Chapter 13: Developing Strategies for Multiplication and Division Computation

12345678910111213141516
Across
  1. 1. _____________ methods focus on the leading or leftmost digits in numbers, ignoring the rest
  2. 5. _______ a variety of methods from the start helps students gain flexibility and enhances learning
  3. 6. the ____-factor approach is used when students estimate about how many times they can divide up a certain number and narrow their choices.
  4. 8. the _____ model is a visual representation that can support students' multiplication reasoning and understanding.
  5. 9. when students see patterns in multiplicative situations and generalize these patterns into rules , they are doing ______
  6. 12. __________ strategy is when the problem is changed to an easier one, then an adjustment or ________ is made.
  7. 14. ___________ strategy is when students reflect on base ten concepts (decades) to break down multiplication
  8. 15. ____refers to a number that is a suitable approximation for an exact number given a particular context
  9. 16. ______ problems encourages students to use facts and combinations they already know to figure out more complex computations
Down
  1. 2. tens, hundreds and ________ are friendly numbers for multiplication and division
  2. 3. _______ is not a mathematical term, but refers to a number that would make thew problem easier to solve
  3. 4. the ____ trade method and the use of place value columns will helps with the problem of leaving out a middle zero
  4. 7. ________ strategy involves truncation or covering up all digits other than the first.
  5. 10. models that represent numbers. For example, a model of 6 set of 34
  6. 11. written ______ in division is when students share, record, record and then trade (if necessary)
  7. 13. to multiply and divide using two digit numbers requires an understanding or _______