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What are two strategies for planning mathematics lessons for all learners? correct answers -
Provide graphic organizers and tables for students to organize their work
-Include think-pair-share opportunities for students to discuss math concepts
Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than
peer-assisted learning? correct answers -The teacher discusses alternative methods of solving the
problem.
-The teacher talks through the steps of a solution, identifying the reasoning at each step.
Which two statements describe teaching for all students? correct answers -The teacher looks for
ways to make tasks more relevant to students with varied backgrounds.
-The teacher scaffolds tasks to provide access to higher-level thinking for students.
Which two statements describe learning difficulties that students from diverse groups may
encounter? correct answers -Students from other countries often solve problems or illustrate
concepts differently.
-Students who are English Language Learners (ELL) require more time to solve problems.
A predominantly male third-grade class has several students with moderate learning disabilities.
Which instructional strategy would help the teacher provide equitable learning opportunities for
this diverse class? correct answers Teach multiple representations of ideas for one problem at a
time
A first-grade class includes students who lack motivation and students with mild learning
disabilities. Which two instructional strategies would meet the needs of this group of students as
they study math? correct answers -Help to transition from a problem to a particular
representation
-Opportunities to discuss problems and ideas with other students
, The objective of a lesson is for students to solve word problems involving the multiplication of
multi-digit numbers. Although able to solve multi-digit multiplication problems, one student
struggles to solve word problems. How can this student's needs be accommodated? correct
answers -The student solves the multi-digit multiplication problems. The teacher models the
problem-solving process for the word problem, and then prompts and questions the student.
-The student solves word problems involving the multiplication of multi-digit numbers. The
student uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class. The teacher
grouped the students by ability level for a lesson on creating pie graphs to represent data. In the
lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the data.
How effectively does this lesson plan address the needs of all students? correct answers The
lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
The objective of a lesson is for students to learn to measure angles with a protractor. The teacher
has grouped the students by ability. All students are given a protractor and a worksheet with
pictures of many different angles. Groups of students work together to develop strategies for
measuring different angles. The teacher facilitates a class discussion about these strategies after
students are finished working. Which two approaches support all students in meeting this
objective? correct answers -The low-ability group receives extra support to learn to measure
angles with a protractor.
-Students with special needs use a protractor to measure fewer angles than the other students.
Which two instructional strategies are useful for facilitating effective class and small group
discussions about mathematics? correct answers -Have students compare and contrast solution
strategies
-Have students share alternative problem solving approaches
Which two instructional strategies support a classroom environment that encourages
mathematical communication? correct answers -Include assessment opportunities for students to
explain their thinking
What are two strategies for planning mathematics lessons for all learners? correct answers -
Provide graphic organizers and tables for students to organize their work
-Include think-pair-share opportunities for students to discuss math concepts
Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than
peer-assisted learning? correct answers -The teacher discusses alternative methods of solving the
problem.
-The teacher talks through the steps of a solution, identifying the reasoning at each step.
Which two statements describe teaching for all students? correct answers -The teacher looks for
ways to make tasks more relevant to students with varied backgrounds.
-The teacher scaffolds tasks to provide access to higher-level thinking for students.
Which two statements describe learning difficulties that students from diverse groups may
encounter? correct answers -Students from other countries often solve problems or illustrate
concepts differently.
-Students who are English Language Learners (ELL) require more time to solve problems.
A predominantly male third-grade class has several students with moderate learning disabilities.
Which instructional strategy would help the teacher provide equitable learning opportunities for
this diverse class? correct answers Teach multiple representations of ideas for one problem at a
time
A first-grade class includes students who lack motivation and students with mild learning
disabilities. Which two instructional strategies would meet the needs of this group of students as
they study math? correct answers -Help to transition from a problem to a particular
representation
-Opportunities to discuss problems and ideas with other students
, The objective of a lesson is for students to solve word problems involving the multiplication of
multi-digit numbers. Although able to solve multi-digit multiplication problems, one student
struggles to solve word problems. How can this student's needs be accommodated? correct
answers -The student solves the multi-digit multiplication problems. The teacher models the
problem-solving process for the word problem, and then prompts and questions the student.
-The student solves word problems involving the multiplication of multi-digit numbers. The
student uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class. The teacher
grouped the students by ability level for a lesson on creating pie graphs to represent data. In the
lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the data.
How effectively does this lesson plan address the needs of all students? correct answers The
lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
The objective of a lesson is for students to learn to measure angles with a protractor. The teacher
has grouped the students by ability. All students are given a protractor and a worksheet with
pictures of many different angles. Groups of students work together to develop strategies for
measuring different angles. The teacher facilitates a class discussion about these strategies after
students are finished working. Which two approaches support all students in meeting this
objective? correct answers -The low-ability group receives extra support to learn to measure
angles with a protractor.
-Students with special needs use a protractor to measure fewer angles than the other students.
Which two instructional strategies are useful for facilitating effective class and small group
discussions about mathematics? correct answers -Have students compare and contrast solution
strategies
-Have students share alternative problem solving approaches
Which two instructional strategies support a classroom environment that encourages
mathematical communication? correct answers -Include assessment opportunities for students to
explain their thinking
