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MATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATED., Exercises of Advanced Education

Howard UniversityAdvanced Education

MATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATEDMATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATEDMATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATEDMATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATEDMATH METHODS TEST #1 EXAM QUESTIONS AND ANSWERS WELL ILLUSTRATED

Typology: Exercises

2024/2025

Available from 07/07/2025

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daniel-chege 🇺🇸

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MATH METHODS TEST #1 EXAM QUESTIONS
1. THE COMMON CORE STATE STANDARDS DIVIDE THE CONTENT EXPEC-
TATIONS FOR STUDENTS INTO LARGE GROUPINGS CALLED? DOMAINS
FACTORS, UNIT OF STUDY, LESSON PLANS: DOMAINS
2. THE 6 PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS AR-
TICULATE HIGH- QUALITY MATHEMATICS EDUCATION. WHICH OF THE FOL-
LOWING STATEMENTS REPRESENTS THE EQUITY PRINCIPLE: THE MES-
SAGE OF HIGH EXPECTATIONS FOR ALL IS INTERTWINED WITH EVERY
OTHER PRINCIPLE.
3. ALTHOUGH ALL ARE IMPORTANT, WHICH ONE OF THE FOLLOWING
TEACHER CHARACTERISTICS IS MOST ESSENTIAL TO DEMONSTRATE IN
ORDER TO HELP STUDENTS PERSEVERE, THINK TO TRY OTHER STRATE-
GIES, AND CHECK THEIR ANSWERS TO PROBLEMS? PERSISTENCE, LIFE-
LONG LEARNING, REFLECTIVE DISPOSITION, POSITIVE ATTITUDE.: PER-
SISTENCE
4. Which of the eight Standards for Mathematical Practice asks students to
analyze situations by breaking them into cases and can recognize and use
counter examples?
Construct viable arguments and critique reasoning of others, Express regu-
larity in repeated reasoning
Reason abstractly and quantitatively
Attend to precision: Construct viable arguments and critique reasoning of others
5. Three of the following statements are ways for teachers to maintain a
positive disposition about mathematics. Which of the following would not
contribute to that disposition?
Enjoy doing activities in class
Trying new ways to approach problems
In your hear you say "I never liked math"
Expanding your knowledge of thr subject: In your heart you slay "I never liked
math"
6. A process standard refers to the mathematical processes that preK-12 stu-
dents acquire and the mathematical knowledge they use. Identify the process
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MATH METHODS TEST #1 EXAM QUESTIONS

1. THE COMMON CORE STATE STANDARDS DIVIDE THE CONTENT EXPEC-

TATIONS FOR STUDENTS INTO LARGE GROUPINGS CALLED? DOMAINS

FACTORS, UNIT OF STUDY, LESSON PLANS: DOMAINS

2. THE 6 PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS AR-

TICULATE HIGH- QUALITY MATHEMATICS EDUCATION. WHICH OF THE FOL-

LOWING STATEMENTS REPRESENTS THE EQUITY PRINCIPLE: THE MES-

SAGE OF HIGH EXPECTATIONS FOR ALL IS INTERTWINED WITH EVERY

OTHER PRINCIPLE.

3. ALTHOUGH ALL ARE IMPORTANT, WHICH ONE OF THE FOLLOWING

TEACHER CHARACTERISTICS IS MOST ESSENTIAL TO DEMONSTRATE IN

ORDER TO HELP STUDENTS PERSEVERE, THINK TO TRY OTHER STRATE-

GIES, AND CHECK THEIR ANSWERS TO PROBLEMS? PERSISTENCE, LIFE-

LONG LEARNING, REFLECTIVE DISPOSITION, POSITIVE ATTITUDE.: PER-

SISTENCE

  1. Which of the eight Standards for Mathematical Practice asks students to analyze situations by breaking them into cases and can recognize and use counter examples? Construct viable arguments and critique reasoning of others, Express regu- larity in repeated reasoning Reason abstractly and quantitatively Attend to precision: Construct viable arguments and critique reasoning of others
  2. Three of the following statements are ways for teachers to maintain a positive disposition about mathematics. Which of the following would not contribute to that disposition? Enjoy doing activities in class Trying new ways to approach problems In your hear you say "I never liked math" Expanding your knowledge of thr subject: In your heart you slay "I never liked math"
  3. A process standard refers to the mathematical processes that preK- 12 stu- dents acquire and the mathematical knowledge they use. Identify the process

2 / 17 standard that highlights how mathematical concepts relate to real-world and other subjects. Representation Connections Problem Solving Communication: Connections

  1. Which of the following statements is the best definition for the term "school effects" as it pertains to mathematics education?

