MATH
Anytown School District provides a 50 multiple-choice question mathematics assessment to all students. The students complete the assessment, the tests are scored, and the scores are compared throughout the school district. Which of the following mathematics component is most likely the goal of this type of assessment?
accuracy
Mrs. Hoyt is excited to be teaching fifth-grade math this year. She would like to encourage her students' independent skills. How can she facilitate this in her classroom?
allow for a variety of choices when it comes to assignments
A third-grade teacher is planning an introductory lesson on perimeter. Which of the following would be the most appropriate to include in the lesson?
an activity in which students are given the dimensions of the school garden and asked to work in groups to determine how much fencing they would need to enclose the garden
A second-grade teacher is planning an introductory lesson on ordering numbers on open number lines and wants to incorporate technology into the lesson. Which of the following would be the most effective use of technology in this scenario?
an interactive number line on which students can drag and drop numbers to the correct place
A first-grade class is finishing a unit on counting sets of coins. Which of the following would be an effective use of technology at the end of the unit?
an online assessment in which students select the set of coins needed to purchase different items
A third-grade teacher is planning a lesson on representing data using dot plots. She plans to introduce the concept of dot plots, show examples, and create a class dot plot that shows how many siblings the students have. Which of the following would be the best way to incorporate technology into this lesson?
an online program that allows students to plot their data point on a dot plot
A third-grade teacher is planning a lesson on representing multiplication facts. She wants students to be able to model multiplication problems using a variety of different representations. Which of the following includes ways that the students could model a basic multiplication fact?
arrays, equal-sized groups, number lines
Two color counters are often used to model addition and subtraction of integers. The red counters represent negative integers; the yellow represent positive integers. If the counters above were used to model the addition, what would be the result?
-2
Ms. Colon, a new fifth-grade teacher, is planning her math lessons for the grading cycle. She thinks of all of the topics she needs to teach and makes discrete daily lessons. Each unit has an opening pre-test. Each lesson has instruction, guided practice, and independent practice. Which of the following are methods she should incorporate into her lesson planning? Select all answers that apply.
-Instead of making single lesson plans, first create a thematic unit around which to frame her lessons. -Plan each lesson with a closure activity. -Plan time each day for students to explain concepts they have learned to their peers.
Ms. Davis teaches a fifth-grade math class primarily composed of English language learners (ELL). Which of the following can support her ELL students? Select all answers that apply.
-Make a word wall. -Use gestures, pictures, and models to explain terms.
Mr. Zammit is teaching his class about shapes. One of his students incorrectly labels all rectangles as squares and all rectangular prisms as cubes. Which of the following should Mr. Zammit do in this situation? Select all answers that apply.
-Require his student to use correct mathematical vocabulary. -Make an analogy to help the student understand his mistake, for example calling every rectangle a square is like calling every fruit an apple
Jayce is a first-grade student struggling with comparing two-digit numbers. Which two of the following manipulatives could his teacher use to provide support for Jayce? Select all answers that apply.
-Unifix cubes -Base ten blocks
A first-grade teacher is finishing a unit on place value and composing/decomposing numbers using hundreds, tens, and ones. Which of the following would help to ensure that students continue practicing this skill even after the unit is finished?
-all of the above -counting each day of school by adding a popsicle stick to a jar and making groups of tens when applicable -an online game in which students identify the hundreds, tens, and ones place -a "number of the day" that students model using hundreds, tens, and ones
Which of the manipulative materials below would be most suitable for teaching decimal notation to the hundredths place? Select all answers that apply.
-decimal squares -base ten blocks -
A teacher draws a 10x8 grid on the board without any "X"s in the grid. The teacher then writes "X"s in one and a half rows of the grid. The teacher asks the students to create an equation to represent blocks left on the grid, if the "X"s represent the blocks that have been removed. Which of the following is the best equation in response to the teacher's question?
80 - 15
Ms. Nakaroti wants to teach her students about properties of points, lines, planes, and angles. Which of the following should she include in her planning for the unit?
Analyze the standards to determine learning objectives before she starts writing lesson plans.
