Math

Question 1

used to gather data on all students. The purpose is typically to put students into groups, such as intervention groups.

Answer 1

universal screener

Question 2

used to identify students’ specific strengths and weaknesses.

Answer 2

diagnostic assessment/pre-assessment

Question 3

happen throughout instruction

flexible assessments that can be easily adjusted to fit the flow of the lesson

occurs through observation.

Answer 3

Informal assessments

Question 4

happen both during and after an instructional unit

Ex: quizzes, tests, and projects or writing assignments scored with some kind of scale or rubric.

Answer 4

Formal assessments

Question 5

are assessments for learning

used to guide instruction meaning they’re administered to assess students’ progress toward meeting a learning objective so teachers can adjust instruction as needed

“What do I teach next?”

Answer 5

Formative Assessments

Question 6

are assessments of learning.

used to gauge instruction by determining whether or not students mastered a learning objective

“What did my students learn?”

Answer 6

Summative assessments

Question 7

Criterion-referenced assessment

Answer 7

compare student performance to a predetermined standard,

ex: Tests administered at the end of an instructional unit and state achievement tests

Question 8

compare students to each other and rank them according to performance

Ex: Scholastic Aptitude Test or SAT and Intelligence Quotient (IQ) tests.

Answer 8

Norm-referenced assessments

Question 9

periodic assessments given to keep track of student growth toward a specific goal or objective

Answer 9

Progress Monitoring

Question 10

Curriculum-Based Assessment

Answer 10

measures student progress using materials taken directly from the curriculum

Question 11

Performance-Based Assessment

Answer 11

students apply knowledge or skills to complete a process or create a product

Question 12

Portfolio

Answer 12

collection of student work to show growth over time

Question 13

Exit Slip

Answer 13

short response completed and submitted at the end of a lesson

Question 14

Write and say content / objectives
Use short, simple, specific sentences
Use gestures, pictures, and models
Have a “word wall” on which key terms are expressed in both English AND the student’s native language
Allow additional time to complete assignments/tests
Teach vocabulary intentionally and explicitly
Provide sentence stems for students to use when speaking
Use cooperative groups
Pair the student with another speaker of their language, if possible
Present notes bilingually, if possible

Answer 14

ELL and Engagement in math

Question 15

ability to think critically about the processes that are used to arrive at an answer.

Answer 15

Mathematical reasoning

Question 16

Teachers can help students develop mathematical reasoning skills through….

Answer 16

Explicitly teach students multiple strategies for solving a problem.

Encourage metacognition in students by asking students to explain their thought process and how they arrived at their answer.

Ask students to demonstrate another way that they can arrive at the correct answer.

Teach and remind students to ask themselves if their answer “makes sense.”

Ensure that students have a strong foundation in a skill before moving on to more abstract concepts such as algorithms

Question 17

Piaget’s stages of development

Answer 17

Sensorimotor
Pre-operational
Concrete operational
Formal operational

Question 18

birth-2 years

First stage of a childs mental development which mainly involves sensation and motor skills such as hearing, seeing, feeling, tasting, moving, manipulating, biting, chewing, etc.

In this stage the child does not know that physical objects remain in existence when out of sight

Answer 18

Sensorimotor Stage

Question 19

2-7 years

In this stage children use their mental ability to represent events and objects in various ways like using symbols gestures and communication..

they are not yet able to conceptualize abstractly and need concrete physical situations to help with understanding concepts

Answer 19

Pre-operational Stage

Question 20

7-11 years

At this stage the child starts to conceptualize, creating logical structures that explain physical experiences.

Abstract problem solving is also possible at this stage. Math problems can be solved with numbers not just with objects

Answer 20

Concrete operational stage

Question 21

11- adulthood

Children become more systematic and reasonable

they reason tangibly and are also capable of reasoning and thinking in more abstract hypothetical and idealistic terms

Answer 21

Formal operational stage

Question 22

Mathematics should be taught….

Answer 22

conceptually

Question 23

This kind of instruction Is connected to students real experiences and uses activities that students see hear touch and taste

Answer 23

Concrete instruction

Question 24

Manipulatives

Answer 24

are any object that can be touched or moved to assist understanding

Question 25

When planning instruction the learning modalities that should be in use are .....

Answer 25

visual - Learn by seeing auditory - Learn by hearing kinesthetic - Learn by touch or movement

Question 26

The different types of learning are ...

Answer 26

Association Concept Principle Problem solving

Question 27

Words or symbols

Answer 27

Association

Question 28

Relational or concrete attributes Ex: similar figures have relational attributes. The corresponding angles are equal and the ratios of corresponding sides are equal

Answer 28

Concept

Question 29

Generalizations, developed rules Ex: The area of a trapezoid is developed from the concept of a trapezoid and the area of a triangles rectangles and or parallelograms

Answer 29

Principle

Question 30

Putting together concepts and principles to solve a problem new to the learner Ex: Given a composite figure the student determines the area using the areas of triangles and rectangles

Answer 30

Problem solving

Question 31

Development of learning

Answer 31

Concrete- manipulative, models, hands on Pictorial - pictures diagrams, graphs Abstract- symbols, words

Question 32

A general problem solving method that can be applied to many types of problems is ...