4 / 17

  1. Identify the statement below that would be an example of instrumental understanding. Using manipulatives to show other equivalent fractions Knowing the procedure for simplifying to 6/8 to 3/ Giving a real life example of how relates to Being able to draw diagrams of how 6/8=3/4: Knowing the procedure for simpli- fying 6/8 to 3/
  2. Identify the teacher action that would happen in the before lesson phase Provide worthwhile extensions listen actively without evaluation establish clear expectations: Establish clear expectations
  3. The purpose of differentiation is what? Provide tasks that are accessible and challenging for all students provide a variety of tasks to enrich the after discussion provide more challenging tasks for more capable students: Provide tasks that are accessible and challenging for all students
  4. Which of the following is not a recommended teacher move in a three-phase lesson plan format? Illustrating how to solve a problem to ensure that students are ready to practice Posing a simpler problem as a way to elicit prior knowledge Observing students and asking probing questions Sequencing student presentations of their strategies in an intentional man- ner: Illustrating how to solve a problem to ensure that students are ready to practice
  5. If a lesson is well-aligned and worthwhile it will have the following compo- nents except which one? Increases in challenge engage students in mathematical reasoning model and practice the right problem solving method multiple entry and exit points: Model and practice the tight problem solving method
  6. Which method below would be particularly useful in taking low cognitive demand tasks and turning them into high cognitive demand tasks? learning centers open questions number talks tired lessons: Open questions
  7. Why is it good practice for teachers to solve the problems they are asking their students to do?

5 / 17 To be aware of the varied ways the problem could be solved and still make sense To have the right key for students to use in checking their answer To identify the one strategy they want their students to use to solve the problem: To be aware of the varied ways the problem could be solved and still make sense

  1. Identify the method below involves students working on different task all focused on the same learning goal. This method is based on choice and helps students become more self-directed? Tiered lessons flexible grouping parallel tasks open questions: Parallel tasks
  2. Learning center lessons may include all of the following except which? The lessons may involve additional time in the after phase to share all solu- tions from each station. The lessons will entail careful observation in the during phase to see which stations or which concepts will be the focus of the after phase. The lessons may require more time in the during phase with more tasks to do at this time. The lessons may require more time in the before phase to ensure that the stations are understood.: The lessons may involve additional time in the after phase to share all solutions from each station.
  3. The during phase of a problem solving lesson is a great opportunity for the teacher to find out what students know. Three of the prompts below would help the teacher notice except one — can you identify it? How does your drawing connect to the equation? How did you solve it? Why did you? Can I help you ?: Can i help you?
  4. Constructivism and sociocultural theories have implications for teaching. Which of the following teaching strategies would be "weak" in terms of helping students learn based on these theories? Showing students two different samples of student work in which the answers were different and discussing publicly which one is correct (or are both correct) Introducing multiplication by reading a children's book about arrays, such as 100 Hungry Ants Having students sort the facts that they know and then work on the facts that

