Module 3 Flashcards
An understanding of which of the following mathematical concepts is most helpful when working with probabilities? A. place value B. divisibility rules C. factors and multiples D. ratios and proportions
D. ratios and proportions
A Venn diagram would be most appropriate for visually representing which of the following problems?
A. What are the common multiples of 2, 3, and 5 that are less than 40?
B. If 15 students in a class ride the bus to school and 10 do not, how many students are in the class?
C. What is the probability that out of 3 flips of a coin, the coin will come up heads every time?
D. If 4 students are wearing green shirts and 7 students are wearing blue shirts, how many students are wearing either a green or a blue shirt?
A. What are the common multiples of 2, 3, and 5 that are less than 40?
A teacher wants to help students develop their understanding of the relative magnitude of numbers. Which of the following types of mathematics learning materials would be most effective for the teacher to use for this purpose?
A. number lines
B. plastic coins
C.pattern blocks
D. number cubes
A. number lines
Which of the following strategies is most appropriate for solving the problem below?
One week Liam baked some cookies and gave half of them away. The next week Liam baked twice as many cookies as the week before and gave half of them away. The third week Liam again baked twice as many cookies as the week before and gave half of them away. If Liam gave away 24 cookies the third week, how many cookies did he give away altogether?
A. looking for a pattern
B. guessing and checking
C. working backward
D. solving a simpler problem
C. working backward
To correctly use the ordinal numbers first through fifth with a group of five objects placed in a row, a young child must first be able to:
A. recognize and write the numerals one through five.
B. understand that the order of the objects in the group does not affect the total number.
C. recognize that the last number counted is the number of objects in the group.
D. understand that the number five is made up of smaller numbers.
C. recognize that the last number counted is the number of objects in the group.
A preschool child measures the length of a long rectangular block by lining up several smaller blocks along the length of the longer block. This demonstrates that the child has an understanding of which of the following measurement concepts? A. conservation B. unit iteration C. partitioning D. transitivity
B. unit iteration
With respect to mathematics instruction, a standardized developmental screening test would be most appropriate for helping a second-grade teacher:
A. determine students’ background knowledge of mathematics before beginning an instructional unit.
B. modify the curriculum based on students’ mathematical abilities in second grade.
C. identify whether any student is at risk of a possible learning problem in mathematics.
D. assess the progress students have made in their mathematical thinking throughout the school year.
C. identify whether any student is at risk of a possible learning problem in mathematics.
A kindergarten teacher wants to promote students’ ability to interpret data. The teacher provides stickers of various colors and asks students to select the sticker that best matches the color of the shirts they are wearing. The students then place the stickers in columns based on color on a large sheet of paper. To meet the objective of the lesson, the most appropriate step for the teacher to take next would be to:
A. show the students how the same data can be displayed using different types of graphs.
B.ask students to identify which columns have more stickers and which have fewer.
C.help students predict how many students will be wearing each color shirt the next day and how to confirm the results.
D. guide students in repeating the activity using stickers that best match the color of the pants or skirts they are wearing.
B.ask students to identify which columns have more stickers and which have fewer.
A second-grade teacher is having students work on adding double-digit numbers. The teacher writes a problem on the board, asks students to estimate the answer, and then asks them to explain how they arrived at their answers. As students listen to their peers’ explanations, some students are able to revise their answers correctly while others are not. Which of the following follow-up activities would be most appropriate?
A. working with students in small groups to help students at different ability levels construct their understanding of the concept of addition
B. providing more challenging problems such as triple-digit numbers addition for students to practice their estimation and reasoning skills
C. drawing on students’ understanding of double-digit numbers addition to introduce other arithmetic concepts involving double-digit numbers
D. having students take a short test to find out who has grasped the concept and who may need more individual focused instruction
A. working with students in small groups to help students at different ability levels construct their understanding of the concept of addition
Which of the following mathematics activities would be most appropriate for promoting preschool students’ skills in measurement?
A. telling time to the nearest half hour on an analog or digital clock
B. sequencing three different events that occur in the daily classroom routine
C. combining play coins in different ways to equal one dollar
D. using a ruler to measure the length of an object to the nearest quarter inch
B. sequencing three different events that occur in the daily classroom routine
A third-grade teacher is developing a criterion-referenced test for a mathematics unit on multiplication. During the unit, students use arrays to solve multiplication problems involving one- and two-digit numbers. To produce a valid criterion- referenced test for this unit, the teacher must:
A. align the test questions with the national mathematics standards for multiplication at the third-grade level.
B. establish a cut-score that will show which students need remedial work with multiplication tables.
C. include test questions that allow students to solve multiplication problems using arrays as they did during the unit.
D. provide standardized questions based on the state curriculum so that students’ scores can be compared across districts.
C. include test questions that allow students to solve multiplication problems using arrays as they did during the unit.
A preschool teacher wants to promote children's skills related to counting and comparing numbers. Which of the following activities is most appropriate to use for this purpose? A. asking the children to look around the classroom for the largest numeral they can find B. letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes C. having the class count the number of times a flipped coin comes up heads and predicting whether or not heads will come up on the next flip D. selecting one child each day to count the number of children in the class and set the appropriate number of cups out for juice at snack time
B. letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes
A third-grade student is having difficulty solving word problems in mathematics. Which of the following strategies would be most helpful for the teacher to suggest the student use first?
