to practice and visualize place value and arithmetic in bases 2, 5, 6, 7, 8, 9, 10, 12, and 16. The number line manipulative in question 2 helps students practice arithmetic by using an interactive number line.

Question 3 includes an In The Classroom video that shows students how elementary school students think about math. The videos allow you to watch one-on-one and group sessions, see the mistakes students make at different grade levels, and learn how students use physical manipulatives.

Question 4 uses an expanded addition format for students to practice regrouping across place-value columns. This question includes a "Watch It" video tutorial, which students can view for additional guidance.

Question 5 asks student to enter a list of numbers, separated with a comma (in any order), then reflect on their reasoning.

Question 6 asks students to compare two groups of numbers using estimation methods then provide a short answer to explain their reasoning

Question 7 presents sets of operations involving missing digits and students determine the missing digits using deductive reasoning.

Question 8 asks students to determine missing digits in subtraction problems using deductive reasoning. This question includes a "Watch It" video tutorial, which students can view for additional guidance.

Question 9 presents students with an operation that is modeled on a number line and asks them to identify correct symbolic statements that match the number line model.

Question 10 employs a fill-in-the-blank style setup with multiple question modes. Students provide algebraic expressions, numerical answers, and choices from pull-down menus.

Question 11 is a multi-part question where students provide a numerical answer in part one, then walk through steps to verify the general algebraic formula in part two.

Question 12 asks student to mentally simplify fractions and provide numerical answers.

Question 13 is an expanded problem with numerical entry answer blanks which provide scaffolding support for students as they step through the process of counting the number of combinations.

Question 14 is a Master It tutorial that provides scaffolding to students as they work through multiple steps to determine base ten numerals represented in an ancient numerical form. This demo assignment allows many submissions and allows you to try another version of the same question for practice wherever the problem has randomized values.

Assignment Submission

For this assignment, you submit answers by question parts. The number of submissions remaining for each question part only changes if you submit or change the answer.

Assignment Scoring

Your last submission is used for your score.

1. 0/1 points | Previous Answers BassElemMath7 3.BB.006. My Notes

Practice modeling 31_six + 15_six with the base blocks and then answer the question that follows.

Which of the following pictures represents 31_six + 15_six?

Two sets of base blocks are added together to equal 64_six. Each long is 6.

The first set has one long and three singles.

The second set has five longs and one single.

Two sets of base blocks are added together to equal 46_six. Each long is 6.

The first set has three longs and one single.

The second set has one long and five singles.

Two sets of base blocks are added together to equal a third set of base blocks. Each long is 6.

The first set has three longs and one single.

The second set has one long and five singles.

The third set is labeled 50_six and has five longs.

Two sets of base blocks are added together to equal a third set of base blocks. Each flat is 6 by 6 and each long is 6.

The first set has one long and three singles.

The second set has five longs and one single.

The third set is labeled 104_six and has one flat and four singles.

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2. 1/1 points | Previous Answers BassElemMath7 3.NLF.002. My Notes

Practice modeling

with the number line tool and then answer the question that follows.

In order to add

which number line would you use?

a number line with 7 evenly spaced tick marks: 0, 1⁄3, 2⁄3, 1, (1 1⁄3), (1 2⁄3), 2

a number line with 13 evenly spaced tick marks: 0, 1⁄6, 2⁄6, 3⁄6, 4⁄6, 5⁄6, 1, (1 1⁄6), (1 2⁄6), (1 3⁄6), (1 4⁄6), (1 5⁄6), 2

a number line with 9 evenly spaced tick marks: 0, 1⁄4, 2⁄4, 3⁄4, 1, (1 1⁄4), (1 2⁄4), (1 3⁄4), 2

a number line with 5 evenly spaced tick marks: 0, 1⁄2, 1, (1 1⁄2), 2

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3. –/2 points BassElemMath7 3.ITC.002. My Notes

Watch the video below and answer the following questions.

What does this child understand about adding and subtracting tens?

This answer has not been graded yet.

What specific problem is she having?

This answer has not been graded yet.

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4. 4/4 points | Previous Answers BassElemMath7 3.1.013. My Notes

Finish the following addition problem, which has been done in expanded form.

	345	=	3 hundreds	+	4 tens	+	5 ones
+	687	=	6 hundreds	+	8 tens	+	7 ones
		=	9 hundreds	+	12 tens	+	12 ones
		=	1032

Need Help?

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5. 6/7 points | Previous Answers BassElemMath7 3.1.022. My Notes

From each of the following lists, select three numbers whose sum will be closest to the target sum. (For each response, enter your answers as a comma-separated list.)

Numbers					Target
(a)	37	82	56	74	150
(b)	73	32	94	53	200
(c)	25	39	47	97	170
(d)	114	176	164	153	400
(e)	185	372	153	274	650
(f)	353	422	439	583	1200

list (a)	37, 56, 74 $webMathematica generated answer key$
list (b)	73, 32, 94 $webMathematica generated answer key$
list (c)	25, 47, 97 $webMathematica generated answer key$
list (d)	114, 164, 153 $webMathematica generated answer key$
list (e)	185, 152, 274 $webMathematica generated answer key$
list (f)	353, 422, 439 $webMathematica generated answer key$

For each part, briefly explain your reasoning—how did you determine those three numbers?

Key: Answers may vary.

