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Question
Which of the following is NOT a benefit of student-developed strategies?a) They require one specific set of steps to use them, which makes them easier to memorize.
b) They help reduce the amount of needed re-teaching.
c) Students develop stronger number sense.
d) They are frequently more efficient than standard algorithms.
Answer
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Related questions
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a) Simplify the mathematics into isolated sets of skills.
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c) Incorporate students' identities.
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a) Explicit instruction
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a) The students' favorite things
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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?
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Describe at least 4 ways that teaching through problem solving helps ensure equity in the classroom.
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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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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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c) It must require some kind of justification for methods and answers.
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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?
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.
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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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c) Quickly provide corrected answers, so students are not embarrassed by mistakes.
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.