119 More Practice
A teacher overhears a student talking to their peers: "I saw my older cousin doing fractions, and it's so easy! Look, I'll show you. If you add three-sixths and two-fourths, you get five-tenths! So cool, right? Adding fractions is just counting. Look!" The student draws this model: The teacher decides to join the conversation to help direct the learning of fractions. Which of the following remarks would help steer the conversation into more accurate mathematics?
"That's a great start! Now, let's make all three shapes the same size to begin with, and then see what happens."
A second-grade teacher plans to conclude a unit on solving word problems involving money. Which of the following approaches can the teacher use to reinforce the concepts while also encouraging students' enjoyment of the mathematics?
creating a game in which students show the same amount of money using different combinations of coins and bills
hierarchical inclusion
numbers build exactly one at a time and nest within each other by this amount
A third-grade teacher asks students to add 57 + 34 on their whiteboards. A student shows their work: Which of the following descriptions is an appropriate narrative of the student's mathematical work in solving the equation?
The student added the tens from 34, then added three of the four ones to jump to an anchor number, then added the remaining one to arrive at 91.
In a department meeting, a teacher shares a poster on how they represent "one-third" to second-grade students three different ways. Which of the following statements explains the purpose of showing these three representations?
Since each gray partition is a different shape, it shows that what matters for a fraction is equal area, not identical shape.
A second-grade teacher gives students this word problem involving a number line. One student's response is shown.Which of the following claims can be made about the student's work?
The student understands how to compare the difference between two numbers by using an unknown-change model.
A third-grade teacher selects manipulatives to promote students' ability to understand how fractions can describe parts of a set. Which of the following manipulatives best promotes this interpretation?
two-color counters
A second-grade teacher analyzes student performance on an assessment and concludes that 75% of the class meets or exceeds the standards for proficiency. Which of the following approaches can the teacher plan to provide the most effective instruction?
using assessment data to form heterogeneous groups, then implementing a group activity that connects the two units
A teacher acts out and gives this explanation to compare addition and subtraction: "If I have 5 blocks, and add 3 more blocks to the pile, I have 8 blocks in total. This shows us that 5 plus 3 equals 8. "If instead, I start with 5 blocks but I take away 3 blocks, I have 2 left. This shows us that 5 minus 3 equals 2. "While addition makes a big number, subtraction makes a small number." A limitation of representing the relationship between addition and subtraction in this way is that it risks leaving students with which of the following misconceptions?
The difference between addition and subtraction is the size of the end results.
A second-grade teacher checks one student's work on an assessment.Which of the following descriptions of the student's work is most accurate?
The student's drawing appropriately models the operation of subtraction by finding the difference between the two numbers.