A first-grade teacher is planning a group project in which students will work in groups of three to create a survey question to ask their peers, collect data from the class, and create a picture graph using the data collected. Which of the following should the teacher do to help ensure successful group collaboration?
Assign roles to each group member, such as recorder, speaker, and materials manager.
Mrs. Jones is teaching a lesson on slope-intercept form. She requires each student to find the slope and y-intercept of a set of graphs, then put them into a formula that describes the graph. The students work one problem at a time and Mrs. Jones circulates to check their work. If a student has the correct answer, Mrs. Jones gives them a checkmark and they move on to the next question. If the student has the wrong answer, Mrs. Jones directs them to the incorrect portion of their work and they revise their answer. Mrs. Jones continues to circulate the room until all students have finished the assignment. Which of the following learning theories best matches the activity Mrs. Jones uses with her students?
Behaviorism learning theory
Ms. Daniels is a second-grade teacher who notices that several of her students are struggling to determine the value of an unknown addend in an equation. She plans to reteach this concept in small groups to the students who are struggling. Which of the following manipulatives would enhance Ms. Daniels' small group lessons on this topic?
Cuisenaire rods
Mr. James plans to assess his students' knowledge during a unit on linear functions and would like feedback from the students on how well they feel they are learning the concepts. Which of the following assessment would be the most appropriate for Mr. James to use during the unit?
Daily open-ended formative assessment in which the students complete a problem, with justification and any questions they still have about the material from that day.
Mr. Sexton has been trying a variety of teaching methods to engage his class, but it seems to make things more out of control. How can he increase engagement while maintaining an orderly classroom?
Establish a daily procedure for class and vary the activities used for instruction.
Which of the following statements best describes a formative assessment?
Formative assessments measure what students know along the way.
Ms. Miller is a student teacher in a fourth-grade classroom. She has heard that group work is important so she wants to plan for group activities. On her first day student teaching, she briefly says "today we'll be doing group work about fractions" before she sends the students to stations. How could she best improve her teaching?
Give a whole group lesson on fractions before breaking into groups.
A kindergarten class is beginning a unit on data collection. Which of the following would be the best first activity?
Give each student a collection of colored tiles to sort by color.
A teacher is preparing a lesson on addition. Her sample problems are formatted as follows: 12 + 3 = ________ 5 + 6 = ________ 102 + 8 = ________ What is the best way she improve the structure of her problems to help all types of learners in her classroom?
Give problems in multiple formats, including writing in vertical format and giving word problems.
In a first-grade class, the students have been working with manipulative materials and pictures as they investigate the concept of addition. Through both formative and summative assessments, the teacher has determined that the students are ready to move to more abstract (pencil and paper) ways to represent addition. How should she begin this process?
Have the children model pictorial representations of problems like 7 + 2 = 9 that include the numbers that represent each step.
A sixth-grade teacher is beginning a unit on probability. She utilizes the following steps in planning her unit: Determine the necessary prerequisite skills. Begin planning probability activities that involve the collection of data. Determine what the students already know by using a KWL chart. Plan the final assessment for the unit. What is the best order for the teacher to organize these steps?
IV, I, III, II
Which of the following is the greatest benefit of using a variety of assessment methods?
It allows the students several different ways to demonstrate what they have learned and can do.
Ms. Trask wants to create an authentic assessment to test her students about angles in triangles. Which of the following should she do first?
Look at the standards to determine what a meaningful task that students could complete to demonstrate their knowledge.
A parent is complaining about the math homework. They feel that their ELL child is at a disadvantage because they cannot afford internet at home and the homework is best completed using online software. The teacher is providing students time in class to complete the work that requires online resources, however, this student has not been using it stating that he will do it at home. What is the best strategy the teacher should use to prepare for meeting with the parent?
Open communication with the parents that does not involve educational jargon.
Maria has recently moved from Mexico City to the U.S. She is a secondary student who speaks little English, but who came from her school in Mexico City with excellent grades. Which of the following would be the most appropriate accommodation for Maria's math teacher to use with Maria?
