When a student solves an unknown multiplication fact like 6 7 = by using knowledge of 2 or more known math facts like 6 3 = 18 and 6 4 = 24 and adding the products together, the student is using the ________________. a. counting by strategy b. derived facts strategy c. split-add strategy d. addends strategy 5. Which of the following is NOT a factor that creates inconsistent instruction in math for students with HI? a. Math curricula emphasizing computation and correct answers b. Traditional math practices c. Special education teachers frequently lack knowledge and skill in math d. Math textbooks 6. When a student estimates an answer to an addition problem such as 432 + 324 = by converting it to 400 + 300 =, that student is using ________________. a. the rounding up strategy b. the rounding down strategy c. the compatible numbers strategy d. the front-end estimation strategy

When a student solves an unknown multiplication fact like 6 * 7 = by using knowledge of 2 or more known math facts like 6 x 3 = 18 and 6 * 4 = 24 and adding the products together, the student is using the a. counting by strategy b. derived facts strategy C. split-add strategy d. addends strategy 5. Which of the following is NOT a factor that creates inconsistent instruction in math for students with HI? a. Math curricula emphasizing computation and correct answers b. Traditional math practices c. Special education teachers frequently lack knowledge and skill in math d. Math textbooks 6. When a student estimates an answer to an addition problem such as 432 + 324 = by converting it to 400 + 300 =, that student is using a. the rounding up strategy b. the rounding down strategy c. the compatible numbers strategy d. the front-and estimation strategy