CLST 103 LIBERTY UNIVERSITY MATH
ASSESSMENT COMPREHENSIVE TEST 2026
QUESTIONS WITH SOLUTIONS GRADED A+
◉ representation. Answer: real life contexts, written symbols,
manipulative models/ physical tools, oral/written language, graphs,
tables, and diagrams.
-Create and use representations to organize, record, and
communicate mathematical ideas
-Select, apply, and translate among mathematical representations to
solve problems
-Use representation to model and interpret physical, social, and
mathematical phenomena ACTIVITY: Pattern Block Fraction Activity:
What's My Value, this activity does "Create and use representations
to organize, record, and communicate mathematical ideas" in the
activity you use color tiles(manip) to create a pattern and then
express each tile as a fraction.
◉ real life contexts, written symbols, manipulative models/ physical
tools, oral/written language, graphs, tables, and diagrams.. Answer:
what are the different types of representations?
◉ Within ONE Content Strand (For example, connecting
multiplication to addition - within Number & Operations)
,Between TWO Content Strands (For example, expressing a
probability as a fraction - Data Analysis & Probability and Number &
Operations)
Can be between mathematics and other subjects, or mathematics
and the real world.. Answer: what are the different types of
connections?
◉ teacher is focused on meeting national and state standards,
teaching through problem solving. Answer: what does it mean to
have a standards based classroom?
◉ The structure of the common core standards consists of three
parts for mathematical content; domain, clusters, and standards.
Domain is a larger group of related standards. Clusters are groups of
related standards. Standards define what students should
understand and be able to do.. Answer: what is the structure of the
common core standards for mathematical content?
◉ disequilibrium. Answer: between something you know and don't
know. May understand parts but not the whole, they are struggling
to understand and learn. This is a point in which the student is
learning the most. (go back and make connection to article)
◉ fostering mathematical thinking starts by allowing the students to
explore the problem individually, getting to share their ideas and
thinking, and having the opportunity to reflect on what has been
, shared. They need to be able to construct their own meaning of
information. The teacher needs to help form problem solvers, that
are flexible and fluent mathematical thinkers.. Answer: how can a
teacher foster mathematical thinking and problem solving within
their classroom? (from the article)
◉ students must be active participants in the development of their
own understanding, "construct their own learning" to construct and
understand a new idea, students make connections between old
ideas and the new one. Students are not "blank slates" they do not
absorb ideas. Constructing knowledge requires reflective thought,
actively thinking about an idea, sifting through existing ideas..
Answer: what is constructivism?
◉ -activate background knowledge
-read and give task, students worked actively and independently
- opened it up for communication
- teacher talked to students, discussed and asked for students
opinions, direction provided to connect dots
- told students what the content was after they learned it.. Answer:
what does a constructivist lesson look like?
◉ understanding. Answer: is a measure of the quality and quantity
of the connections that an idea has with existing ideas.
ASSESSMENT COMPREHENSIVE TEST 2026
QUESTIONS WITH SOLUTIONS GRADED A+
◉ representation. Answer: real life contexts, written symbols,
manipulative models/ physical tools, oral/written language, graphs,
tables, and diagrams.
-Create and use representations to organize, record, and
communicate mathematical ideas
-Select, apply, and translate among mathematical representations to
solve problems
-Use representation to model and interpret physical, social, and
mathematical phenomena ACTIVITY: Pattern Block Fraction Activity:
What's My Value, this activity does "Create and use representations
to organize, record, and communicate mathematical ideas" in the
activity you use color tiles(manip) to create a pattern and then
express each tile as a fraction.
◉ real life contexts, written symbols, manipulative models/ physical
tools, oral/written language, graphs, tables, and diagrams.. Answer:
what are the different types of representations?
◉ Within ONE Content Strand (For example, connecting
multiplication to addition - within Number & Operations)
,Between TWO Content Strands (For example, expressing a
probability as a fraction - Data Analysis & Probability and Number &
Operations)
Can be between mathematics and other subjects, or mathematics
and the real world.. Answer: what are the different types of
connections?
◉ teacher is focused on meeting national and state standards,
teaching through problem solving. Answer: what does it mean to
have a standards based classroom?
◉ The structure of the common core standards consists of three
parts for mathematical content; domain, clusters, and standards.
Domain is a larger group of related standards. Clusters are groups of
related standards. Standards define what students should
understand and be able to do.. Answer: what is the structure of the
common core standards for mathematical content?
◉ disequilibrium. Answer: between something you know and don't
know. May understand parts but not the whole, they are struggling
to understand and learn. This is a point in which the student is
learning the most. (go back and make connection to article)
◉ fostering mathematical thinking starts by allowing the students to
explore the problem individually, getting to share their ideas and
thinking, and having the opportunity to reflect on what has been
, shared. They need to be able to construct their own meaning of
information. The teacher needs to help form problem solvers, that
are flexible and fluent mathematical thinkers.. Answer: how can a
teacher foster mathematical thinking and problem solving within
their classroom? (from the article)
◉ students must be active participants in the development of their
own understanding, "construct their own learning" to construct and
understand a new idea, students make connections between old
ideas and the new one. Students are not "blank slates" they do not
absorb ideas. Constructing knowledge requires reflective thought,
actively thinking about an idea, sifting through existing ideas..
Answer: what is constructivism?
◉ -activate background knowledge
-read and give task, students worked actively and independently
- opened it up for communication
- teacher talked to students, discussed and asked for students
opinions, direction provided to connect dots
- told students what the content was after they learned it.. Answer:
what does a constructivist lesson look like?
◉ understanding. Answer: is a measure of the quality and quantity
of the connections that an idea has with existing ideas.
