Liberty University EDUC 323 Quiz: Teaching Through Problem Solving and Assessments Answers

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Quiz: Teaching Through Problem Solving and Assessments Score for this attempt: 40 out of 40 Asking effective questions require planning. Teachers become more adept at asking quality questions thro... ughout their careers. Which question is more focused on conceptual knowledge and making connections? Can you show me the procedure?  Q uestion 2 2 / 2 pts A consistent and repetitive activity. A focus on a singular method. An increased opportunity to develop conceptual ideas. A focus on rules. Q uestion 3 2 / 2 pts Use of a specific procedure. Are routine and students can use previously learned procedure. Use of complex and non-algorithmic thinking. Are straightforward with little ambiguity of what needs to be done to solve.  Q uestion 4 2 / 2 pts Focuses students' attention on ideas and sense making. Builds on students' strengths. Rely on teacher directed instruction. Provides formative assessment data.  Q uestion 5 2 / 2 pts It is important to provide specific steps. Drill and practice is present to some degree in every classroom. The definitions of drill and practice demonstrate how they are different and how they are connected. One of the statements below is representative of practice more than drill. Selecting worthwhile tasks that require higher levels of cognitive demand should include which one of the following? Teaching through problem solving provides opportunities for every student to become mathematically proficient, because this approach does all of the following EXCEPT: Mathematical problem solving is grounded in curiosity. What is important in order to foster that curiosity? This study source was downloaded by 100000890485048 from CourseHero.com on 09-17-2024 15:05:50 GMT -05:00 https://www.coursehero.com/file/238955606/Quiz-Teaching-Through-Problem-Solving-and-Assessmentspdf/ It is important to not to proceduralize it. It is important to identify the strategy beforehand. It is important to not to have a context.  Q uestion 6 2 / 2 pts Encourage effort, not just answers. Give adequate time to solve problems. Use worthwhile tasks. Model a similar problem. Q uestion 7 2 / 2 pts Providing students with a list of area formulas and asking them to find the area of a given rectangle. Having students develop their own word problems that use a recently learned algorithm. Teaching students the algorithm for fraction division and then asking them to find out how many servings could be made from pizzas, if a serving is pizza. After students have conceptual understanding of the area of a rectangle, asking them to find the area of a triangle that was constructed by cutting a given rectangle in half and then to generalize their process to how they might find the area of any given triangle.  Q uestion 8 2 / 2 pts Providing a new problem that extends the learning. Preparing for the test and individual accountability. Making sure all students are following along and checking their work. Making the main ideas of the lesson visible to others through drawings, notations, and writing.  Which action does not support productive struggle? Which of the following is an instructional example of teaching through problem solving? What is a critical aspect of the After phase of the lesson? Question 9 2 / 2 pts The assessment and questions. The content and task. The model and manipulatives. The teacher task and worksheet. Q uestion 10 2 / 2 pts Can be positive when parents make negative comments about their own math skills. Can have a negative impact when teachers help caregivers understand the ways they can support their students' achievement. Can cause inflation of grades since many parents do homework for their child. Can be a partnership to increase the success of students when communication and homework is a positive experience.  Q uestion 11 2 / 2 pts It is a good idea to stick to one mathematical process that works best for you and your students. It is good for the teacher to provide an example of exactly what to do. It is good to include opportunities for students to look for generalizations and structure. It should not be developed until the teacher has had a chance to see how students perform on practice activities.  Q uestion 12 2 / 2 pts Which two things have to be decided before the three-phase lesson is ready to be designed? Complete this statement, "Family involvement in students' mathematical development..." Planning a lesson that engages students in problem solving is quite different from the traditional "explain, then practice" style. Which statement below represents the planning for problem solving? Flexible grouping means that the size and makeup of the small group vary in a purposeful and strategic manner. Below are examples of considerations teachers must make in putting Whether groups stay the same all year to build relationships. Whether groups must understand that each individual must be able to explain the work and thinking of the group. Whether group members participate in team building activities in order to get to know each other and build trust. Whether groups present oral reports to the whole class.  Q uestion 13 2 / 2 pts Does this task have potential for students to demonstrate Mathematical Practices? Does this task have an assessment? Does the task only require or need the use of one problem-solving strategy? Does the task require a step-by-step presentation? Q uestion 14 2 / 2 pts How easy was this problem? How did you solve the problem? Can you tell me more about your strategy? Can you tell me how your picture connects to your equation?  Q uestion 15 2 / 2 pts Teach the mathematical big ideas through a problem-based approach. Teach the mathematical format of summative tests. together mixed-ability groups. What statement reflects the shared responsibility? What is an important question for a teacher to ask when selecting, designing, or adapting a worthwhile task? What statement below can inadvertently shut down student thinking and possibly affect their self-esteem? Large-scale assessments administered in grades 3-8 can pose significant pressure on school districts, and in turn administrators and teachers. What is the best advice for succeeding on high-stakes tests? Teach the mathematics by using the study guides from your state. Teach and assess the mathematical practices.  Q uestion 16 2 / 2 pts Student work where a student decided to abandon one method and pursue another method. A test of 10 multiple-choice questions. An exit slip that includes a smiley face rubric. Asking, "What was the most interesting mathematical idea you learned this week?" Q uestion 17 2 / 2 pts Writing helps identify feelings about math, including areas of confidence and fear. Writing helps us learn about personal family struggles. Writing helps students gain conceptual understanding of a topic. Writing helps teachers develop questions and recognizing areas of confusion about a topic.  Q uestion 18 2 / 2 pts Observe classroom discourse. Interview student thinking. Target follow-up instruction. Assign letter grades on the report card.  Q uestion 19 2 / 2 pts Assessment should encapsulate conceptual and procedural understanding, strategic competence, adaptive reasoning, and productive dispositions. What evidence would allow a teacher to assess adaptive reasoning? Writing in math class is appropriate for learning about the mathematics. All of the following statements are true EXCEPT: A rubric consists of a scale based on predetermined criteria and serves two important functions: (1) it permits students to see what is central to excellent performance, and (2) it provides the teacher with scoring guidelines that support the equitable analysis of students' work. The evidence collected from rubrics helps teachers to do which of the following? Takes away from the math learning. Can show evidence of student thinking. Isn't appropriate for young students. Can be challenging for families to understand their students' progress.  Q uestion 20 2 / 2 pts Probe student knowledge and strategies. Students solve problems without manipulatives. Making connections between mathematics and real life. Opportunity to reteach and confront misconceptions. Quiz Score: 40 out of 40 Complete this statement, "Writing in math class..." Formative assessment data gathering can be done through observations, interviews, and tasks. What statement below would be an advantage of an interview over a problem-based task? Powered by TCPDF (www.tcpdf.org) [Show More]

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