Math Methods Test 2

Front 1

When working with number sense, what should a teacher start with?

Back 1

measures of length, weight, and time

Front 2

What is a very difficult task for young children?

Back 2

estimating

Front 3

In early estimation, teacher need to help children with ____________.

Back 3

about

Front 4

When helping children with "about", you look at what things?

Back 4

-more or less than
-close to # or #
-less than #, between #, or more than #
-about ________?

Front 5

Counting tells how many things are in a what?

Back 5

set

Front 6

When counting a set of objects, the last word in the counting sequence names what?

Back 6

the quantity for the set

Front 7

When counting a set of objects, the last word in the counting sequence names the quantity for the set. This is known as what?

Back 7

cardinality

Front 8

Numbers are related to each other through a variety of what?

Back 8

number relationships

Front 9

The number 7 is more than 4, two less than 9, composed of 3 and 4 as well as 2 and 5, is three away from 10, and can be quickly recognized in what?

Back 9

several patterned arrangements of dots

Front 10

______________ are intimately tied to the world around us.

Back 10

number concepts

Front 11

Application of ___________ to real settings marks the beginning of making sense of the world in a mathematical manner.

Back 11

number relationships

Front 12

Application of number relationships to real settings marks the beginning of ________ ____________ of the world in a mathematical manner

Back 12

making sense

Front 13

In Pre-K and Kindergarten most children can already identify _____ and those who cannot are considered at risk.

Back 13

more

Front 14

In ________ and ________ they have more exposure to “which is more”.

Back 14

Pre-k and Kindergarten

Front 15

Most children have difficulty with this.

Back 15

Less

Front 16

________ should be paired with the word more.

Back 16

Less

Front 17

Make a conscious effort to ask Which is _______?

Back 17

less

Front 18

Children should construct sets using ________ as well as make comparisons or choices between two given sets.

Back 18

counters

Front 19

In the progression of Number Development in Pre-K and K, students should do what two activities?

Back 19

Make sets of More/Less/Same
Find the same amount

Front 20

When should Children have a fair understanding of counting?

Back 20

at midyear in kindergarten

Front 21

Meaningful counting activities begin in what?

Back 21

preschool

Front 22

_______ attached to counting is the key conceptual idea on which all other number concepts are developed.

Back 22

meaning

Front 23

Meaning attached to counting is the key ____________ idea on which all other number concepts are developed.

Back 23

conceptual

Front 24

Early counting involves at least 2 separate skills. One is that a child must be able to produce the standard list of what?

Back 24

counting words in order (one, two, three)

Front 25

Helping students read and write single digit numbers has nothing to do with __________.

Back 25

number concepts

Front 26

Having them match numbers to pictured sets versus tracing over the numbers is during what stage?

Back 26

numeral writing and recognition

Front 27

In the numeral writing and recognition, what activity should you have them do?

Back 27

find and press on the calculator

Front 28

In the numeral writing and recognition stage, you should have them ____________ numbers to pictured sets instead of tracing over the numbers.

Back 28

match

Front 29

What are the 4 stages in the progression of number development in Pre-K to K?

Back 29

Relationship of more, less than, the same
Early counting
Numeral Writing and Recognition
Counting on and Counting back

Front 30

In counting on and counting back, students should work with difficult skills by doing what?

Back 30

having frequent short practice drills

Front 31

What stage should students do these activities?
Up and Back Counting
Counting on with Counters
Real Counting On

Back 31

counting on and counting back

Front 32

__________ is a “good intuition about numbers and their relationships.

Back 32

number sense

Front 33

____________ develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms”

Back 33

number sense

Front 34

The NCTM standards state that as students work with numbers, they gradually develop flexibility in thinking about numbers, which is a hallmark of __________.

Back 34

number sense

Front 35

The NCTM standards state that as students work with __________, they gradually develop flexibility in thinking about numbers, which is a hallmark of number sense.

Back 35

numbers

Front 36

Number sense develops as students understand ___________.

Back 36

the size of numbers

Front 37

Number sense develops as students develop multiple ways of thinking about and representing numbers, use numbers as referents, and develop _______ about the effects of operations on numbers.

Back 37

accurate perceptions

Front 38

Patterned sets, 1 and 2 more and 1 and 2 less, part-part-whole, and anchors of 5 and 10 are what?

Back 38

the 4 relationships that should be used to teach children about the numbers 1-10

Front 39

Patterned sets should be what?

Back 39

instantly recognized

Front 40

When using patterned sets, children can learn to recognize what?