7 k/ k 17

  1. Which kof kthe kfollowing kis knot ka kformative kassessment kmethod? Tasks highkstakes kassessments kinterview observations: kHigh kstake kassessments
  2. Which kof kthe kfollowing kstatements kwould kbe kcounterproductive kfor ka kdiag- knostic kinterview? Diagnostic kinterviews kare ka kmeans kof kgetting kin-depth kinformation kabout kan kindividual kstudent's kknowledge kof kand kmental kstrategies kabout kconcepts. Diagnostic kinterviews kprovide kan kopportunity kto kteach kstudents khow kto kdo kmathematics kin ka kone-on-one ksetting. Diagnostic kassessments kcan kgive kteachers khelp kin kdetermining kstudent kmis- kconceptions. In ka kdiagnostic kinterview, ka kstudent kis kgiven ka kproblem kand kasked kto kexplain khow kto ksolve kit kwithout kassistance kfrom kthe kteacher: kDiagnostic kinterviews kprovide kan kopportunity kto kteach kstudents khow kto kdo kmathematics kin ka kone-on-one ksetting
  3. One kof kthe kmost kimportant kreasons kto kuse kwriting kin kmathematics kclass kis kthat kit kcan kbe kused kto khelp kstudents: hide kmisconceptions. practice knumerical kcalculations. kexplain kand kelaborate kon ktheir kthinking. enhance ktheir klanguage karts kabilities.: kExplain kand kelaborate kon ktheir kthinking
  4. As kyou kassess kyour kstudents kand klearn kabout ktheir kstrengths kand kweak- knesses, kthe kmost kimportant kresult kis kthat kyou kwill kbe kable kto: identify kthe klowest-performing kstudent kin kthe kclass. target klessons kthat kspecifically kaddress kthe kstudents' knaive kunderstandings kand kmisconceptions. give kmore ksummative ktests. select ka knew kmathematics ktextbook kseries.: kIdentify kthe klowest kperforming kstu- kdent kin kthe kclass
  5. Formative kassessments khave kthree kkey kcomponents. kIdentify kthe kstate- kment kbelow kthat kwould knot kbe kpart kof kformative kassessment. A kpath ktoward ktarget klearning kA kgoal kfor klearners A ksense kof kwhere kthe klearners kare A ksnapshot kof klearners' kprogress: kA ksnapshot kof klearners kprogress
  6. Which kof kthe kfollowing kstatements kis ktrue kabout kfeatures kof kworthwhile ktasks?

8 k/ k 17 Tasks kthat khave kmultiple kentry kpoints kmean kthat kstudents khave kchoices kabout kwhich ktask kthey kwant kto ksolve, kand kthey kwill khave kdifferent kanswers kbased kon kthe kproblem kthey kchose. Relevant ktasks kinclude kones kthat kare kinteresting kto kstudents kand kthat kaddress kimportant kmathematical kideas; kthey kmay kcome kfrom kliterature, kthe kmedia, kor ka ktextbook. Worthwhile ktasks kare kmuch klike kstory kproblems kbecause kthey kare kconnected kto kreal-life kcontexts. Students kbuild kup kfrom ktasks kthat kare kconsidered klow klevel kto kones kthat kare kconsidered khigh klevel kover kthe kcourse kof ka kunit kon ka kparticular ktopic: kRelevant ktasks kinclude kones kthat kare kinteresting kto kstudents kand kthat's kaddress kimportant kmathematical kideas; kthey kmay kcome kfrom kliterature, kthe kmedia, kor ka ktextbook.

  1. Mrs.kWrightkaskskher kthirdkgraders kthe kfollowing kquestion:k"Does kchanging kthe korder kin kwhich kyou ksubtract knumbers kchange kthe kanswer?" kWhich kof kthe kfollowing kchoices kwould kallow kMrs.kWright kto kknow kthat kher kstudents khave kemployed kmathematical kreasoning kto kanswer kthe kquestions? reflections. Her kstudents kcould kwork kwith kordered kpairs kon ka kgrid kto kshow ka kpattern. kHer kstudents kcould kjustify ktheir kanswers kby kshowing kdifferent ksubtraction kproblems. Her kstudents kcould kemploy ka krubric kthat kshows khow kto kevaluate ktheir kown kwork.: kHer kstudents kcould kjustify ktheir kanswers kby kshowing kdifferent ksubtraction kproblems
  2. Graphing kactivities kare kparticularly kvaluable kbecause kthey kgive kchildren kopportunities kto: vote kon kimportant kissues. use kdifferent kcolors kto kshow kdifferent kchoices. make kcomparisons kof knumbers kthat khave kmeaning kto kthem. pick ka kfavorite.: kMake kcomparisons kof knumbers kthat khave kmeaning kto kthem
  3. The kCurriculum kFocal kPoints k(2006) ksuggested kthat kpreschoolers kbegin kto kdevelop kwhole knumber kunderstanding kthrough kall kthe kactivities kexcept: kcounting kquantities. comparing kand kordering kquantities. kwriting knumbers kto krepresent kquantities. correspondence k(one kto kone) kof kquantities.: kWriting knumbers kto krepresent kquan- ktities
  4. The kNational kResearch kCouncil kidentified kall kbut kone kof kthe kfollowing kas ka kfoundational karea kin kmathematics kcontent kfor kyoung kchildren.kWhich karea kof kmathematics kcontent kis knot kone kof kthe kNRC's kfoundational kareas?

