Flashcards in C109 Elementary Mathematics Methods Deck (51)

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1

## What are two strategies for planning mathematics lessons for all learners?

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- Provide graphic organizers and tables for students to organize their work

- Include think-pair-share opportunities for students to discuss math concepts

2

## Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than peer-assisted learning?

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- The teacher discusses alternative methods of solving the problem.

- The teacher talks through the steps of a solution, identifying the reasoning at each step.

3

## Which two statements describe teaching for all students?

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- The teacher looks for ways to make tasks more relevant to students with varied backgrounds.

- The teacher scaffolds tasks to provide access to higher-level thinking for students.

4

## Which two statements describe learning difficulties that students from diverse groups may encounter?

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- Students from other countries often solve problems or illustrate concepts differently.

- Students who are English Language Learners (ELL) require more time to solve problems.

5

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A predominantly male third-grade class has several students with moderate learning disabilities.

Which instructional strategy would help the teacher provide equitable learning opportunities for this diverse class?

### Teach multiple representations of ideas for one problem at a time

6

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A first-grade class includes students who lack motivation and students with mild learning disabilities.

Which two instructional strategies would meet the needs of this group of students as they study math?

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- Help transitioning from a problem to a particular representation

- Opportunities to discuss problems and ideas with other students

7

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The objective of a lesson is for students to solve word problems involving the multiplication of multi-digit numbers.

Although able to solve multi-digit multiplication problems, one student struggles to solve word problems.

How can this student’s needs be accommodated?

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- The student solves the multi-digit multiplication problems. The teacher models the problem-solving process for the word problem, and then prompts and questions the student.

- The student solves word problems involving the multiplication of multi-digit numbers. The student uses a calculator to multiply the numbers.

8

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A teacher has students with special needs and students with high ability in class. The teacher grouped the students by ability level for a lesson on creating pie graphs to represent data.

In the lesson, the teacher is prepared to provide step-by-step instructions for the students with special needs about how to construct a pie graph. The teacher has also planned to engage the high-ability students in constructing a survey to gather data, and creating a pie graph to summarize the data.

How effectively does this lesson plan address the needs of all students?

### The lesson effectively addresses the needs of all students. The complexity of the tasks for the different groups of students is based on ability.

9

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The objective of a lesson is for students to learn to measure angles with a protractor. The teacher has grouped the students by ability.

All students are given a protractor and a worksheet with pictures of many different angles. Groups of students work together to develop strategies for measuring different angles. The teacher facilitates a class discussion about these strategies after students are finished working.

Which two approaches support all students in meeting this objective?

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- The low-ability group receives extra support to learn to measure angles with a protractor.

- Students with special needs use a protractor to measure fewer angles than the other students.

10

## Which two instructional strategies are useful for facilitating effective class and small group discussions about mathematics?

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- Have students compare and contrast solution strategies

- Have students share alternative problem solving approaches

11

## Which two instructional strategies support a classroom environment that encourages mathematical communication?

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- Include assessment opportunities for students to explain their thinking

- Restate student created terminology by using precise mathematical language when introducing vocabulary.

12

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Students are working in groups on the following problem:

Teresa has twice as many marbles as Patrice. Together they have 36 marbles. How many marbles does each girl have?

Mena states, "Teresa has 12 marbles and Patrice has 24 marbles."

How should the teacher respond to promote an understanding of Mena's thinking?

### "Mena, can you explain how you got your answer?"

13

## Which two questions demonstrate effective techniques to elicit mathematical discussion and thinking?

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- How would you explain your answer?

- How did you figure out the problem?

14

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In a sixth-grade math class, students are reviewing operations involving fractions. The teacher wants to use an instructional strategy that will encourage students to build on another student's prior description about how to add two fractions.

How should the teacher do this?

### Ask other students to add to and provide examples of the first student's description

15

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First-year algebra students are learning how to solve two-step equations. The teacher notices that the students are not using precise mathematical language.

Which two instructional strategies should the teacher employ to encourage students to use precise mathematical language when completing this task?

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- Model think-alouds for students demonstrating mathematical vocabulary

- Use procedural and conceptual questions using mathematical vocabulary

16

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Students are learning to add and subtract three-digit numbers.

Which two student activities promote communication about their mathematical thinking?

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- Draw a picture that represents subtracting three-digit numbers.

- Create a story problem that requires adding three-digit numbers.

17

## Which two tools can be used to teach a lesson on fractions?

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- Tangram

- Cuisenaire rods

18

## What is an appropriate use of manipulatives from web-based technology in mathematical instruction?

### A teacher shows a website and demonstrates how to effectively interact with virtual manipulatives.

19

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A teacher wants his students to communicate mathematically outside of his classroom. He gives a homework assignment that requires the students to participate in mathematical discourse.

Which technology could the teacher assign the students to use from home to meet this objective?

### An Internet mathematics forum

20

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A teacher has designed a statistics lesson that requires students to visually present their analysis of the data.

How can students use technology or tools to enhance their presentations?

### Use a spreadsheet to create a graph of the data

21

## Which two resources can help a student visualize similar triangles?

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- Grid paper

- Dynamic geometry software

22

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Students are learning about the concept of the perimeter of a rectangle.

Which resource would help to effectively teach this concept?

### A ruler to measure side lengths of at least five rectangles

23

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Students are creating bar graphs from a survey about pet care.

How can the teacher incorporate observational assessment into this lesson?

### Use a list of specific content objectives to take notes about student understanding while circulating through the class and then use the data to modify the lesson

24

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Two students worked together to compute 3/4 - 5/8. Student A thinks the difference is 1/0 and student B thinks it is 1/8.

Which teacher response is appropriate to evaluate conceptual understanding?

### "Student A, will you please explain the process you used?"

25

## How does a teacher use a rubric to analyze student performance?

### To assign a score to a mathematical task based on a preset scoring framework

26

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Students in a fourth-grade class work on the following problem:

I am thinking of a three-digit number. The number is divisible by 3, 4, and 7. The number is

less than 500. The third digit is the sum of the first two digits. What is the number I am

thinking of?

How should the teacher use a rubric to assess the progress of the students?

### Describe the expectations of the rubric to the students before they work the problem

27

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A lesson for fifth-grade students focused on solving the following and other similar equations:

3x + 7 = 18

14 = 2x - 8

5(x + 1) = 20

Which equation should the teacher use to assess these students' understanding of the lesson?

### 3(x - 2) = 15

28

##
The students in a class studied polygons, including classifying polygons as concave, convex, and regular.

Which performance task will effectively assess understanding of what was taught?

### Given a variety of polygons, arrange the polygons by concave, convex, or regular and then describe the characteristics of each.

29

## During which two activities will students make a mathematical connection to contexts outside the math curriculum?

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- Students sort and classify flowers by the symmetry of the petals.

- Students create bar graphs comparing populations of countries in South America.

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