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Elementary Education
Q:
A ________________ plot is a good data display for showing the relationship between two variables.
Q:
The term ___________________________________ refers to the formative assessment that guides students' movement within RTI tiers.
Q:
Which of these options is the best way to display continuous data?
a) Stem-and-leaf plot
b) Circle graph
c) Line graph
d) Venn diagram
Q:
Common features across RTI tiers include all of the following EXCEPT
a) Explicit instruction
b) Research-based practices
c) Strategies that are specific to the context of the school, classroom, and student needs
d) Decisions that are based on data
Q:
Because construction of a circle graph requires working with percentages, it is an inappropriate task for younger students.
Q:
The best description of what is meant by the term RTI is
a) A model that meets the needs of struggling students by referring them into the special education system as soon as they begin to fail.
b) A tiered student support model that focuses on prevention, providing students with support before they begin to fail.
c) A system of maintaining order and discipline within the classroom to ensure better chances of success for all.
d) A support system of instructional strategies that is effective only for the students who struggle the most.
Q:
Students' ability to analyze data and draw conclusions is often weak.
Q:
Many of the strategies that are effective for learners with diverse needs are actually strategies that work for all learners.
Q:
One of the earliest forms of displaying ____________kids encounter is bar graphs or tally charts.
Q:
Research has shown that tracking benefits advanced and struggling learners because it allows the teacher to focus on their specific needs.
Q:
When students create data displays themselves,
a) They become less familiar with the structure of different graphs.
b) They are usually more invested and, therefore, interested in the data analysis.
c) It's an inappropriate use of time to discuss how others might interpret the data.
d) They should only construct them by hand.
Q:
It is not enough for a teacher to have the desire to be equitable. He/she must be familiar with specific strategies that accommodate each type of learner.
Q:
Students should be involved in the process of deciding how they would like to display their data. Even inexperienced students can make these decisions with no guidance or suggestions from the teacher.
Q:
Which statement about equity is most true?
a) All students should have the same amount of the teacher's attention devoted to them.
b) The NCTM's position statement defines equity as high expectations, respect, understanding, and strong support for all students.
c) Students with special needs can"t demonstrate a level of proficiency equal to that of their peers.
d) Under law, all students are entitled to exactly the same classroom experiences.
Q:
_____________________________ are the characteristics by which items or information can be classified.
Q:
The undeniable truth is that, for the most part, what teachers grade is what students determine to be the most valuable.
Q:
Which of the following is NOT a good source from which to draw ideas for data collection?
a) The students' favorite things
b) Analysis of characteristics between the students in different classrooms
c) Science class
d) Any context that students can"t relate to
Q:
Students who are taught conceptually will usually perform well on tests, high-stakes or otherwise.
Q:
Which of the following is a true statement regarding young students and data collection?
a) They don"t yet have a good grasp of what makes a good question for data collection, so the teacher should develop the ones used in class.
b) The need to gather data rarely occurs within the regular context of the classroom, so the teacher needs to be creative.
c) Students should be given opportunities to discuss how to collect the data.
d) If the teacher developed the question about which the data will be collected, discussion about how well it is defined is not needed.
Q:
Diagnostic interviews
a) Provide in-depth information about a student's knowledge and strategies.
b) Are best used with the whole class at one time.
c) Are good opportunities to provide in-depth instruction to students.
d) Do not require students to explain their reasoning.
Q:
Describe one of the major content goals in geometry, why it is important, and an activity that could help students develop conceptual understanding of a topic that falls into this content goal.
Q:
______________________________ or checklists can be used to record observations of students' progress during class time.
Q:
Polyhedrons
a) Are a family of 3D shapes that include spheres
b) Are "completely regular" if every face is a regular polygon and every vertex has the same number of faces joining at that point.
c) Are too complicated for students with special needs to construct.
d) Can be made entirely from circles.
Q:
Tests
a) Should be used to assess low-level skill exercises that are easy to grade.
b) Should include opportunities for students to explain their reasoning.
c) Should be made up of questions that have only one right answer.
d) Should always involve questions that should be answered without the use of a calculator.
Q:
Class time should only be devoted to developing visualization if it's available after learning all needed vocabulary.
Q:
Student self-assessment
a) Should be the most heavily weighed measure of student progress when determining their grades.
b) Can be used to tailor instruction to better meet the learning needs of students.
c) Should take on more structured formats, such as questionnaires, because open-ended writing prompts take too long to read.
d) Supports students' movement towards becoming more passive learners.
Q:
The algebraic topic of "slope" should not be discussed with students until they learn about equations.