10 k/ k 17 Three kand ktwo Three ktens kand ktwo kones: kThree ktens kand ktwo kones

  1. When kintroducing kplace kvalue kconcepts,kit kis kmost kimportant kthat kbase-ten kmodels kfor kones, ktens, kand khundreds kbe: virtual kmodels k(such kas kcomputer krepresentations kof kbase-ten kblocks). kused kin ka kpocket kchart. pregrouped k(models kcannot kbe ktaken kapart kor kput ktogether). proportional k(model kfor ka kten kis k 10 ktimes klarger kthan kthe kmodel kfor ka k1).: kPro- kportional k(model kfor ka ktwin kis k 10 ktimes klarger kthan kthe kmodel kfor ka k1)
  2. The kthree kcomponents kof krelational kunderstanding kof kplace kvalue kinte- kgrate: standard knames kfor knumbers,kbase-ten knames kfor knumbers, kand kbase-ten kconcepts. oral knames kfor knumbers, kwritten knames kfor knumbers, kand kbase-ten kconcepts. kcounting kby kones, kcounting kby ktens, kand kcounting kby khundreds. unitary, kbase kten, kand kcounting.: kOral knames kfor knumbers, kwritten knames kfoe knumbers, kand kbase kten kconcepts
  3. An keffective kway kin kwhich kto ksupport kyoung kchildren's klearning kof knumbers kbetween k 10 kand k 20 kand kto kbegin kthe kdevelopment kof kplace kvalue kis kto khave kthe kchildren kthink kof kthe kteen knumbers kas: numbers kthat kare kdoubles kof kother kknown knumbers kless kthan k10. knumbers kthat kare k 10 kand ksome kmore. numbers kthat kare kwords kthat kare kdifficult kto kremember. numbers kthat kare kless kthan k100.: kNumbers kthat kare k 10 kand ksome kmore
  4. Which kof kthe kfollowing kis kan kexample kof ka kstudent kdemonstrating kthe kskill kof ksubitizing A kstudent krolls ka k"5" kon ka kdie kand kis kable kto ksay kit kis ka kfive kwithout kactually kcounting kthe kdots. A kstudent krecognizes kthe knumber k 5 kas kan kanchor knumber kfor kthe knumerals kfrom k 3 kto k7. A kstudent krecognizes kthe knumber k 5 kas kthe knumber k 4 kplus k 1 kmore. A kstudent krecognizes kthe knumber k 5 kas kthe knumber k 6 kwith k 1 ktaken kaway: kA kstudent krolls ka k"5" kon ka kdie kand kis kable kto ksay kit kis ka kfive kwithout kactually kcounting kthe kdots
  5. AnkimportantkearlyknumberkconceptkiskPart-Part-Whole.kIdentifykthekactivity kbelow kthat kwould kprovide kchildren kwith kexperience kin kPart-Part-Whole. kCreate ka kclass kgraph kshowing kchildren's kfavorite kice kcream kflavor. ReadkthekbookkCapskforkSalekandkhavekchildrenkusekconnectingkcubesktokmake kall kcombinations kof kthe knumber k6.