Answer 32

Understand Plan Solve Check

Question 33

Inductive Reasoning

Answer 33

reasoning goes from specific to general uses observations and patterns to infer a generalization

Question 34

Deductive Reasoning

Answer 34

reaches conclusions based on accepted truths and logical reasoning Goes from general to specific

Question 35

assessment written to general content and performance on test is based on a comparison to other similar students who took the test Ex: SAT ACT GRE

Answer 35

Standardized assessment

Question 36

``` Instructional designs student placement monitoring student progress summative evaluation of a student accountability Validating student achievement True/false worked out problems essays fill in the blank matching multiple choice program evaluation ``` all describe the ...

Answer 36

Purpose of assessment

Question 37

the different kinds of assessment are...

Answer 37

``` reports applications models lab investigations projects always. sometime , never ```

Question 38

addition subtraction multiplication division all are ...

Answer 38

Basic arithmetic operations

Question 39

Number sense is ...

Answer 39

Having an understanding of how numbers work and the easier way to find an answer

Question 40

Number models are...

Answer 40

using pictures or objects to show a problem

Question 41

patterns are ...

Answer 41

meaningful repetition in numbers pictures or objects

Question 42

finding variables or unknown parts in a problem is..

Answer 42

Algebraic thinking

Question 43

length capacity weight describe ...

Answer 43

measurement

Question 44

how a digits location in a number affects its value is ..

Answer 44

place value

Question 45

two dimensional and three dimensional shapes and their characteristics describes ...

Answer 45

Geometry and spatial relations

Question 46

Dividing whole numbers into parts describes ...

Answer 46

fractions and decimals

Question 47

This shows us how to use information (graphs and charts)

Answer 47

Data

Question 48

This is an educated guess or rounding

Answer 48

Estimation

Question 49

Solving problems in a logical way is ...

Answer 49

Logical reasoning

Question 50

instruction that begins with the desired outcome in mind

Answer 50

Backwards planning

Question 51

Learning new behaviors based on the response they get to current behaviors ex: If a student studies for a test (current behavior) and makes a good grade (response) they will learn to study for tests (new behavior).

Answer 51

Behaviorism

Question 52

Learning new behaviors by connecting current knowledge with new knowledge EX:If a student studies for a test by associating real-world examples with the concepts such as learning fractions by slicing a cake into equal parts, they will retain the information.

Answer 52

Cognitivism

Question 53

Learning new behaviors by adjusting our current view of the world EX:This is best used for brainstorming rather than test preparation as it requires students to use what they know to predict new applications of mathematical ideas. Other uses for this approach are group work or research projects.

Answer 53

Constructivism

Question 54

Tips for reinforcing mathematical vocabulary

Answer 54

Use language that is developmentally appropriate. Model correct mathematical language. Be sure that the language is understood by all students. (An ongoing "Word Wall" following the format used in the student vocabulary notebooks/ Periodic assessments where students use their vocabulary notebooks will reinforce their importance and relevance..)

Question 55

of sides and angles

Answer 55

how to classify triangles

Question 56

have only two factors: one and themselves 2, 3, 5, 7, 11

Answer 56

prime numbers

Question 57

are used to compare things between different groups or to track changes over time.

Answer 57

purpose of bar graphs

Question 58

y=mx+b y-intercept (where the line crosses the y-axis) The m in the y=mx+b is the m=y2-y1/x2-x1

Answer 58

slope intercept the b in the equation slope of the line (rise over run) slope formula

Question 59

a^2+b^2=c^2

Answer 59

pythagorean theorem

Question 60

(slide) an isometry that maps all points of a figure the same distance in the same direction. flip) an isometry in which a figure and its image have opposite orientations

Answer 60

translation reflection

Question 61

average The middle number The difference between the highest and lowest number in a set of data The number that occurs most often in a set of data

Answer 61

mean median range mode

Question 62

the likelihood that an event will occur equally likely chance of an event happening is the same as a __________ chance a certain chance of an event happening is the same as a ______________ chance an unlikely chance of an event happening is the same as approximately a ________________ chance a likely chance of an event happening is the same as approximately ______________ chance

Answer 62

probability 1/2, 0.5, or 50% 1/1 , 1, 100 1/4, 0.25, or 25% 3/4, 0.75 or 75%

Question 63

have more than exactly two numbers that divide them evenly ex: 4 15 49

Answer 63

composite numbers

Question 64

the sum of the numbers place values 1,729=1000+700+20+9

Answer 64

expanded form

Question 65

changing the order of numbers being added or multiplied gives the same answer ex: 12+7 gives the same answer as 7+12 and 3x9 gives the same answer as 9x3) the grouping of the numbers in addition or multiplication does not change does not change the answer Ex: (2x4)x3=2x(4x3) multiplication and division may be distributed over addition or subtraction ex: 10x(50+3)=(10x50)+(10x3) (30-18)/3=30/3- 18/3

Answer 65

commutative associative distributive

Question 66

straight one dimensional figure that has no thickness and extends forever on both ends a line that starts at one end point and goes on forever to infinity ( two of these that share the sam endpoint make an angle) lines that go in the same direction and never intersect lines that intersect at 90degree angles

Answer 66

line ray parallel perpendicular

Question 67

two shapes can overlap each other completely with no gaps or extra pieces of symmetry ex: equilateral triangles squares and hexagons

Answer 67

tessalation

Question 68

uses general info to come to a specific conclusion | ex: sacrates is a man, all men are mortal, therefore socrates is mortal

Answer 68

deductive reasoning