Deck 14: Mathematics Difficulties

Question 1

Multiplication facts through the nines are normally taught in what grade?

A)First
B)Second
C)Third
D)Fourth
E)Fifth

Answer 1

C

Question 2

The goal of this mathematics instructional method is for students to achieve mastery of computation skills through explicit teacher instruction. This method is

A)discovery learning.
B)constructive learning.
C)direct instruction.
D)learning strategies instruction.
E)problem-solving instruction.

Answer 2

C

Question 3

Fractions are usually taught in grade

A)2.
B)5.
C)7.
D)9.
E)11.

Answer 3

B

Question 4

Nathan is setting the table for a snack in his preschool class. There are six children. He sets out six plates and pairs them with six cookies. Nathan is demonstrating which early number skill?

A)Visual perception
B)One-to-one correspondence
C)Writing numbers skill
D)Language skill
E)Knowing place value

Question 5

Billy counts poker chips to figure out problems in addition and subtraction. He is using

A)abstract math learning.
B)intuitive learning.
C)concrete math learning.
D)representational math learning.
E)drill.

Question 6

A computer program that uses a grid of columns and rows with numbers in the intersecting cells is called

A)a presentation program.
B)a word processing program.
C)a graphics program.
D)a spreadsheet.
E)None of these.

Question 7

The National Council of Supervisors of Mathematics recommends that calculators

A)should never be used.
B)should be used instead of teaching computation skills.
C)should be taught to students.
D)should not be allowed in certain testing situations.
E)have no place in school.

Question 8

All of the following are required early number abilities for preschool children except

A)one-to-one correspondence.
B)classification skills.
C)sufficient experience with manipulating objects.
D)skills in multiplication.
E)understanding the order of numbers.

Question 9

Which mathematics area is increasingly required for high school graduation?

A)Trigonometry
B)Probability
C)Accounting
D)Algebra
E)Calculus

Question 10

Subtraction facts through 20 are usually taught in which grade?

A)Kindergarten
B)First
C)Second
D)Third
E)Fourth

Question 11

High schools today are

A)increasing mathematics requirements.
B)decreasing mathematics requirements.
C)not changing mathematics requirements.
D)eliminating mathematics requirements.
E)keeping the same mathematics requirements.

Question 12

In this first-grade class, children are encouraged to figure out their own ways of solving mathematics problems. This is

A)direct instruction.
B)constructive learning.
C)learning strategies instruction.
D)basic skills instruction.
E)mastery learning.

Question 13

The following is typical of Milo's mathematics errors: 29 + 45 = 64. His problem can be analyzed as errors in

A)the wrong process.
B)computation facts.
C)working from left to right.
D)not lining up the problem.
E)place value.

Question 14

Studies of the mathematics textbook series used in general education classes show that for students with mathematics disabilities, the math books

A)present concepts at an appropriate rate.
B)present concepts too rapidly.
C)provide enough review.
D)provide enough guided practice.
E)present concepts too slowly.

Question 15

Sam makes the following error: 18 - 3 = 21. His problem is an error in

A)the wrong process.
B)computation facts.
C)place value.
D)working from left to right.
E)not lining up the problem.

Question 16

Matt cannot quickly solve problems such as 4 × 7. However, he understands the concept that multiplication is addition and can figure out the answer given sufficient time. Matt needs to develop skills in

A)early number skills.
B)problem solving.
C)language abilities.
D)automaticity.
E)constructive math abilities.

Question 17

According to the special education law, the Individuals with Disabilities Education Improvement Act-2004 (IDEA-2004), a student could have a learning disability in which of the following areas of mathematics?

A)Mathematics calculation or mathematics reasoning
B)Problem solving or precursor math skills
C)Estimating or problem solving
D)Algebra or math calculation
E)Using number lines or place value

Question 18

Minnie makes the following error: 9 X 5 = 50. Her problem is an error in

A)the wrong process.
B)place value.
C)computation facts.
D)working from left to right.
E)not lining up the problem.

Question 19

Which of the following is emphasized in basic skills instruction?

