Final Exam Review

1. (Ch9) Proportional Reasoning: Create a drawing that helps you visualize the relationship and determine an amount prior to the increase or decrease
2. (Ch3, Ch8 & Ch9) Additive and multiplicative comparison and proportional reasoning: Be able to compare and contrast and write word problems that model them
3. (Ch3) Subtraction: Write problems that model "take away" and "additive comaprison"
4. (Ch6) Use benchmark numbers and number sense to estimate fractional values and find a number between fractions
5. (Ch5& Ch6) Estimate operations with percents, decimals, and fractions and explain your reasoning
6. (Ch4) Long Division: Use the scaffolding method which is sometimes called the "Big Seven" and compare it to the standard method of division
7. (Ch4) Division modeled using "Equal Share" or "Repeated Subtraction"
8. (Ch2 & Ch14) Working with bases other than ten: operations in other bases
9. (Ch12 & Ch13) Be able to model position/time using a qualitative graph
10. (Ch.7) Dividing by a Fraction: Write a word problem and model the solution process with a picture.

Ch.13 & 14 Test Review

1. Write an equation that models the information from a story problem
   


2. Write an equation that models the information from a graph
   


3. Write a story problem that could be modeled by a graph
   


4. Create a qualitative speed/time graph and answer questions from information given in a story problem
   


5. Create a distance/time and a total distance/time graphs
   


6. Solve a weighted average problem.

CH. 9, 10, 12 Review

1. Create a drawing and give an explanation to illustrate multiplicative reasoning
2. Create a drawing to represent fractional parts
3. Use proportional reasoning to solve word problems
4. Use open (positive) and closed (negative) dots to model addition, subtraction and multiplication
5. Create a graph on a coordinate system
6. Determine slope of a line
7. Explain rate of change in context
8. Explain important points on the graph

CH 6, 7, 8 Review

You should be able to:

1. Provide a pictorial representation of fractions, whether using a discrete whole or a continuous whole.
2. Write a decimal number as a fraction in simplified form: i.e 2.25 = 225/100 = 9/4, or .32525252525... = 322/990 = 161/495
3. Demonstrate understanding of decimal numbers by finding numbers that would be between consecutive decimal numbers. i.e. what decimal numbers are between 0.2 and 0.3
4. Find a fraction between fractions with unlike denominators without converting to decimal numbers or using common denominators. This means understanding how “neighbor numbers” work.
5. Illustrate multiplication and division of fractions
6. Explain additive and multiplicative comparison and be able to write word problems that illustrate this knowledge
7. Illustrate multiplicative relationships (similar to the chocolate bar activity in ch.8) and use that knowledge to solve problems

CH.3, 4, & 5 Test Review

You should be able to:

1. Write word problems that use (a) comparison subtraction, (b) take-away model of subtraction, and (c) missing addend.
   
2. Analyze students' methods for adding, subtracting, multiplying, or dividing. (Analyze means be able to explain the child's procedure or solution method, whether their procedure is reasonable, and if they got the answer correct or not. )
   
3. Make a sketch that models the multiplication of two numbers (repeated addition, array, area, Fundamental Counting Principle), whether using whole numbers or fractions.
   
4. Write division word problems that use equal share or repeated subtraction models.
   
5. Estimate and explain your thinking when dividing very large numbers to determine an approximate percent.
   
6. Use scientific notation to solve problems with really big numbers or really small numbers and be able to convert those numbers into other units that provide a better understanding of what those numbers represent.
   

CH 1 & 2 Test Review

You should be able to:

1. Use quantitative anaylsis to solve problems (i.e. the trains approaching each other)
   
2. Take a number and use place value to think about the number in different ways. (Similar to our discussion about money--$235 can be thought of as 235 ones, 23 1/2 tens or 2.35 hundreds, etc.)
   
3. Work with bases other than ten: (a) take a base ten number and convert it to another base, (b) take a number from another base and convert to base ten, and (c) add and (d) subtract numbers that are in other bases.

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