A. restating the problem in his or her own words
B. determining whether there is extraneous information in the problem
C. estimating what might be a reasonable answer to the problem
D. identifying two different strategies that might be helpful in solving the problem
A. restating the problem in his or her own words
A teacher provides mathematics instruction using manipulatives, worksheets, games, and class discussion. The primary benefit of providing instruction in multiple formats is that it:
A. helps students engage their prior knowledge.
B. encourages the development of social skills through group participation.
C. addresses a variety of learning styles.
D. allows students to see different ways to solve the same problem.
C. addresses a variety of learning styles.
A teacher gives groups of students a number of triangles, squares, and semicircles and asks the students to combine these shapes to make as many different figures as they can. This activity will help build a foundation for students’ future development of which of the following skills?
A. generating rules for patterns made of shapes
B. representing shapes on a coordinate grid
C. identifying three-dimensional geometric shapes
D. determining the area of irregular shapes
D. determining the area of irregular shapes
During group time, a preschool teacher uses shapes made out of felt to create a circle-circle-square, circle-circle-square pattern. The teacher asks children which shape should come next to continue the pattern. Some of the children say a circle and some say a square. Which of the following teacher strategies will best help the children construct their own understanding of the concept?
A. asking the children to identify the differences between the two shapes
B. having the children say the pattern out loud as a group and again asking which shape should come next
C. asking the children to vote on whether a circle or a square should come next
D. continuing the pattern first with a square and then with a circle and asking which shape seems best
B. having the children say the pattern out loud as a group and again asking which shape should come next
A third-grade teacher asks teams of students to develop a scientific way for determining what types of materials can become charged with static electricity when rubbed against another material. To produce scientifically valid results from their investigations, it is most important that the student teams:
A. develop a system for recording how strong a static charge develops on each material.
B. keep other variables constant as they test the different materials.
C. explain in scientific language why some materials are more easily charged than others.
D. describe why they chose the materials that they did for testing.
B. keep other variables constant as they test the different materials.
A second-grade class is beginning a unit on weather. Which of the following activities associated with this unit would be most effective for helping the students develop an understanding of the foundations of scientific inquiry?
A. The students watch a regular weather report and discuss how meteorologists make predictions.
B. The teacher demonstrates how water vapor condenses on the outside of a glass of ice water when it is humid.
C. Student teams research historic weather events and make class presentations of their findings.
D. The teacher sets up a simple weather station and has the class keep regular rainfall and temperature records.
D. The teacher sets up a simple weather station and has the class keep regular rainfall and temperature records.
Which of the following provides the best inquiry-based learning activity for a third- grade class studying rocks and minerals?
A. constructing a poster of the rock cycle and providing written explanations of each stage
B. watching a video on how rocks and minerals form and then answering related questions
C. performing simple tests on a set of minerals and then using a key to identify them
D. summarizing an article about a rock or mineral resource for a class presentation
C. performing simple tests on a set of minerals and then using a key to identify them
To present the concept of the conservation of mass to children in a prekindergarten class, it would be most appropriate for the teacher to ask the children to:
A. create stories about where water goes when it evaporates from a puddle on a hot day.
B. roll out balls of clay into flat pancake shapes and then discuss the concepts of shape and weight.
C. compare the cumulative weight of the food they eat every day with their body weight.
D. observe the expansion of water that has turned from liquid to ice and then give possible explanations.
B. roll out balls of clay into flat pancake shapes and then discuss the concepts of shape and weight.
A teacher is planning an activity to introduce the concept of density to first graders. The teacher would like to get students interested in the topic by using a discrepant event that surprises them with a result they do not expect. Which of the following activities would be most effective for stimulating students’ interest in this topic?
A. After filling one glass with a saturated salt solution and one glass with tap water, the teacher asks students to predict what will happen when an egg is placed in each of the two glasses.
B. The teacher shows students that sound travels differently through the air and through a solid by having them place their ears against the surface of their desks while gently tapping the desk.
C. After placing an ice cube in a glass of water, the teacher asks students to explain why the ice cube floats.
D. The teacher mixes 50 mL of rubbing alcohol with 50 mL of water and asks students to explain why the combined volume of the two substances is less than 100 mL.
A. After filling one glass with a saturated salt solution and one glass with tap water, the teacher asks students to predict what will happen when an egg is placed in each of the two glasses.
A first-grade teacher is planning a unit on insects with the goal of motivating students to be good scientific observers of the natural world. The most effective way to achieve this goal would be to have the students:
A. watch a video about ants and then answer questions about ant behavior depicted in the video.
B. separate pictures of a variety of ant species by appearance and then come up with ideas to explain why they are different.
C. memorize the names of the body parts of ants and then identify those parts in various pictures of different ant species.
D. make drawings of ants from memory to share with the class and then observe real ants and draw them again.
D. make drawings of ants from memory to share with the class and then observe real ants and draw them again.
A third-grade teacher is planning a science unit on human body systems, a topic that has quite a bit of specialized scientific terminology associated with it. In presenting information during the unit, it is most advisable for the teacher to:
A. avoid scientific terminology whenever possible.
B. include only those terms that are already familiar to the students.
C. explain the Latin or Greek roots of the terms as they are used.
D. use the appropriate scientific terminology.
D. use the appropriate scientific terminology.
A fourth-grade teacher wants to integrate the arts into the science curriculum. Which of the following student activities would be most appropriate for this age group?
A. visiting an art museum to observe how animals are depicted in paintings
B. collecting different types of leaves for pressing
C. researching an animal’s habitat and creating a diorama
D. writing a short story or poem about a favorite pet
C. researching an animal’s habitat and creating a diorama
