4-8 Numeracy Professional Learning Course Pre Assessment

Select all that apply. When promoting positive mathematics discussions, a teacher must

A. Anticipate student responses by completing all of the math during planning. C. Monitor student work during instruction. D. Select student work and sequence it for meaningful connection.

The table above shows the fabric cost according to the fabric length in yards. Use the table to determine which statements are true.

A. Five yards of fabric will cost $20. D. Twelve yards of fabric will cost the customer $48. E. A customer can purchase more than 8 yards of fabric for $40. F. The ratio of the number of dollars to the number of yards is 4:1. G. If x represents the number of yards and y represents the number of dollars, then the equation y=4x represents the values in the table.

Use the table above to review the following five statements about the distances. Select the true statements.

A. Mark's distance is 3 blocks more than Jackie's distance. B. Kevin's distance is 3 times as far as Jackie's distance. C. Mark travels 3 blocks for every 2 blocks that Jackie travels. D. Mark's distance is ½ of Kevin's distance. E. Jackie travels 12 fewer blocks than Kevin.

Select all that apply. When referring to the Concrete-Representational-Abstract (CRA) instructional approach, a teacher could utilize the following concrete items to support a student's misconceptions with understanding fractions:

A. Pattern blocks B. Fraction bars C. Folding paper

Select all of the following that students should do to support the implementation of tasks that promote reasoning and problem-solving:

A. Persevering in exploring and reasoning through tasks. B. Taking responsibility for making sense of tasks. F. Using tools and representations as needed to support their thinking.

Select all true statements.

A. The use of fraction notation may create confusion for Grade 6 students when learning about ratios and proportions. B. A ratio is not a number.

True or False? SMP 1 (make sense of problems and persevere in solving them) and SMP 6 (attend to precision) serve as the umbrella for which all other Standards for Mathematical Practice fall under.

A. This statement is true because we expect students to exhibit SMP 1 and SMP 6 as they also reason and explain, model and use tools, see structure, and generalize.

Use the image above to answer the question. True or False? The tape diagram above shows a possible solution for students to model 35% of 60

A. True, the diagram shows the decomposition of the number 60 into 10%.

Use the image above to answer the question. Select all of the ratios that represent .5 tablespoons to 4 fluid ounces.

A. Vanilla E. Grape F. Strawberry

Use the image above to answer the question. Select all that apply. To support a student's misconception of the task shown above, we could ask the following:

A. What part of the model is shaded? B. What is the value of the whole? D. What information does the numerator of the fraction tell us?

Select all of the following that reflect attributes of appropriate mathematical modeling:

B. Applying mathematics C. Analyzing relationships mathematically to draw conclusions F. Beginning with real-world situations

True or False? To enhance productive mathematics discussions, the teacher should not select incorrect student work. A teacher must focus on connecting mathematical representations.

B. False

Select all statements that reflect a growth mindset.

B. Learning is rewarding. D. When I perform poorly academically, I do not get discouraged; instead, I think about what I can learn from the experience.

Select all of the following that could be considered strategies to support SMP 6 (attend to precision).

B. Model the use of precise language. C. Create active word walls according to the current unit of study. E. Provide situations for error analysis and correction.

True or False? Amanda states that by using the commutative property, she can make the following identity statement: -5 - (9 + 3) = (9 + 3) - (-5)

C. False because when the commutative property is correctly applied, it would result in either -(9 + 3) + -5 OR -(9 + 3) - 5.

Posing purposeful questions is vital to encouraging productive discourse in the math classroom. "How does your answer reflect the situation in the task?" is an example of which type of purposeful question:

C. Making math visible

Use the image above to answer the question. Select all that apply. What do the models above represent?

D. Connection of representational to abstract F. The open area model and partial products algorithm

True or False? Students are expected to show fluency with the division algorithm in 4th grade.

D. False. Students aren't expected to show fluency with the standard algorithm for division until the end of 6th grade.

When a student begins to notice that as a square's side length increases by 1 unit, the perimeter increases by 4 while also seeing that the perimeter is always the sum of the side lengths or 4 times one side length, this is an example of ____________.

D. SMP 8 (look for and express regularity in repeated reasoning)

Use the image above to answer the question. Student 1 used the tape diagram above to model ⅔ of a leftover pie shared with 3 friends. She thinks each friend will receive 1/3 of the pie. Student 2 modeled the same scenario and stated that each friend would receive 3/9. Which one is correct?

E. Neither student is correct because they must use ⅔ as the beginning point or total that will be shared among the 3 friends.

Directions: Drag and drop items to the appropriate category below. Select all of the ways a student could represent (2x + 4y) - (3x - 8y) with algebra tiles by moving the representation to the YES category. All other representations should be moved to the NO category.

Yes. 2x 4y -3x -x 12y 2x -2x 1y 12y the rest no

Which real-world situation is modeled by the expression of ½ x ¾ ?

F. All of the above