Pair Maria with another student who speaks Spanish, to clarify instructions in Spanish as needed.
According to the TEKS, which of the following is an appropriate skill for a second-grade student to master during a unit on numbers and operations?
Students will be able to place a given whole number in the correct position on an open number line.
A second-grade teacher is finishing up a lesson on using graphs to analyze data and make predictions. She wants to make sure that students continue to use this knowledge instead of learning it as an isolated skill. Which of the following would be the best way for the teacher to achieve this?
Plan a science lesson in the upcoming weeks in which students graph the daily temperature using bar graphs.
Rather than give a unit test, Mrs. Kirby decides to assign a major project to her students. They are provided a rubric that sets the expectations and guidelines. Students will be given 2 class periods to work on it and the rest must be completed at home. Students will then present their projects in class. What is the main advantage to giving a project rather than a test?
Projects require higher level thinking and can demonstrate greater concept mastery than tests.
A pre-K teacher is having students work in groups to count a set of small toys. She notices that one group of students has started playing with the toys instead of counting them. What would be an appropriate first step to take in this situation?
Remind students in the group of the expectations of the activity.
Mr. Marks gives his students a pop quiz on graphing on the coordinate plane. Sixty percent of his students fail the quiz. What should he do next?
Reteach the (x,y) coordinate structure and axes to the whole class
A third-grade teacher is introducing the concept of multiplication using manipulatives, pictures, and arrays. Last year several parents asked why their child wasn't learning to multiply the same way that they did. What should the teacher do in order to address potential questions this year?
Send an email to parents that explains how multiplication will be introduced and include tips for practicing these skills with their child.
Mrs. Rogers is teaching her students about volumes of regular rectangular prisms. She has students work with pieces of wood and measure their length, width, and height to determine volume. She asks students to analyze nets of prisms to determine their volume. While students have been successful using pieces of wood, they seem to be having issues using nets. How should Mrs. Rogers intervene?
She should demonstrate how to cut out and assemble the nets and then ask students to determine area of the nets in 3D form.
Mrs. Smith is teaching 2 digit by 2 digit multiplication to her class. By assessing her class with exit slips, she notices that 10 of her 22 students have achieved the same solution, seen here. What should Mrs. Smith teach tomorrow?
She should reinforce placeholder zeros.
A class of sixth-grade students is given the following problem: Many of the students arrive at the answer: What should the teacher NOT consider with respect to remediation?
Students need more work reducing fractions.
A second-grade student is given the problem 38 + 94. The student's work is shown below: 38 + 94 1212 Which of the following best describes the student's error?
The student did not regroup or "carry" the tens value when adding 8 + 4.
A first-grade teacher is planning a lesson on solving problems with an unknown addend, such as 3 + __ = 8. She knows that students have struggled with this concept in previous years and is looking for a way to engage students with technology while still improving their understanding of the concept. Which of the following could she do in order to achieve this?
Use an interactive part-part-whole model that allows students to drag items from the "whole" to the "parts" to find the unknown addend.
Marcus is a first-grade student working on place value task cards at a math center. Each task card shows an image of base ten manipulatives, and students are to write the corresponding number in standard form on their recording sheet. Marcus selects a card that shows 1 hundreds block and 3 ones cubes. On his recording sheet, he writes that the number shown on the card is 13. Based on this scenario, which of the following tools would be the most effective to provide to Marcus?
a dry-erase place value chart
Ms. Ma is teaching her students about subtraction. On her exit ticket she asks "What is the difference between 21 and 14?" Several students answer 35. Another question she asks is "25-6 =___" to which every student answers 19. What should Ms. Ma teach tomorrow?
a lesson on math vocabulary focusing on keywords in word problems
Which of the following would be the most beneficial activity for kindergarten students who are practicing subitizing skills?
a math station where students repeatedly roll a die, recording the number that they roll each time
Which of the following would be the most beneficial teaching tool to use during a fifth-grade lesson on comparing numbers with decimals?