Back 40

sets of objects in patterned arrangements and tell how many without counting (dice)

Front 41

Patterned sets activities encourage reflective thinking about the patterns so that the _____________ will be constructed.

Back 41

relationships

Front 42

Patterned sets can aid in _________ or learning combinations of numbers.

Back 42

counting on

Front 43

Dot plates and Dot Plate Flash are used with what?

Back 43

learned patterned sets

Front 44

What are the 4 relationships that should be used to teach children about the numbers 1-10?

Back 44

patterned sets
1 and 2 more and 1 and 2 less
part-part-whole
anchors of 5 and 10

Front 45

Early counting involves at least 2 separate skills. One is that a child must be able to produce the standard list of counting words in order (one, two, three…) The second is that a child must be able to connect this sequence in a __________ manner with the items in the set being counted. (each item must get one count)

Back 45

one-to-one

Front 46

There should be ___________ attached to counting.

Back 46

meaning

Front 47

Children will learn ______ to count before they understand that the last count word indicates the ________ of the set (cardinality)/

Back 47

how
amount

Front 48

Children who understand that the last count word indicates the AMOUNT of the set have mastered what?

Back 48

The cardinality principle

Front 49

Just because children can count orally does not mean they have attached _______ to their counting.

Back 49

meaning

Front 50

Just because children can ______________ does not meant they have attached meaning to their counting.

Back 50

orally count

Front 51

What activity can students use in early counting?

Back 51

fill the chutes

Front 52

What are these activities used with?
Counters- Covered Parts

Missing-Part Cards

Connecting Cubes

Back 52

part-part-whole relationships

Front 53

Addition and subtraction are __________.

Back 53

connected

Front 54

Addition names the ________in terms of the parts.

Back 54

whole

Front 55

Subtraction names a ___________.

Back 55

missing part

Front 56

___________ involves counting groups of like size and determining how many are in all.

Back 56

multiplication

Front 57

___________ and division are related.

Back 57

multiplication

Front 58

__________ names a missing factor in terms of the known factor and the product.

Back 58

division

Front 59

__________ can be used to solve contextual problems for all operations and to figure out what operation is involved in a problem regardless of the size of the numbers.

Back 59

models

Front 60

_______ can be used to give meaning to number sentences.

Back 60

models

Front 61

Joining amount to initial (starting) amount is what kind of problem?

Back 61

join

Front 62

Amount removed from the initial amount is what kind of problem?

Back 62

separate

Front 63

Collection, a set of things we have is what kind of problem?

Back 63

part-part-whole

Front 64

Comparison of two quantities; which has more (how many more), which has less (how many less) is what kind of problem?

Back 64

compare

Front 65

Number and size of the groups are known (repeated addition) is what kind of problem?

Back 65

equal groups (multiplication)

Front 66

Based on one set being a multiple of the other is what kind of problem?

Back 66

multiplicative comparison

Front 67

____________ problems are where the size of the sets is unknown (fair-sharing).

Back 67

partition (division)

Front 68

In ____________ the number of sets is unknown but the size of the sets is known (repeated subtraction).

Back 68

measurement (division)

Front 69

The remainder is discarded
when the remainder can______ the answer to the next highest whole number.

Back 69

force

Front 70

The remainder is discarded when the answer is ______to the nearest whole number for an approximate result.

Back 70

rounded

Front 71

Key words are often _________.

Back 71

misleading

Front 72

Many times the key word or phrase in a problem suggests an operation that is ________.

Back 72

incorrect

Front 73

Many problems have no ________, except the overly simple problems found in primary textbooks.

Back 73

key words

Front 74

_________ strategy sends the wrong message about doing mathematics.

Back 74

key word

Front 75

The most important approach to solving any contextual problem is to __________ it and make sense of it.

Back 75

analyze

Front 76

The___________ approach encourages students to ignore the meaning and structure of the problem and look for an easy way out.

Back 76

key word

Front 77

Give an example of an addition Commutative Property.

Back 77

a+b = b+a

Front 78

Give an example of an addition Associative Property.

Back 78

a+b+c = c+b+a

Front 79

Give an example an addition Zero Property.

Back 79

a+0=a

Front 80

Give an example of a multiplication Associative Property.

Back 80

(a+b)+c=a+(b+c)

Front 81

Give an example of multiplication of Zero Property.

Back 81

a x 0 = 0

Front 82

Give an example of the Identify Property.

Back 82

a x 1= a

Front 83

Give an example of the Distributive Property.

