C381 Elementary Mathematics Methods | Questions and Answers
What are two strategies for Provide graphic organizers and tables to help students organize
planning mathematics lessons for their work Include think-pair-share activities for students to
all learners? Choose 2 answers discuss math concepts
Which two strategies could be - Teacher discusses alternative methods to solving the problem
part of a lesson plan that uses a -Teacher talks through the steps of a solution, identify the reasoning at each
think-aloud strategy rather than step
peer-assisted learning? Choose 2
answers
- The teacher looks for ways to make tasks more relevant to
Which two statements describe
students with varied backgrounds.
teaching for all students?
- The teacher scaffolds tasks to provide access to higher-level thinking for
students.
- Students from other countries often solve problems or
Which two statements describe
illustrate concepts differently.
learning difficulties that
- Students who are English Language Learners (ELL) require
students from diverse groups
more time to solve problems.
may encounter? Choose 2 answers
A predominantly male third-grade '
class has several students with Teach multiple representations of ideas for one problem at a time
moderate learning disabilities.
Which instructional strategy would
help the teacher provide
equitable learning opportunities
for this diverse class?
A first-grade class includes - Help transitioning from a problem to a particular representation
students who lack motivation - Opportunities to discuss problems and ideas with other students
and students with mild learning
disabilities. Which two instructional
strategies would meet the
needs of this group of students
as they study math?
Choose 2 answers
,The objective of a lesson is for - The student solves the multi-digit multiplication problems. The
students to solve word problems teacher models the problem-solving process for the word problem,
involving the multiplication of and then prompts and questions the student.
multi-digit numbers. - The student solves word problems involving the
Although able to solve multi- multiplication of multi-digit numbers. The student uses a
digit multiplication problems, calculator to multiply the numbers.
one student struggles to solve
word problems. How can this
student's needs be
accommodated? Choose 2
answers
A teacher has students with The lesson effectively addresses the needs of all students. The
special needs and students with complexity of the tasks for the different groups of students is
high ability in class. The teacher based on ability.
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?
The objective of a lesson is for - The low-ability group receives extra support to learn to
students to learn to measure measure angles with a protractor.
angles with a protractor. The - Students with special needs use a protractor to measure fewer
teacher has grouped the students angles than the other 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? Choose 2
answers
Which two instructional -Have students compare and contrast solution strategies
strategies are useful for - Have students share alternative problem solving approaches
facilitating effective class and
small group discussions about
mathematics? Choose 2
answers
Which two instructional strategies - Include assessment opportunities for students to explain their thinking
support a classroom environment - Restate student created terminology by using precise
that encourages mathematical mathematical language when introducing vocabulary.
communication? Choose 2
answers
What are two strategies for Provide graphic organizers and tables to help students organize
planning mathematics lessons for their work Include think-pair-share activities for students to
all learners? Choose 2 answers discuss math concepts
Which two strategies could be - Teacher discusses alternative methods to solving the problem
part of a lesson plan that uses a -Teacher talks through the steps of a solution, identify the reasoning at each
think-aloud strategy rather than step
peer-assisted learning? Choose 2
answers
- The teacher looks for ways to make tasks more relevant to
Which two statements describe
students with varied backgrounds.
teaching for all students?
- The teacher scaffolds tasks to provide access to higher-level thinking for
students.
- Students from other countries often solve problems or
Which two statements describe
illustrate concepts differently.
learning difficulties that
- Students who are English Language Learners (ELL) require
students from diverse groups
more time to solve problems.
may encounter? Choose 2 answers
A predominantly male third-grade '
class has several students with Teach multiple representations of ideas for one problem at a time
moderate learning disabilities.
Which instructional strategy would
help the teacher provide
equitable learning opportunities
for this diverse class?
A first-grade class includes - Help transitioning from a problem to a particular representation
students who lack motivation - Opportunities to discuss problems and ideas with other students
and students with mild learning
disabilities. Which two instructional
strategies would meet the
needs of this group of students
as they study math?
Choose 2 answers
,The objective of a lesson is for - The student solves the multi-digit multiplication problems. The
students to solve word problems teacher models the problem-solving process for the word problem,
involving the multiplication of and then prompts and questions the student.
multi-digit numbers. - The student solves word problems involving the
Although able to solve multi- multiplication of multi-digit numbers. The student uses a
digit multiplication problems, calculator to multiply the numbers.
one student struggles to solve
word problems. How can this
student's needs be
accommodated? Choose 2
answers
A teacher has students with The lesson effectively addresses the needs of all students. The
special needs and students with complexity of the tasks for the different groups of students is
high ability in class. The teacher based on ability.
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?
The objective of a lesson is for - The low-ability group receives extra support to learn to
students to learn to measure measure angles with a protractor.
angles with a protractor. The - Students with special needs use a protractor to measure fewer
teacher has grouped the students angles than the other 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? Choose 2
answers
Which two instructional -Have students compare and contrast solution strategies
strategies are useful for - Have students share alternative problem solving approaches
facilitating effective class and
small group discussions about
mathematics? Choose 2
answers
Which two instructional strategies - Include assessment opportunities for students to explain their thinking
support a classroom environment - Restate student created terminology by using precise
that encourages mathematical mathematical language when introducing vocabulary.
communication? Choose 2
answers