a number line with marks placed at 0.25 intervals
A math teacher is incorporating the use of technology to enhance her unit on charts and graphs. The class worked together to write questions to guide their data collections. The students wrote questions like, "What is your favorite color?" and "What is your favorite dessert?" They have collected responses from their classmates and are ready to organize their data to make graphs. What technological tool could the students use to organize their data and create their graphs?
a spreadsheet
A third-grade teacher is teaching a whole group lesson on counting money. After the lesson is complete, she asks students to form groups of four and find the total of different sets of bills and coins that she will display on the board. During the group activity, there is a lot of commotion and off-task behavior, and several students begin working independently instead of with their group. What could the teacher have done differently to improve the group activity?
assigned groups ahead of time and established clearer expectations for group members
A kindergarten teacher is planning a lesson on two-dimensional shapes. Which of the following manipulatives would be the most effective to use when teaching students about the different qualities of specific shapes?
attribute blocks
Which of the following manipulatives are most appropriate for kindergarten students learning about two-dimensional shapes?
attribute blocks
A kindergarten teacher is working on adding one-digit numbers with a small group of students. Which of the following would NOT be a manipulative that the teacher might plan to use?
base ten blocks
Mr. Meadows is a third-grade teacher in a low performing school. There is a high rate of absenteeism and low rate of students doing homework. He makes a public star chart where students get a sticker for each assignment they complete. Which of the following learning theories best matches the use of a star chart?
behaviorism learning theory
What learning progression should be used when teaching math concepts to third-grade students?
concrete to symbolic to abstract
Which of the following corresponds to the progression of stages of learning about a new mathematical concept from most basic to most advanced?
concrete, representational, abstract
A prekindergarten teacher is planning small group lessons on one-to-one correspondence. Which of the following manipulatives would be the most effective to use when introducing this concept?
counters
Which of the following activities would be most effective in helping first-graders understand partitioning 2-dimensional shapes into equal parts?
cutting out different shapes and having students fold them into 2 or 4 equal parts
A teacher engages her class in a discussion of the coordinate plane. The students are asked to identify the quadrants, the coordinate axes, and the mathematical notation for various points in the plane. Students are asked to develop a way to quickly identify the quadrant in which various points lie. Which of the following objectives is the teacher most likely trying to address with this lesson?
developing precise mathematical language when expressing mathematical ideas
Below is the outline of a mathematics activity a third-grade teacher recently completed with her students. Learning Goal: The learner will be able to identify and create models of the following fractions: ⅓, ¼, ½ Lesson Plan: Ask the students if they have ever eaten a pizza and show them a fake pizza in slices in a pizza box. Have students discuss the different ways a pizza could be divided. Students sit with a partner and complete a worksheet titled, "Equal Parts or Unequal Parts?" Using manipulatives, the teacher uses the document camera to show students how to take a whole pie and turn it into the following fractions: ⅓, ¼, ½. Students sit with a partner and complete a worksheet titled, "Draw the Pizza Pie." Have each group come up to the board one at a time and draw one of the fraction pies with a dry erase marker. Teacher Notes: Around half of the groups draw the correct fractions on the board. The rest draw pies that have equal parts, but the incorrect fraction. When I graded both worksheets, 60% of partner pairs demonstrated mastery of the material. The lesson plan shows the teacher understands the importance of:
engaging students in the lesson's content.
A fifth-grade teacher is preparing to launch a unit focused on multiplying and dividing fractions. Which of the following concepts should he include on the pre-unit diagnostic test?
finding simplest form
In a fourth-grade class, students are making cookies to learn about fractions. They are using a set of measuring cups and spoons for their measurements. This learning is best described as:
formal standard measurement.