Back 83

a(b+c)= ab+ac

Front 84

_________ provide the foundation for strategies that help students remember basic facts.

Back 84

number relationships

Front 85

____________ is the most powerful way to think of subtraction facts.

Back 85

"think addition" (6 + _____ = 13)

Front 86

Because mastery of the basic facts is a developmental process, students move through stages, starting with _________, then to more efficient reasoning strategies, and eventually to _________.

Back 86

counting
quick recall

Front 87

What are the four steps to the basic fact strategies?

Back 87

1. introduce new strategy
2. let them practice new strategy
3. add new strategy to previously learned strategies
4. let them practice both strategies

Front 88

What strategy do these belong with?
Two ways:
Known fact (7+3=10)
Derived fact (7+5=12)

Back 88

addition facts

Front 89

What strategy do these belong with?
One More than and Two More Than
How Many Feet Are in the Bed (book)
One More Than and Two More Than with Dice and Spinners

Back 89

addition facts

Front 90

What strategy do these belong with?
Facts With Zero
What’s Alike? Zero Facts

Back 90

addition facts

Front 91

What strategy do these belong with?
Doubles
Double Images
Calculator Doubles

Back 91

addition facts

Front 92

What strategy do these belong to?
Near Double
On the Double

Back 92

addition facts

Front 93

What strategy do these belong to?
Make a 10 Fact or Up Over 10
Move to Make 10
Make 10 on the Ten-Frame

Back 93

addition facts

Front 94

What strategy do these belong to?
10 Frame Facts or 10 Facts
Doubles Plus Two or Two-Apart Facts
Make-10 Extended
Remaining Facts

Back 94

additinon facts

Front 95

What strategy do this belong to?
Think Addition

Back 95

subtraction facts

Front 96

What strategy do these belong to?
Using known addition facts to produce the unknown quantity or part (“What goes with this part to make the total?”)
Apples in the Trees

Back 96

subtraction facts

Front 97

What strategy do these belong to?
Sums to 10
Facts with Zero
One-less-than two-less-than
Ten-Frame Facts

Back 97

subtraction facts

Front 98

What strategy do these belong to?
Down Over 10
Take from the 10
Apples in Two Trees
Missing-Number Cards

Back 98

subtraction facts

Front 99

What strategy do these belong to?
Doubles
Clock Facts

Back 99

multiplication facts

Front 100

What strategy do these belong to?
Five Facts: Array
Zeros and Ones: Array

Back 100

multiplication facts

Front 101

What strategy do these belong to?
Nifty Nines: Array, Fingers, Patterns in the Nine Facts,(Numbers add up to be nine 2 x 9=18 [1+8=9])

Back 101

multiplication facts

Front 102

What strategy do these go with?
Helping Facts – Using Known Facts to Derive Other Facts
-Double and Double Again
-Double and One More Set
-Half Then Double
-Add One More Set

Back 102

teaching multiplication facts

Front 103

Recognizing that more drill will not work and providing hope is something you should do for what?

Back 103

remediation

Front 104

These are strategies for what?
Inventory the known and unknown facts for each student in need
Diagnose strengths and weaknesses
Focus on reasoning strategies
Build in success
Provide engaging activities for drill

Back 104

remediation

Front 105

Which addition and subtraction problem is the only one that has action in it?

Back 105

join

Front 106

Which two addition and subtraction problems have no action?

Back 106

part-part-whole and compre

Front 107

"How many more" is part of what kind of problem?

Back 107

compare

Front 108

One and Two More, One and Two less involves more than just counting on two or counting back two, children should know what?

Back 108

that 7 is 1 more than 6 and also 2 less than 9

Front 109

Dot cards: Make a Two-More-Than Set
Deck of More-or-Less cards: more or Less
Calculator (a Calculator Two-More-Than Machine) are activities for what?

Back 109

teaching children One and Two More, One and Two less

Front 110

Anchoring Numbers to 5 and 10
help children relate what?

Back 110

5 and 10 to other numbers

Front 111

In anchoring numbers to 5 and 10 the most important model is what?

Back 111

the 10 frame

Front 112

½ Ten Frame- Five-Frame Tell-About
Ten Frame- Crazy Mixed-Up Numbers
and Ten-Frame Flash are activities for what?

Back 112

anchoring numbers to 5 and 10

Front 113

__________________ help conceptualize that a number is made up of two or more parts (most important relationship that can be developed)

Back 113

part-part-whole relationships

Front 114

In _____________ most activities focus on a single number for the entire activity.

Back 114

part-part-whole relationships