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Question
When developing the standard algorithm for division,a) Teachers should avoid using a confusing algorithm based on repeated addition.
b) Teachers should have students use models after developing the written record.
c) The process of recording explicit trades can be less confusing to students than the more common bringing down.
d) The expression "goes into"is very meaningful for kids.
Answer
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Related questions
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a) Simplify the mathematics into isolated sets of skills.
b) Ignore students' background knowledge, as it's frequently irrelevant to the math.
c) Incorporate students' identities.
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Common features across RTI tiers include all of the following EXCEPT
a) Explicit instruction
b) Research-based practices
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a) The students' favorite things
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c) Science class
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Q:
Which of the following statements about tessellations is true?
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Q:
Which is NOT an illustration of the relationships between the various area formulas?
a) A rectangle can be cut along a diagonal line and rearranged to form a non-rectangular parallelogram. Therefore the two shapes have the same formula.
b) A rectangle can be cut in half to produce two congruent triangles. Therefore, the formula for a triangle is like that for a rectangle, but the product of the base length and height must be cut in half.
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b) Asking students to reduce the amount of each ingredient that is needed for a recipe that is divided in half to accommodate a small family
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Q:
Which of the following is NOT an example of a connection between proportional reasoning and another strand of mathematics?
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c) The triangle has been enlarged by a scale factor of 2. How wide is the new triangle if its original width is 4 inches?
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Q:
Which of the following is an example of teaching throughproblem solving?
a) Providing students with a list of area formulas and asking them to find the area of a given rectangle
b) After students have conceptual understanding of the area of a rectangle, asking them to find the area of a triangle that was constructed by cutting a given rectangle in half and then to generalize their process to how they might find the area of any given triangle
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All of the following are features a problem should have EXCEPT
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d) It must be at a level that would make a student unable to solve it alone.
Q:
When comparing ratios to fractions keep in mind that
a) Conceptually, they are exactly the same thing.
b) They have the same meaning when a ratio is of the part-to-whole type.
c) They both have a fraction bar that causes students to mistakenly think they are related in some way.
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?
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Q:
To set up an environment for "doing" mathematics, teachers need to
a) Develop and demonstrate rules.
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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.