Textbooks do not always cover everything that is needed according to the standards you are charged to teach.
a. True
b. False
[Ques. 2] Social behavior often improves when students are immersed in something they can relate to and find interesting.
a. True
b. False
[Ques. 3] All of the following statements on data analysis and probability are true, EXCEPT:
a. younger students enjoy collecting, organizing, analyzing, and displaying data but these are not age appropriate activities for older students.
b. data collection can easily occur in all areas of the curriculum, thus reinforcing mathematical concepts.
c. graphing student preferences, such as favorite movies, music, etc., can activate the affective domain.
d. probability lessons lend themselves quite easily to employing multisensory learning.
[Ques. 4] Concrete instructional techniques that include using real clocks to teach time-telling, real coins to teach money skills, constructing grids that students can actually walk on, or constructing a Gallon Man to teach units of capacity are useful in teaching students concepts of:
a. algebra.
b. problem solving.
c. measurement.
d. geometry.
[Ques. 5] Geometry concepts can become more meaningful for diverse learners through the use of all of the following,
EXCEPT:
a. concrete representations of geometric shapes.
b. independent practice worksheets and homework assignments to assist students in remediating weak and underdeveloped math skills.
c. posters, models, and computer presentations to represent geometric skills and concepts.
d. specialized computer programs such as Dynamic Geometry Software (DGS).
[Ques. 6] Which of the following statements does NOT apply to best practice in teaching algebra to diverse learners?
a. A dvance organizers in the form of questions, prompts on a card or worksheet, etc. should be used
b. E xplicit instructions in self-monitoring, such as using think alouds to model your own thinking process, help students develop reasoning skills
c. S trategies such as the STAR strategy help students to visualize how to solve an equation
d. A ssessment of prerequisite mathematical skills is not necessary when planning algebra instruction
[Ques. 7] All of the following programs and techniques can help support students as they learn about numbers and operations,
EXCEPT:
a. completed multisensory, TouchMath tools such as beans, foam dots, and pipe cleaner circles that can represent the relationship between numbers and values.
b. left to right subtraction algorithms to help students who have difficulty with right to left work or with regrouping.
c. lesson extensions where student are expected to intuitively be able to transfer the basic principles in math to real life problem solving.
d. the lattice multiplication method to break down large multiplication problems into small, manageable steps.
[Ques. 8] Which of the following is NOT helpful in promoting math communication in the classroom?
a. Make sure math vocabulary is embedded into the content, modeled, and used frequently as part of every lesson
b. For diverse students and English language learners, avoid mathematical vocabulary and teach using simpler terms
c. Use correct, universal mathematical terms when teaching, and put them on cards, posters, or labels
d. Use visual imagery, keyword mnemonics, and connections to prior learning
[Ques. 9] A study on early math skills of children concluded all of the following, EXCEPT:
a. no significant difference was found in the conventional math knowledge of four-year-old children according to their socioeconomic status.
b. the more teacher talk about mathematics that occurs the greater the overall achievement in math by all students.
c. early development in math has long term effects on math achievement.
d. promoting best practices in math instruction at the preschool level can set the stage for future math success.
[Ques. 10] All of the following instructional techniques can help students in the problem solving process, EXCEPT:
a. creating a storyboard.
b. creating timed competitions.
c. using mnemonic strategies.
d. using multisensory manipulatives.
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