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Question
One source of confusion regarding angle measurement isa) Students' belief that angles with different side lengths sometimes have the same degree measurement.
b) Degrees are very small units.
c) The way that a student reads a protractor depends on the direction in which the angle opens.
d) That the Core Content State Standards don"t mention angles.
Answer
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Related questions
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Which of the following statements about tessellations is true?
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Which is NOT an illustration of the relationships between the various area formulas?
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Which of the following is NOT an example of a connection between proportional reasoning and another strand of mathematics?
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b) The negative slope of the line on the graph represents the fact that, for every 30 miles the car travels, it burns one gallon of gas.
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Which of the following is an example of teaching throughproblem solving?
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When comparing ratios to fractions keep in mind that
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b) They have the same meaning when a ratio is of the part-to-whole type.
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d) Operations can be done with fractions while they can"t be done with ratios.
Q:
Which of the following is a true statement regarding the practice of exposing students to multiple approaches to solving problems?
a) The most useful aspect of the strategy is that students should see a variety of inferior methods so that they can better appreciate the one best method to solve a problem.
b) Class discussions are not a valuable way for students to investigate alternative problem-solving strategies and make connections between mathematical ideas.
c) The strategy is not very useful for very simple mathematical ideas, such as basic computation facts.
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To set up an environment for "doing" mathematics, teachers need to
a) Develop and demonstrate rules.
b) Efficiently manage time and materials.
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d) Allow students to make engage in "productive struggle."
Q:
Which of the following is an example of a statement spoken in the language of doing mathematics?
a) "Memorize these steps."
b) "Compute this answer."
c) "Explain how you solved the problem."
d) "Copy down these steps into your notebooks."
Q:
Which of the following is NOT a common misconception about fraction computation?
a) Multiplying always results in a bigger number, while dividing always make a number smaller.
b) Fractions have to have a common denominator for all computation.
c) Procedures developed from conceptual understanding are usually easier than the standard algorithms.
d) Estimation is not important.
Q:
In this ever-changing world, those who love mathematics will likely survive the ups and downs of the economy. Which of the following is NOT a contributing factor to this fact?
a) Society is becoming more reliant on technology and the data it produces.
b) There are countless jobs in which people do simple computation.
c) Teachers are currently preparing students for jobs that don"t yet exist, and they will likely need to be skilled at approaching problems in different ways.
d) The world is surrounded by algorithms that help make predictions.
Q:
Estimation of fractions can result in estimates that are not close to the actual computed answer and should be avoided.
Q:
Which choice reflects two important elements for becoming an effective teacher of mathematics?
a) Manipulatives and an overhead projector
b) Knowledge of mathematics and how students learn
c) Internet sites and computer software
d) Student records and interviews with experienced teachers