A)Probability
B)Understanding of the number system
C)Advanced mathematics
D)Preschool number learning
E)Calculation abilities

Question 20

All of the following are informal measures of mathematics performance except

A)standardized mathematics tests.
B)informal inventories.
C)portfolio assessment.
D)analysis of mathematics errors.
E)teacher-made tests.

Question 21

Addition and subtraction of facts through 100 is taught in

A)first grade.
B)second grade.
C)third grade.
D)fourth grade.
E)fifth grade.

Question 22

In the problem-solving approach to mathematics, first and second graders are

A)encouraged to count.
B)discouraged from counting.
C)not permitted to use their fingers to count.
D)taught through drill and practice.
E)encouraged to learn through memorization.

Question 23

The Individuals with Disabilities Education Improvement Act-2004 (IDEA-2004)recognizes two areas in which students can have mathematics disabilities. Describe these two areas and discuss implications for instruction.

Question 24

The word product is used in which computation process?

A)Addition
B)Subtraction
C)Multiplication
D)Division
E)Estimation

Question 25

Bonita does well in class during mathematics instruction. But she does poorly in major mathematics tests given by the school because she is so nervous that she cannot concentrate. Bonita's problem is

A)poor sense of body image.
B)disorders in visual perception.
C)memory problems.
D)math anxiety.
E)poor sense of direction and time.

Question 26

List the three levels going from concrete math learning to abstract math learning.

Question 27

The word minus is used in which mathematics operation?

A)Addition
B)Subtraction
C)Multiplication
D)Division
E)Calculus

Question 28

What is the medical term for severe problems in mathematics?

A)Alexia
B)Dyslexia
C)Dyscalculia
D)Dysgraphia
E)Aphasia

Question 29

Maria has the following math error on her test: 5 × 7 = 38. How would you analyze this error?

A)Place value
B)Computation facts
C)Wrong process
D)Working from right to left
E)Not lining up the numbers

Question 30

Special education law IDEA-2004 specifies that a student could have a mathematics learning disability in

A)algebra or precursor math skills.
B)mathematics reasoning or mathematics calculation.
C)geometry or mathematics calculation.
D)estimating or mathematics reasoning.
E)quantitative thinking or estimating.

Question 31

Mr. Kotler had his seventh-grade students look at all the cars in the block in front of the school. They noted the color of each car. Then they made a list of the colors and the number of cars with each color. They put these numbers and colors in cells on a grid shown in a computer program. They were learning how to use

A)computer graphics.
B)a spell checker.
C)word processing.
D)the Internet.
E)a spreadsheet.

Question 32

What kinds of technology can be used for mathematics instruction?

Question 33

What is the medical term for a severe mathematics disability?

Question 34

Jeffrey is 8 years old and has severe mathematics disabilities. His teacher is teaching him one-to-one correspondence. What math principle is his teacher following?

A)Teach early number concepts.
B)Go from concrete to abstract.
C)Give review and practice.
D)Teach basic math facts.
E)Generalize to new situations.

Question 35

Ms. Zee has a goal of developing automaticity in computation skills. Which of the following principles of mathematics teaching is she following?

A)Teach students to generalize skills.
B)Progress from the concrete to the abstract.
C)Teach early number concepts.
D)Have students overlearn math concepts.
E)Teach math vocabulary.

Question 36

Paula makes slash marks on her paper to figure out an answer to a math addition problem. She is using

A)concrete math learning.
B)semiconcrete math learning.
C)abstract math learning.
D)intuitive learning.
E)None of these.

Question 37

What areas of mathematics disabilities are specified in the Individuals with Disabilities Education Improvement Act-2004 (IDEA-2004)?

Question 38

Mr. Collins makes up many math story problems and has his students make up more problems and exchange the math problems. What teaching principle is he following?

A)Teaching precursor skills
B)Going from abstract to concrete
C)Giving drill practice
D)Teaching basic facts
E)Generalizing to new situations

Question 39

Jesse uses blocks to figure out addition and subtraction problems. This activity is

A)concrete math learning.
B)semiconcrete math learning.
C)abstract math learning.
D)intuitive learning.
E)None of these.

Question 40

Discuss four characteristics of students with mathematics disabilities and their implications for instruction.