Math (extended

Question 1

Manipulatives

Answer 1

Play a valuable role in effective math instruction

Question 2

Pre operational stage

Answer 2

Manipulatives are used frequently with very young children, they NEED to see how things work and use hands on activities to learn

Question 3

Beads, buttons, small objects

Answer 3

Variety of colors, used with young children for sorting, counting, patterns

Question 4

Unfix Cubes

Answer 4

Snapped together or connected

Question 5

Counters

Answer 5

2 sided circles, red and yellow, indicate positive or negative

Question 6

Pattern Blocks

Answer 6

Teach patterns and attributes

Question 7

Dominoes dice

Answer 7

Ability to quickly recognize how many objects are in a set without having to count

Question 8

Base 10 block

Answer 8

Represent place value amounts in our base 10 number system

Question 9

Informal

Answer 9

Using reading available objects

Question 10

Formal

Answer 10

Using traditional measurement tools. Ex: paper clip, book length, rulers, stopwatch

Question 11

Graphic/pictoral

Answer 11

Provide visual models of mathematical equations

Question 12

Probability ***

Answer 12

Likelihood of an event occurring. It equals the number of possible successful outcomes divided by the total number of possible outcomes.

Probability (fraction) = (number of successful outcomes possible) / ( total number of outcomes possible)

Question 13

Probability of 0

Answer 13

Means that an outcome is impossible. Ex: P(7)=0 because it’s impossible to roll a 7 on dice

Question 14

Probability of 1

Answer 14

Means that an outcome is certain, or guaranteed. Ex: P(n<10)=1 because any roll on dice will guarantee a number smaller than 10

Question 15

Simple event

Answer 15

Where one experiment happens at a time with a single outcome. An example would be flipping a coin once.

Question 16

Independent

Answer 16

Rolling of a dice twice (one dice is rolling and then another)

Question 17

Dependent

Answer 17

Drawing 2 marbles from a bag( when the first is kept after drawing)

Question 18

Theoretical Probability

Answer 18

Is what we expect to happen in theory

Question 19

Experimental Probability

Answer 19

Is what occurs during a simulation or simulations can trial

Question 20

Compound event

Answer 20

Two or more simple events are performed together so that it can show that as one event happens so does another

Question 21

Simulations

Answer 21

Allow students to investigate probability concepts by generating large amounts of data in a short amount of time

Question 22

Experimental probability

Answer 22

What actually occurs during a simulation or trial

Question 23

Theoretical Probability

Answer 23

What we expect to happen in theory

Question 24

Sample space

Answer 24

List or set of all possible outcomes. Ex: Head/tails with dice

Question 25

Geometric Probability

Answer 25

Offers an opportunity to use geometric shapes and their properties, especially area, to determine outcomes based on the functional relationships of areas. The ratio of two areas, Geometric probability involves interpreting one “area of successful outcome” part of area “successful or favorable” outcome, compared with the entire area. G.P = (Area of successful outcome/ Total area)

Question 26

Placebo ***

Answer 26

Something that looks like the actual treatment but is designed to have no effect on the subject

Question 27

Observational study

Question 28

Experimental study

Question 29

Population

Question 30

Sample

Question 31

Random sample

Question 32

Representative sample

Question 33

Margin of error

Question 34

Progress monitoring

Question 35

Performing based assessment

Answer 35

Students apply knowledge or skills to compare a process or create a product

Question 36

Norm- referenced Test

Answer 36

Tests that compare an individuals performance/ achievement to a group called the “norm group”

Question 37

Measurement

Answer 37

Number that shows the size or amount of something

Question 38

Invariance

Answer 38

Between types of units. Ex: 12 inches =1 foot

Question 39

Error

Answer 39

Numerical value that tells us how far “off” a measurement is compared to the correct or accepted value

Question 40

Approximation

Answer 40

Occurs when a students uses numbers that are similar, but not exactly equal to, the actual dimensions

Question 41

Unit/Dimensional Analysis

Answer 41

Process of converting within or between systems by multiplying by unit factors. Since the items on top equal the items on bottom; each of these fractions is actually equal to one.

Question 42

Linear relationships

Answer 42

A relationship with constant rate or change that creates a straight line when graphed

Question 43

Sequence

Answer 43

List of numbers, shapes, or symbols that go in a specific order. Most sequences also follow some sort of pattern

Question 44

Shape Pattern

Answer 44

A sequence of shapes that follow a pattern

Question 45

Arithmetic Sequence

Answer 45

Sequences that have a common difference

Question 46

Common Difference

Answer 46

Sequence is the amount of change that is added or subtracted to get one term to the next in the sequence

Question 47

Geometrical sequence

Answer 47

sequences that have a common ratio, or multiplier

Question 48

Common ratio

Answer 48

In the sequence is the amount you multiply by to get from one term to the next

Question 49

Function table

Answer 49

Describes a function by displaying inputs and corresponding outputs in a table

Question 50

Linear ***

Answer 50

There will be a constant rate of change and the (change in y/ change in x) will be the same throughout. Slope= y=mx+b - y intercept

Question 51

English/ Metric

Answer 51

English •Length - inches, feet, yards miles • Weight - ounces, pounds, tons • Volume- Ounces, pints, gallons Metric •Length-centimeters, meters, kilometers •Weight-milligrams, grams, kilograms •Volume-millimeters, liters, kilometers