Which of the following best describes a high-stakes assessment, such as state mandated exams?
formal summative assessment
A third-grade teacher notices that some of her students are struggling with putting fractions in order from least to greatest. What would be the most appropriate manipulative to help students with this concept?
fraction strips
Mariela is a third-grade student in Mr. Miller's math class. Mr. Miller has noticed that Mariela is struggling with comparing fractions with the same denominator. What should Mr. Miller use when working with Mariela on this concept?
fraction tiles
A kindergarten teacher is working with a small group of students on adding single digit numbers. She shows students the problem 3 + 5, then counts out and attaches a set of three unifix cubes and a set of five unifix cubes. She then joins the sets of unifix cubes together, counts the total of eight unifix cubes, and writes 3 + 5 = 8. Next, she gives each student in the group a set of unifix cubes and writes the problem 4 + 2. The teacher models how to count and attach a set of four cubes and a set of two cubes, join the two sets together, and count to find the total of six. While she models this, students do the same with their unifix cubes. Finally, the teacher writes 3 + 4 and has students count and attach their cubes independently while she observes them. Based on this description, what strategy is the teacher using?
gradual release
Students are asked to solve the word problem below. The school carnival is coming up and Jenny and Sarah plan to sell cupcakes. Since the school carnival is a fundraiser, Jenny and Sarah's parents make a donation to their cupcake booth to get them started. Jenny starts with a $5 donation and sells her cupcakes for $3 each. Sarah starts with a $10 donation and sells her cupcakes for $2 each. How many cupcakes do Jenny and Sarah have to sell for their profits to be equal? One student's response is "Zero, because if Jenny sells her cupcakes for more money, then she will always have more profit." Which of the following activities could help the student realize his misconception?
graphing the scenarios
Mrs. Cooper wants to reinforce a concept she is teaching her sixth-graders by having students use their calculators to solidify their conceptual understanding. In which of the following activities would the use of a calculator be most beneficial to conceptual understanding?
having students graph lines with different yy-intercepts then determine how bb changes the graph of y=mx+by=mx+b
Which of the following would be the most beneficial activity to include in a seventh-grade lesson introducing circumference of a circle?
having students measure the distance around various circular objects using a string or measuring tape
Mr. Fischer, a bilingual teacher, teaches a mathematics class composed of native English speakers and English language learners (ELLs). He has introduced a new topic with new vocabulary words in which he presented the vocabulary words with several examples. Which of the following strategies should Mr. Fischer use next to check each student's understanding of the vocabulary words?
having students write a definition for each term in their own words in their native language
A third-grade teacher is introducing the idea of adding areas of smaller rectangles to make one larger rectangle. Which would be the most effective beginning activity?
having the students explore rectangles that all have the same width
A second-grade teacher is introducing the idea of measuring using inches and centimeters. Which would be the most effective beginning activity?
having the students find what objects are roughly an inch long in the classroom
A second-grade teacher is planning a group activity in which students will sort 3D shape models based on their defining attributes. How should the teacher plan on grouping students for this activity, and why?
heterogeneously, so that struggling students can learn from their peers and other students can benefit from explaining their reasoning
A first-grade class has been working on place value for several days. The teacher notices that some students are still struggling with the basic concept, some students are improving but still need additional practice, and some students have caught on quickly and are becoming bored. She plans to work with students in small groups while the rest of the class works in stations or independent work. What would be the most appropriate way to group students in this scenario?
homogeneously
A math teacher plans her instructional delivery method on resolving the difficulty students have distinguishing between mode and median. She plans to have students first work alone calculating the mode and median of sets of performance results from the school track team. Next, her students will work in groups of 2 or 3 to discuss and interpret their results, and record a summary of the significance of the results on whiteboards. Finally, the groups will present their summaries to the class, along with a teacher-led discussion of the findings. By planning such an activity, the teacher demonstrates that she understands:
how to apply a variety of instructional delivery methods that can help students develop their mathematical thinking.