Score: 1 out of 1

Comment:

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6. 4/4 points | Previous Answers BassElemMath7 3.1.023. My Notes

Without actually adding the numbers, determine whether to place > or < in the circle.

(a)

984 + 62 + 54 ◯ 624 + 733

Briefly explain your reasoning.

Key: < goes in the circle. A quick estimation of the first three numbers is about 1100. We quickly see that this is less than 624 + 733.

Score: 1 out of 1

Comment:

(b)

426 + 316 + 408 ◯ 378 + 496 + 387

Briefly explain your reasoning.

Key: < goes in the circle. Using leading digit, the sum of the first three numbers is 1100 plus less than 100. The sum of the next three numbers is 1000 plus more than 200.

Score: 1 out of 1

Comment:

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7. 10/11 points | Previous Answers BassElemMath7 3.1.025. My Notes

Find the missing digits.

	2	5	6
+	5	8	5
	8	4	1

		6	5	3
	5	2	4	6
+		6	6	5
	6	5	6	4

	4	7	7	5
+	7	6	4	8
1	2	4	2	3

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8. –/4 points BassElemMath7 3.2.021. My Notes

This problem requires some nice thinking.

(a)

Find a, b, c, and d that will make the subtraction problem work. (Enter your answer in the form a, b, c, d.)

		6ab
	−	c8b
		1da

Is there more than one solution?

Yes No

(b)

Find x and y that will make the subtraction problem work. (Enter your answer in the form x, y.)

		6xx
	−	1y8
		47y

Is there more than one solution?

Yes No

Need Help?

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9. 1/1 points | Previous Answers BassElemMath7 4.1.003. My Notes

Identify the computation being modeled on the number line below. (Select all that apply.)

Four arrows are shown over a number line. Each arrow is above the number line pointing in the positive direction.
The first arrow begins at 0 and ends at 2.
The second arrow begins at 2 and ends at 4.
The third arrow begins at 4 and ends at 6.
The fourth arrow begins at 6 and ends at 8.

2 + 4 because there are four additions in the problem. correct

2 + 2 + 2 + 2 because this is equivalent to 4 × 2. 8 − 2 − 2 − 2 because the initial arrow is at 0. 6 + 2 because we are adding 2 to 6. correct

4 × 2 because we are adding 2 four times.

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10. –/7 points BassElemMath7 4.1.009. My Notes

Fingers are a set of manipulatives that most people have, and they can be used to help students remember their multiplication facts for 9. This is how the method works. Suppose you want to know

9 · 7.

Bend down finger number 7. The number of fingers to the left of the bent finger gives you the value of the tens place of the product, and the number of fingers to the right of the bent finger gives you the value of the ones place of the product. Why does this work?

Two hands are shown. From the left to right the fingers are numbered 1 through 10. The seventh finger is folded down.

When nine is multiplied by a number n, the product can be thought of as ten times the number minus the number, or

9n =

− n.

In this case,

9 ✕ 7 =

10 ✕

− 7.

When n is ten or less, the value of the digit in the tens place of the product (expressed in terms of n) is

, and the value of the digit in the ones place (expressed in terms of n) is

. Thus the sum of the digits is equal to .

Since the bent finger represents n, the n − 1 fingers to the left of n accurately represent the place, and the remaining fingers to the right of the bent finger represent the place.

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11. –/7 points BassElemMath7 4.1.052. My Notes

An ancient method of multiplication is shown below with the problem

102 · 96.

Find the average: 99
Take half the difference of the numbers: 3
Look up the square of 99: 9801
Look up the square of 3: 9
Subtract and you have your answer: 9792

(a) Use this method to determine the product of 34 and 54.

(b) Explain why it works.

Consider any two numbers x and y where x > y.
The formula for the mean of the two numbers is

.
The formula for half the difference of the two numbers is

.
Using the fact that

(a + b)(a − b) = a² − b²,

we can deduce that

x + y

	2

−

	2

x − y

x + y

−

This expression simplifies to

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12. –/6 points BassElemMath7 4.2.005. My Notes

Determine the quotients mentally.

(a)

4,000

(b)

7,200

(c)

14,000

200

(d)

12,000

(e)

7,200

(f)

28,000

400

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13. –/4 points BassElemMath7 1.2.011.EP. My Notes

Can you apply what you learned in Investigation 1.2c to answer the following question? There are 9 members on the Student Council. A committee consisting of 2 members is to be made. How many different committees are possible?

Create a label to represent each member of the Student Council, perhaps the letters A, B, C, D, E, F, G, H, and I.

Systematically count all of the different combinations where two different individuals from the council will be chosen for the committee.

Determine the number of combinations where person A could be chosen with one other member.

Determine the number of combinations where person B could be chosen with one other member besides person A.

Determine the number of combinations where person C could be chosen with one other member besides persons A and B.

Continue this pattern through each of the remaining members. Add these number of combinations together to determine the number of different committees that are possible.

committees

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14. 1/4 points | Previous Answers BassElemMath7 2.1.014.MI. My Notes

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Welcome, demo@demo

Bassarear-Math for Elementary School Teachers 7/e (Homework)

Current Score : 27 / 63

Due : Sunday, January 27, 2030 00:00 EST

Last Saved : n/a Saving... ()

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Assignment Submission

Assignment Scoring