11 k/ k 17 Use ka kset kof kcounters kand kcards kfor kexploring kmore, kless, kor ksame. Use kdot kcards kand khave kchildren kplaykWar.: kRead kthe kbook kCAPS kfor ksale kand khave kchildren kuse kconnecting kcubes kto kmake kall kcombinations kof kthe knumber k 6

  1. Multiples kof k10,k100,k1000,kand koccasionally kother knumbers,ksuch kas kmulti- kples kof k25, kare kreferred kto kas k numbers. grouping kbase-ten kbenchmar k counting: kBenchmark
  2. Verbalkcountingkhasktwokseparatekskills.kUsingkthekstringkofkcountingkwords kin kthe kcorrect korder kand kconnect kthe ksequence kof kcounting kwords kwith kthe kobjects kor kset kbeing kcounted. kIdentify kthe kactivity kbelow kthat kwould ksupport kboth kskills. Line kupkfive kchairs kandkfive kchildren kandkask ka kchildktokcountkas keach kchildksits kdown. Ask kthe kchild kto kwrite kthe knumbers k 1 kto k 5 kand kmake kthe kright knumber kof ktally kmarks kfor kthat knumber. Lay kdown knumeral kcards k 1 kto k 5 kand kask kthe kchild kto kput kthe kright knumber kof kblocks kfor keach kcard. Point kto ka knumber kon kthe kcalendar kand kask kthe kchild kto ktell kyou kwhat kday kof kthe kmonth kthis kwould kbe.: kLine kup k 5 kchairs kand k 5 kchildren kand kask ka kchild kto kcount kas keach kchild ksits kdown
  3. The k 2013 kNCTM kposition kstatement kon kEarly kChildhood kLearning krecom- kmendedkankearlykfoundationkofkmathematics.kIdentifykthekstatementkbelowkthat kmay knot kfoster kchallenging kearly kmathematics. Incorporate kchild kdevelopment kwith kthe kmathematics klearning Assess kchildren's kmathematical kknowledge kand kskills kwith kmultiple-choice kassessments Use kformal kand kinformal kexperiences kto kguide kproblem ksolving kand kreasoning kAssist kchildren kin kusing kmathematics kto kmake ksense kof ktheir kworld: kAsses kchildren's kmathematical kKnowldge kand kskills kwith kmultiple kchoice kassessments
  4. When kasking kchildren kto kmake kestimates, kit kis koften khelpful kto: kgive ka kprize kto kthe kchild kwho kis kclosest. give kthree kpossible kranges kof kestimates kand kask kthem kto kpick kthe kone kthat kis kreasonable. suggest kthat kthey kshould kguess kany knumber. remind kthem kof kthe kimportance kof kprecision: kGive kthree kpossible kranges kof kestimates kand kask kthem kto kpick kthe kone kthat kis kreasonable.

13 k/ k 17

  1. Which kof kthe kfollowing kstatements kabout kmultiplication kstrategies kis ktrue kSome kmultiplication kproblems kcan kbe kchallenging kto ksolve kwith kinvented kstrategies kand kstudents kshould kjust kuse ka kcalculator kin kthose ksituations. kAlways kthink kof kcomplex kmulti-digit kmultiplication kproblems kin kthe kform kof krepeated kaddition. Partitioning kstrategies krely kon kuse kof kthe kassociative kproperty kof kmultiplica- ktion. Cluster kproblems kuse kmultiplication kfacts kand kcombinations kthat kstudents kalready kknow kin korder kto kfigure kout kmore kcomplex kcomputations: kCluster kprob- klems kuse kmultiplication kfacts kand kcombinations kthat kstudents kalready kknow kin korder kto kfigure kout kmore kcomplex kcompilations
  2. When kteaching kcomputational kestimation, kit kis kimportant kto: point kout kin ka kclass kdiscussion kthe kstudents kwho kare kthe kfarthest k"off." kaccept ka krange kof kreasonable kanswers. explain kthat kthere kis kone kbest kway kto kestimate. declare kthat kthe kchild kwith kthe kclosest kestimate kis kthe kwinner, kas ka kmotivation ktool.: kAccept ka krange kof kreasonable kanswers
  3. One kway kto keffectively kmodel kmultiplication kwith klarge knumbers kis kto: kuse kconnecting kcubes kin kgroups kon kpaper kplates. create kan karea kmodel kusing kbase-ten kmaterials. kuse kpennies kto kconnect kto kmoney. use krepeated kaddition.: kCreate kan karea kmodel kusing kbase kten kmaterials
  4. Invented kstrategies kare: digit-oriented krather kthan knumber-oriented. kgenerally kslower kthan kstandard kalgorithms. the kbasis kfor kmental kcomputation kand kestimation.: kThe kbasis kfor kmental kcompi- klation kand kestimation
  5. Which kof kthe kfollowing kstatements kabout kstandard kalgorithms kis ktrue? kStandardkalgorithmskarekthekonlykmethodkforkaddingkandksubtractingkmulti-dig- kit knumbers. Standard kalgorithms kshould kbe ktaught kwithout kthe kuse kof kmodels k(such kas kcompletely kon ka ksymbolic klevel). Most kcountries kuse kthe ksame kstandard kalgorithms kin kmathematics. Teachers kshould kspend ka ksignificant kamount kof ktime kwith kinvented kstrategies kbefore kintroducing ka kstandard kalgorithm: kTeachers kshould kspend ka ksignificant kamount kof ktime kwith kinvented kstrategies kbefore kintroducing ka kstandard kalgorithm
  6. What kis kthe kbest kway kto khelp kstudents ksee kthe kequal ksign kas ka krelational ksymbol? Call kit k"the kanswer kis" ksymbol.