Which of the following does NOT foster a learning environment that provides all students with opportunities to develop and improve their mathematical skills?
implementing unpredictable routines to keep students' attention
Below is the outline of a mathematics activity a third-grade teacher recently completed with her students. Learning Goal: The learner will be able to identify and create models of the following fractions: ⅓, ¼, ½ Lesson Plan: Ask the students if they have ever eaten a pizza and show them a fake pizza in slices in a pizza box. Have students discuss the different ways a pizza could be divided. Students sit with a partner and complete a worksheet titled, "Equal Parts or Unequal Parts?" Using manipulatives, the teacher uses the document camera to show students how to take a whole pie and turn it into the following fractions: ⅓, ¼, ½. Students sit with a partner and complete a worksheet titled, "Draw the Pizza Pie." Have each group come up to the board one at a time and draw one of the fraction pies with a dry erase marker. Teacher Notes: Around half of the groups draw the correct fractions on the board. The rest draw pies that have equal parts, but the incorrect fraction. When I graded both worksheets, 60% of partner pairs demonstrated mastery of the material. Based on the teacher's notes following the lesson, which of the following steps should the teacher take to improve the lesson plan and increase student understanding of fractions?
include an opportunity for students to work with the manipulatives by themselves and with a partner
The mathematics teacher and art teacher work together to create an interdisciplinary lesson using tessellations, which are basic geometric shapes set to a repeating pattern. The students cover a large piece of poster board with the patterns they create. Which of the following mathematical concepts is most closely reflected in this activity?
infinity
A mathematics teacher gives her class a two-question clicker quiz at the end of each class period and tabulates their answers according to their mathematical understanding, misconceptions, and error patterns. If her goal is improvement in her students' mathematical proficiency, her best use of the data would be to use it to:
inform upcoming instructional strategies.
A teacher is monitoring her class while the students are involved in a group activity exploring the size of angles in a set of triangles. She moves from group to group, pausing and watching the group dynamics. What the teacher is doing can best be described as:
informal formative assessment.
Mrs. Adamson's student asks her how much space a cube takes up. Mrs. Adamson said to answer this question, the student would need to calculate the volume of the cube. Which of the following measurable attributes is the formula for a cube based upon?
length
Nora is a student in Ms. Perez's sixth-grade math class. She is working on an assignment in which students are asked to put sets of integers and rational numbers in order from least to greatest. The following are two sets of numbers from the assignment, along with Nora's answers: Set 1 \frac{4}{5}, 1.2, -2, \frac{1}{3}, 0.554,1.2,−2,31,0.5 Nora's Answer: \frac{1}{3}, 0.5, \frac{4}{5}, 1.2, -231,0.5,54,1.2,−2 Set 2 -1.3, - \frac{1}{4}, -\frac{2}{5}, 1.4, -0.75−1.3,−41,−52,1.4,−0.75 Nora's Answer: - \frac{1}{4}, -\frac{2}{5}, -0.75, -1.3, 1.4−41,−52,−0.75,−1.3,1.4 Which of the following skills should Ms. Perez plan to review with Nora?
locating negative numbers on numbers lines
What is the primary goal of summative assessments?
measuring student achievement
A first-grade teacher administers the following pre-assessment on place value to the 20 students in the class. Problem # of students correct Frequent incorrect answer ___ tens and __ ones = 37 10 7 and 3 ___ tens and __ ones = 43 12 3 and 4 ___ tens and __ ones = 81 8 1 and 8 ___ tens and __ ones = 72 11 2 and 7 Based on these results, which of the following strategies should the teacher implement in future lessons?
modeling with base ten blocks
A kindergarten teacher is planning a lesson in which students will measure the length of various items in the classroom using nonstandard units of measurement. Which of the following would be best suited for measuring crayons, books, and computers during this lesson?
paper clips
Base ten blocks are commonly used by teachers to illustrate the concept of:
place value.
Ms. Stevens' third-grade class is completing an assignment in which they circle the larger of two fractions. While observing students as they work, she notices that one student, Ava, is consistently circling the smaller fraction on each pair. When Ms. Stevens asks Ava to explain her thought process on one of the problems, Ava states that "⅛ is greater than ¼, because 8 is bigger than 4." Based on this comment, which of the following would be the best way for Ms. Stevens to support Ava?
providing Ava with fraction bar manipulatives to model two fractions before identifying the larger fraction
Mr. Stiles is introducing measurement to his third-grade class. He has rulers, stopwatches, scales, and graduated cylinders available for them to use. Based on previous lessons, he knows that most students do not know how to use these tools correctly. What is the best introductory lesson for this unit?
