Quiz: Effective Instruction for All Diverse Students
Score for this attempt: 40 out of 40
Q
uestion 2
2.2 / 2.2 pts
Equitable instruction abandons actions determined by which of the following?
Group students ac
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Quiz: Effective Instruction for All Diverse Students
Score for this attempt: 40 out of 40
Q
uestion 2
2.2 / 2.2 pts
Equitable instruction abandons actions determined by which of the following?
Group students according to their ability level.
Provide intentional basic skill instruction to students from the lowest income bracket.
Ensure that there are opportunities for gifted students to apply their knowledge on special projects.
Create opportunities for each and every student to develop and showcase their potential.
Q
uestion 3
2.2 / 2.2 pts
A teacher groups multilingual learner together for group activities.
A teacher following her textbook page by page to ensure coverage of the adopted curriculum.
A teacher creates a seating chart according to math ability.
A teacher builds in opportunities for student-to-student interaction to support the language needs of
multilingual learners.
Q
uestion 4
2.2 / 2.2 pts
A model that meets the needs of struggling students by referring them into the special education system as
soon as they begin to fail.
A multitiered student support model that centers on three interwoven elements: high-quality curriculum,
instructional interventions, and formative assessments that capture students' strengths and foundational
learning needs.
A system of maintaining order and discipline within the classroom that has several levels of documentation
to ensure better chances of success for all.
A complex module of support for struggling teachers to use for lesson planning that includes instructional
moves and practices to ensure management and engagement are maintained.
Q
uestion 5
2.2 / 2.2 pts
How can you combat the excellence gap?
The goal of equitable mathematics instruction is that each and every student has access to
developing a deep mathematics understanding, positive mathematics identity, and sense of
mathematical agency. This requires attending to specific resources and needs of specific
learners. Which is an example of a teacher attending to specific learners?
What statement below is the best description of what is meant by the term multitiered system
of support (MTSS)?
Common features of multitiered system of support (MTSS) include:
Core instruction, intervention, and intensive instruction.
Standards and curriculum.
Student strengths, interests, and identity.
Student achievement and ability grouping.
Q
uestion 6
2.2 / 2.2 pts
Concrete, Semi-Concrete, Abstract.
Worksheets with pictures.
Partner work.
Think-Alouds.
Q
uestion 7
2.3 / 2.3 pts
Loses count of objects and has to start over.
Not sure of the meaning of the equal sign.
Writes computations in a random way and hard to follow.
Mechanically applies algorithms.
Q
uestion 8
2.2 / 2.2 pts
Adapt delivery mode (materials, images, and examples).
Vary task size.
Use feedback charts.
Create smooth transitions (growth and progress).
Q
uestion 9
2.3 / 2.3 pts
Systematic instruction includes using self-instructive prompts or self-questions. To support
students with this type of instruction a teacher may use which strategy?
There are stumbling blocks for some students as they are developing conceptual and
procedural mathematical knowledge and practices. Identify the statement below that might be
a student that is struggling with organizational skills and the ability to self-regulate.
Students with special needs in math have specific challenges. Teachers can apply specific
planning practices to help with clarity within a lesson for students with special needs in math.
Identify a teaching practice to assist with clarity.
Emphasize practice and summary.
Provide clarity.
Track students together.
Identify and remove potential barriers.
Q
uestion 10
2.2 / 2.2 pts
Choose the contexts from the textbook as they have been created with culture in mind.
Select familiar and interesting contexts that draw on students' community and cultural knowledge.
Ignore students' background knowledge, as it's frequently irrelevant to the math.
Don't use word problems because some students may not be able to read.
Q
uestion 11
2.3 / 2.3 pts
Will you use progress monitoring to inform the level of student needs?
Will you require students to show steps disregarding the way they learned?
Will you ask students to elaborate on how they did it?
Will you have students show other students their way?
Q
uestion 12
2.3 / 2.3 pts
Telling whether answers are right or wrong.
Demonstrating processes for solving problems.
Modeling how to solve problems for easy to follow steps.
Expect students to determine their own solution pathway.
T
eachers must provide a successful mathematics instruction for all students and address the
needs of students with special needs in math. All but one of the statements below is
appropriate strategy for students with special needs in math.
What is a consideration to assist in preparing culturally relevant contexts?
How we do mathematics is culturally determined and procedures differ across the globe. For
example, in the United States recording each step of the algorithm is valued. Teachers aren't
expected to know all of the different approaches, but how teachers respond is important. Three
of the questions below address how teachers should respond EXCEPT:
It is through teacher actions in advancing an equitable mathematics classroom that students'
mathematical agency develops. Choose the teacher action below that supports students'
mathematical agency.
Question 13
2.2 / 2.2 pts
Provide tools that support mathematical reasoning.
Support productive struggle.
Require specific strategies to solve problems.
Pose purposeful questions.
Q
uestion 14
2.2 / 2.2 pts
Build background on prior knowledge.
Include problems without context since math is a universal language.
Discourage the use of native languages during instruction.
Avoid references to the students' native language and culture.
Q
uestion 15
2.2 / 2.2 pts
Passionate students grouped into a math club.
Providing additional work for students who are good at math to keep them interested.
Expanding opportunities that allow students to grow well beyond mathematical proficiency on grade-level
standards.
Planning to partner strong students with struggling students in order to provide them teaching opportunities.
Q
uestion 16
2.2 / 2.2 pts
Modifications, accommodations, and scaffolding.
Enrichment, novelty, and projects.
Models, representations, and tools.
Acceleration, differentiation, and talent development.
Which action is not a way for a teacher to influence students' identities?
What should a teacher do to facilitate engagement for multilingual learners in mathematics
activities and discussion?
Identify the statement below best represents advanced education.
There are three instructional approaches for adapting mathematics content for advanced
education. Identify the three approaches.
Question 17
2.2 / 2.2 pts
Naturally attach the corresponding language when it will be most meaningful in the context.
Preteach vocabulary.
Use cute or everyday language to help students understand mathematics language.
Have students memorize math words and definitions prior to the lesson.
Q
uestion 18
2.2 / 2.2 pts
Students with special needs in math shouldn't be required to do abstract representations.
Advanced education students should only use abstract representations.
Reflects an integrated approach where students use concrete, semi-concrete, and abstract representations
as needed.
Reflects a rigid approach where students developmentally move away from concrete representations.
Quiz Score: 40 out of 40
One of the statements below is strategy that should be employed to support mathematics
language.
The concrete, semi-concrete, abstract (CSA) model supports which statement in regard to
mathematical representations?
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