14 k/ k 17 Say kit kis klike ka kcalculator-you ksee kit kand kit kand kit kgives kyou kthe kanswer. kTell kstudents kit kis kjust klike kan kaddition kor ksubtraction ksymbol. Use kthe klanguage k"is kthe ksame kas" kwhen kyou kread kan kequal ksign.: kUse kthe klanguage k"is kthe ksame kas" kwhen kyou kread kan kequal ksign

  1. Marek kwas kasked kto kmultiply k 34 k× k5. kHe ksaid, k"30 k× k 5 k= k 150 kand k 4 k× k 5 k= k20, kso kI kcan kadd kthem kto kget k170."kWhich kproperty kdid kMarek kuse kto ksolve kthis kmultiplication kproblem Associative kproperty Identity kproperty kof kmultiplication kCommutative kproperty Distributive kproperty kof kmultiplication kover kaddition:kDistributive kproperty kof kmultiplication kover kaddition
  2. Delia kwas kasked kto kestimate k 489 k+ k 37 k+ k 651 k+ k208. kShe ksaid, k"400 k+ k 600 k+ k 200 k= k1200, kso kit's kabout k1200, kbut kI kneed kto kadd kabout k 150 kmore kfor k 80 k+ k 30 k+ k 50 k+ k0. kSo, kthe ksum kis kabout k1350."kWhich kcomputational kestimation kstrategy kdid kDelia kuse? Rounding kFront- end Standard kalgorithm kCompatibleknumbers:kFrontkend
  3. Thekfollowingkstatementskarektruekaboutkthekbenefitskofkinventedkstrategies kexcept: students kdevelop knumber ksense. ae kfaster kthan kthe kstandard kalgorithm. basis kfor kmental kcomputation kand kestimation. more kteaching kis krequired.: kMore kteaching kis krequired
  4. Whichkofkthekfollowingkiskakcommonkmodelktoksupportkinventedkstrategies? kOpen knumber kline Geoboard kKWLkchart Sentence kstrip: kOpen knumber kline
  5. Language kplayskandkimportantkrolekinkthinkingkconceptually kaboutkdivision. kIdentify kthe kstatement kbelow kthat kwould knot ksupport kstudents kthinking kabout kthe kproblem k 583 k÷ k4. What knumber ktimes k 4 kwill kget kme kclose kto k583? kFour kgoes kinto k 5 khow kmany ktimes? What knumber ktimes k 4 kwill kget kme kclose kto k500?