Q:
Writing for early learnersa) Is rarely useful.b) Should not include pictures.c) Can simply be a record of something the student had just done and is comfortable with.d) Should never include support from the teacher.
Q:
The coordinate plane
a) Is not mentioned in the Common Core State Standardsfor elementary school students.
b) Can still be relevant to young students when it is related to positional directions.
c) Is not a good setting for transformations.
d) Makes student discovery of the distance formula more difficult.
Q:
Journal writing that is completely open-ended without a stated goal or purpose is not a valuable use of time.
Q:
Which of the following statements about tessellations is true?
a) A regular tessellation consists of 5 different shapes.
b) Students can use dot or line grids to construct tessellations.
c) Tiling of the plane may include a few small holes or gaps.
d) A checkerboard is a tessellation.
Q:
Because it can inadvertently communicate to students that there is one right journal answer, entries should never be graded or receive any kind of teacher feedback.
Q:
If a shape can be folded so that the two halves match, the shape has ________________________.
Q:
Journals in math class are appropriate for the following purposes EXCEPT
a) Identifying feelings about math, including areas of confidence and fear
b) Learning about personal family struggles
c) Gaining conceptual understanding of a topic
d) Developing questions and recognizing areas of confusion about a topic
Q:
The ____________________ relationship states that if a square is made on each side of a right triangle, the sum of the areas of the two smaller squares will equal the area of the square of the hypotenuse.
Q:
Writing in math class
a) Can be used for learning and assessment.
b) Frequently does not provide a lot of insight into students' thought processes.
c) Is usually too difficult for very young students.
d) Is not helpful for providing to parents feedback regarding students' progress.
Q:
Which of the following is NOT an appropriate activity for level-1 thinkers?
a) Classifying quadrilaterals into special categories according to certain characteristics.
b) Discovering pi by measuring the circumference and diameter of various circular objects and calculating their quotient.
c) Sorting pattern blocks by their number of sides.
d) Determining which shapes will create tessellations
Q:
When developing performance indicators, it is frequently helpful to
a) Decide what minimum score you would like to see all students attain.
b) Include in them all the common misconceptions you can think of.
c) Begin by writing out the indicators of "proficient" or "target" performance.
d) Examine your indicators and be sure that most of them focus on the number of correct answers.
Q:
Which of the following is NOT an appropriate activity for level-0 thinkers?
a) Sorting and classifying pattern blocks
b) Free exploration with tangrams
c) Building shapes on geoboards
d) Using a geoboard to dilate figures according to a given scale factor
Q:
Descriptive statements of criteria at each level of performance on a task are called
a) Rubric levels.
b) Task content.
c) Scores.
d) Performance indicators.
Q:
Quadrilaterals provide good models for bringing concepts of line segments, angles, and symmetry together.
Q:
Performance indicators are usually written in terms of the number of correct answers out of the total number of problems attempted.
Q:
Activities that encourage a transition from Van Hiele's level zero to one include classifying shapes by properties.
Q:
The primary purpose of a rubric is to assign a grade to students.
Q:
To help a child progress from Van Hiele level 1 to level 2a) Ask a question such as, "If the sides of a four-sided shape are all congruent, will it always be a square?"b) Discourage students from making conjectures.c) Regularly give them vocabulary spelling quizzes.d) Make sure that there is lots of time between class discussions, so they don"t get overwhelmed by all the new vocabulary.
Q:
A _____________________________ usually consists of a scale of 3 to 6 points that is used as a rating of total performance on a single task.
Q:
A student operating at Van Hiele's geometric thought level one would likely be
a) Making and testing hypothesis.
b) Classifying shapes based on properties.
c) Looking at counter examples.
d) Generating property lists.
Q:
Performance-based tasks
a) Are used primarily to assess students' ability to compute answers.
b) Should be constructed in a way that allows every student in the room to demonstrate knowledge, skills, or understanding.
c) Do not have much assessment value when students are required to explain their thought process behind completing them.
d) Usually don"t have enhanced value when strategies for approaching them are discussed as a whole class.
Q:
The study of geometry includes all of the following EXCEPT
a) Reasoning skills about space and shape.
b) Visualization.
c) Transformation.
d) Time.
Q:
Provide at least four examples of statements you could use as components of a rubric that convey to students the expectations for using certain processes and practices to do mathematics.
Q:
People are either born with spatial sense or they"re not.
Q:
All of the following are ways students demonstrate processes and practices EXCEPT
a) Making use of the singularly best strategy to solve the problem
b) Justifying solution methods and results
c) Making connections between mathematics and real life
d) Explaining how different representations are connected
Q:
"____________________ is an intuition about shapes and the relationships between them.