providing students time to explore the items and then creating a K-W-L chart
Ms. Hobbs is planning to introduce long division to her students for the first time. Which of the following would be the best first instructional step for this topic?
quiz students on their understanding of basic division before proceeding
A local school district requires all fourth graders to complete a 20-minute test containing 200 multiple-choice mathematics problems. Students are not expected to complete all of the questions, but are graded on the number they are able to get correct in the time limit. What component of mathematics fluency is most likely the goal of this type of assessment?
rate
A first-grade student is asked to find the total value of the following coins: 3 dimes, 1 nickel, and 4 pennies. The student's response is that the coins are worth $0.12. Based on this response, what concept does this student likely need help with?
recognizing different coins and their respective values
A second-grade teacher gives students a short assessment on subtracting two- and three-digit numbers and collects the following data: Problem Solution 1 (correct answer) Number of students with solution 1 Solution 2 (incorrect) Number of students with solution 2 Solution 3 (incorrect) Number of students with solution 3 314 - 53 261 4 361 13 367 1 546 - 28 518 3 528 13 574 2 193 - 31 162 15 152 2 224 1 Based on this data, the teacher should plan to reteach concepts related to:
regrouping or "borrowing"
A recent formative assessment shows that 80% of Ms. Parker's first-grade class has not mastered the skill of finding the value of unknown addends. In her lesson on this concept, Ms. Parker taught students to "count up" from one number to the other to find the unknown addend. Based on results of the formative assessment, Ms. Parker should:
reteach the concept to the whole class using manipulatives.
Students in Ms. Cook's fourth-grade class are learning about different types of angles. Students are given a worksheet with several different angles and asked to identify each angle as acute, obtuse, or right. Ms. Cook notices that one student, Amari, is correctly labeling all right angles, but is labeling all acute angles as obtuse and vice versa. Based on this observation, Ms. Cook can best help Amari by:
reviewing the definitions of acute and obtuse angles and providing a mnemonic device to remember each definition.
A first-grade student is working on the problem 11 + 9. His teacher observes him as he draws 11 circles, then 9 more circles, and then counts the total. As he is counting, he counts one of the circles twice and gets an answer of 21. His teacher encourages him to try another strategy to check his work. Which of the following is a reasonable method that the student should choose?
solving the problem using a number line
Mrs. Herschend decided not to give a test about ratios and instead had her students do a project to display their knowledge. She has decided that she will do this for every unit going forward. What is the main disadvantage to this approach?
students need to practice test taking skills periodically.
The semester exam administered to students at the end of the term is considered to be a:
summative assessment.
Joshua is learning about volumes of three-dimensional figures. First, his teacher explains what volume is. Then, she writes the formula for area of a cube on the board v = s3. Next, she has the students recite "the volume of a cube is the side length cubed". Finally, she has students take six-sided dice of various sizes and measure them to determine their volume. Which best describes the teaching method is the teacher attempting to use?
task variety
Formative assessments provide information that can be used for which of the following
to change and improve instruction
A fifth-grade teacher is beginning a unit on equivalent fractions with her students. If this is an introductory lesson, which of the following activities would be the most effective in helping the students understand the concept of equivalent fractions?
use pattern blocks to model different fractions equivalent to ½
At the end of a lesson on factoring, Ms. Wilson gave her class an exit ticket. After she reviewed the responses on the exit ticket, Ms. Wilson realized that many of her students were still struggling with the concept of factoring. Which of the following strategies would be best for Ms. Wilson to use in her next lesson on factoring to help the students solidify their conceptual understanding of factoring?
using manipulatives to show factoring as the reverse, or un-doing, of distribution
Mr. Davis is teaching his first-grade students how to solve problems with unknown addends, such as 5 + __ = 9. Through observations and student assignments, he finds that four of his students are consistently adding the two numbers in the missing addend equations, resulting in incorrect answers. Which of the following is the best way for Mr. Davis to provide support for these four students?
using small group instruction, teach students how to use counters and part-part-whole diagrams to solve problems with unknown addends