16 k/ k 17

  1. Ms. kQuinones kis kteaching kher ksecond kgraders kto kuse kcalculators. kTo ksuc- kcessfully kuse kcalculators, khowever, kher kstudents kmust kbe kskilled kin kwhich kof kthe kfollowing: Estimation Addingkandksubtracting kFinding kpatterns Problem ksolving: kEstimation
  2. first-grade kteacher kwants kto kuse kmanipulatives kto kdemonstrate kbasic kad- kdition kand khow knumbers kare kconstructed. kWhich kmanipulative kwould kbe kbest ksuited kfor kthis klesson? Unifix kcubes Interlockingkfractionkbars kFive kcolor kspinners Pattern kblocks:kUnifex kcubes
  3. What kdivision kapproach kis kgood kfor kstudents kwith klearning kdisabilities kthat kallows kthem kto kselect kfacts kthe kalready kknow? Partial kquotients kCluster kproblems kRepeatedksubtraction Explicit ktrade: kRepeated ksubtraction
  4. Which kof kthe kfollowing kis knot ka kcommon ktype kof kinvented kstrategy kfor kaddition kand ksubtraction ksituations? Split kstrategy kHigh-Low kstrategy kJump kstrategy Shortcut kstrategy: kHigh klow kstrategy
  5. Whichkproblemkstructurekiskrelatedktoktheksubtractionksituationk"Howkmany kmore?" Part-Part-Whole kComparison kStart kunknown Take kaway:kComparison
  6. Which kof kthe kfollowing kinstructional kactivities kwould kbe kan kimportant kcom- kponent kof ka klesson kon kaddition kwith kregrouping? Using kbase-ten kmaterials kto kmodel kthe kproblem kReviewing kthe kconcept kof kgreater kthan kand kless kthan kDemonstrating kthe kcommutative kproperty kof kaddition Adding kbasic kfacts kwith ksums kto kten: kUsing kbase kten kmaterials kto kmodel kthe kproblem

17 k/ k 17

  1. A kteacher kis kplanning ka klesson kto kintroduce ksecond kgraders kto ksolving ksubtraction kproblems kthat krequire kregrouping kfrom kthe ktens kplace kto kthe kones kplace.kWhich kof kthe kmath kmanipulatives klisted kbelow kwould kbe kbest kfor kthe kteacher kto kuse kwhen kpresenting ka klesson kon ksubtraction kwith kregrouping kat kthe kconcrete klevel? Measuringkcups kGeoboards kFraction kcircles Base kten kblocks: kBase kten kblocks
  2. points When kasked kto ksolve kthe kdivision kproblem k 143 k÷ k8, ka kstudent kthinks, k"What knumber ktimes k 8 kwill kbe kclose kto k 143 kwith kless kthan k 8 kremaining?" kWhich kstrategy kis kthe kstudent kusing? Missing kfactor kRepeatedksubtraction kCluster kproblems Partial kproducts: kMissing kfactor
  3. The kzero kand kidentity kproperties kcan koften kbe kchallenging kfor kstudents. kWhichkofkthe kfollowingkwouldkhelpkstudents kunderstandkthekreasonkbehindkthe kproducts? Use ka knumber kline kand khave kstudents kmake k 5 kjumps kof k 0 k 423 kx k 0 k= Use ka kcalculator kto kexamine kproducts kof k 0 kand k 1 List kthe kfactors kof k 0 kand k1: kUse ka knumber kline kand khave kstudents kmake k 5 kjumps kof k 0
  4. Whatkis kthekmainkreasonkfor kteachingkadditionkandksubtractionkatktheksame ktime? Problem kstructures kSubtraction kas kthink kaddition Reinforce ktheir kinverse krelationship Use kof kmodels: kReinforce ktheir kinverse krelationship
  5. Computational kestimation krefers kto kwhich kof kthe kfollowing? Determining kan kapproximate kmeasure kwithout kmaking kan kexact kmeasurement kApproximating kthe knumber kof kitems kin ka kcollection Substituting kclose kcompatible knumbers kfor kdifficult-to-handle knumbers kso kthat kcomputations kcan kbe kdone kmentally A kguess kof kwhat kan kanswer kcould kbe: kSubstituting kclose kcompatible knumbers kfor kdifficult kto khandle knumbers kso kthat kcompulations kcan kbe kdone kmentally.