Q:
The Assessment Standards for School Mathematics provides four purposes for assessment, including which of the following?
a) Evaluating teacher effectiveness and work ethic
b) Providing students with a reason to study at the end of an instructional unit
c) Making administrative decisions
d) Monitoring the progress of students' learning
Q:
Steps for teaching students to understand and read analog clocks include all of the following EXCEPT a) Begin with a one-handed clock.
b) Teach time after the hour in one-minute intervals.
c) Discuss what happens with the big hand as the little hand goes from one hour to the next.
d) Predict the reading on a digital clock when shown an analog clock.
Q:
The primary role of assessment is to be able to give a student a grade.
Q:
One source of confusion regarding angle measurement isa) Students' belief that angles with different side lengths sometimes have the same degree measurement.b) Degrees are very small units.c) The way that a student reads a protractor depends on the direction in which the angle opens.d) That the Core Content State Standards don"t mention angles.
Q:
Formative assessments are cumulative evaluations that might generate an overall score of a student's understanding, such as an end of unit test, while summative assessment occurs more frequently, as students are engaged in the learning process.
Q:
The most conceptual way to compare weights of objects is to _____________________________.
Q:
___________________________ is the process of gathering evidence on a student's knowledge of, ability to use, and disposition towards mathematics.
Q:
A ________________________ with a base and height congruent to that of a given cylinder has 1/3 of the volume of a cylinder.
Q:
Parental involvement in students' mathematical development
a) Can be positive when parents provide their children with a quiet workplace and rules about homework completion.
b) Can be positive when parents make derogatory comments about their own math skills and negative feelings about mathematics.
c) Can have a negative impact when teachers help parents understand the ways they can support their students' achievement.
d) Has little positive or negative effect, regardless of the circumstances.
Q:
The attribute of ____________________ relates to how much a container holds.
Q:
Aspects of drill can include which of the following?
a) Increased fluency with procedures that have not yet been taught conceptually
b) A quick method to review facts or procedures that have already been learned
c) Increased conceptual understanding of procedures
d) Exposure to multiple methods of solving problems
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.
c) The area of a shape made up of several polygons (a compound figure) is found by adding the sum of the areas of each polygon.
d) Two congruent trapezoids placed together always form a parallelogram with the same height and a base that has a length equal to the sum of the trapezoid bases. Therefore, the area of a trapezoid is equal to half the area of that giant parallelogram, 1/2h(b1+b2).
Q:
Describe at least four different ways a teacher could provide support and challenge to meet any special student needs.
Q:
Students should never use formulas without participating in the development of those formulas.
Q:
The ______________________________________technique encourages individual accountability within groups, because each group member takes on the role of being an expert on a topic and reporting their expertise back to their home group.
Q:
Students rarely struggle with keeping straight the formulas for area and perimeter.
Q:
The term ___________________________________ means that the size and makeup of small groups vary according to their purpose.
Q:
A _______________ can do for area what a ruler does for length, show units.
Q:
A problem-based classroom is well suited to meeting the needs of a diverse group of learners because
a) Students can make sense of mathematics in the potentially unique ways that work best for them.
b) Students who struggle can be given lower-level tasks while the rest of the class is engaged in more high-level problem-solving activities.
c) The format allows students to consistently be grouped with other students who share their strengths and needs.
d) Students who are gifted can have their needs met by being given a larger number of tasks without overwhelming the other students.
Q:
Newspaper, color tiles, playing cards, and other items that can be laid flat can be used to model ____________________________.
Q:
More traditional textbooks are virtually useless in a problem-based classroom.
Q:
To help students compare the areas of two different shapes, ________________________, in which the area of a shape is cut apart and rearranged, can be used.
Q:
The three-phase lesson plan model cannot be applied to activities that last any less than an entire class.
Q:
Early comparison activities with area are meant to distinguish between size (area) and shape.
Q:
A completed lesson plan frequently has all of the following components EXCEPT
a) Accommodations and/or modifications for certain students
b) Materials required
c) Local mathematics standards
d) Disciplinary procedures
Q:
Challenges with students' use of rulers include all EXCEPT
a) Deciding whether to measure an item beginning with the end of the ruler
b) Deciding how to measure an object that is longer than the ruler
c) Properly using fractional parts of inches and centimeters
d) Converting between metric and customary units
Q:
Which of the following is a true statement about assessment?
a) It is a good idea to stick to one assessment format that works best for you and your students.
b) It should be derived from your learning goals.
c) It should only be done after instruction over a topic has been completed, in order to judge its effectiveness.
d) It should not be developed until after the lesson, once the teacher has had a chance to see how students performed.