Deck 8: Math: Strategies and Techniques

Question 1

What percent of the school-aged students actually have a disability in mathematics?

A) 1.5 - 3.2%
B) 3.3 - 4.5%
C) 4.6 - 6.5%
D) 6.6 - 7.4%

Answer 1

C

Question 2

The NCTM's Principles and Standards for School Mathematics calls for an increased emphasis on conceptual understanding and ____________________ skills in mathematics curricula.

Answer 2

problem solving

Question 3

Many students who are successful in mastering number sense and calculation first exhibit signs of mathematical difficulties when beginning to learn about ____________________.

Answer 3

fractions

Question 4

Which of the following is NOT a cause of mathematic difficulties for students with mild disabilities?

A) a limited foundation in mathematical literacy
B) ineffective mathematics instruction
C) challenges with working memory and attention
D) underdeveloped social skills

Question 5

Understanding the big idea of ____________________ means appreciating that the information on the left and right sides of the equal sign are the same.

Question 6

____________________ includes the skills of addition, subtraction, multiplication and division.

Question 7

When a student estimates an answer to an addition problem such as 432 + 324 = by converting it to 400 + 300 =, that student is using:

A) the rounding up strategy.
B) the rounding down strategy.
C) the compatible numbers strategy.
D) the front-end estimation strategy.

Question 8

When a students solves an unknown multiplication fact like 6 x 7 = by using knowledge of 2 or more known math facts like 6 x 3 = 18 and 6 x 4 = 24 and adding the products together, the student is using the:

A) counting by strategy.
B) derived facts strategy.
C) split add strategy.
D) addends strategy.

Question 9

To ____________________ is to approximate an outcome to a problem.

Question 10

When a teacher identifies the prerequisite and co-requisite knowledge and skills required to accomplish a lesson goal, that teacher is engaging in ____________________.

Question 11

When poor language skills interfere with a student's ability to solve mathematics problems, a teacher might choose to employ:

A) the DRAW Strategy.
B) the FAST DRAW Strategy.
C) the SOLVE Strategy.
D) the Verbal Problem Solving Strategy.

Question 12

By applying ____________________ operations, students can check their work on basic calculation problems.

Question 13

Many students with disabilities are not ____________________ to practice and learn math because of the confusion they experience during lessons and their high failure rates.

Question 14

Peer Assisted Learning Strategies (PALS) is an approach based on the procedures in:

A) classwide peer tutoring.
B) cooperative learning.
C) direct instruction.
D) reciprocal teaching.

Question 15

For which of the following is knowing fractions NOT a prerequisite skill?

A) proportion
B) ratio
C) probability
D) classification

Question 16

Which of the following is NOT a criticism researchers have levied against published math textbooks?

A) They are overly focused on rote learning of computation skills.
B) They overwhelm students by presenting too many concepts at one time.
C) They lack clear illustrations for foundational concepts.
D) They have low quality instructional features.

Question 17

Having students use graph paper to line up digits in the ones and tens places is an activity emphasizing the foundational math concept:

A) one-to-one correspondence.
B) place value.
C) classification.
D) counting.

Question 18

Just as phonemic awareness is an essential "pre" skill to reading, ____________________ is an essential "pre" skill to mathematics.

Question 19

Understanding of ____________________ is critical to comprehending decimals.

Question 20

Solving the multiplication problem 6 x 4 = by "counting up" 4 times by 6 is an example of using the:

A) counting by strategy.
B) derived facts strategy.
C) split add strategy.
D) addends strategy.

Question 21

Show, draw, and/or explain an example of the following math problem in concrete form, semi-concrete form, and abstract form: 14 + 6 = 20.

Question 22

What procedure would you follow to determine if a student with a mild disability should be provided a calculator as an accommodation for his/her difficulty recalling basic calculation facts?

Question 23

Name and briefly explain the four factors that can cause students with mild disabilities to have difficulty with story problems. Create a sample story problem that contains one of these four factors. Why would this factor make the problem more challenging?

Question 24

Thoughtful sequencing of math concepts/skills is essential to effective instruction. What is a smart sequence when teaching the following single digit multiplication facts: 0 facts, 1 facts, 2 facts, 3 facts, 4 facts, and 5 facts?

Question 25

What factors make story problems uniquely difficult for many students with mild disabilities to solve? Name three of these and explain each.

Question 26

Researchers indicate that effective instruction in math concepts and skills progresses from concrete, to semi-concrete, to abstract representations. However, what exactly is meant by these three representations? Moreover, what is an example for each one?

Question 27

Some students with mild disabilities have difficulty memorizing calculation facts. Describe tactics or simple strategies that a teacher might employ to help these students to remember these facts and give examples of each one.