Question 1

In which of the following subject areas do we typically find psychomotor objectives?

Accepted Answer

A) History. 
B) Science. 
C) Mathematics. 
D) The Arts. 
E) English. 
A) History. 
B) Science. 
C) Mathematics. 
D) The Arts. 
E) English. D

Question 2

Which of the following statements most closely reflects the purpose of NCTM publishing the Standards documents?

Accepted Answer

A) The Standards provided recommendations for states and school districts but were not mandatory. 
B) The Standards provided recommendations for states and mandatory frameworks for school districts. 
C) The Standards provided mandatory curricular benchmarks for states but recommendations for districts. 
D) The Standards provided mandatory curricular benchmarks for states and for districts but recommendations for teachers. 
E) The Standards provided mandatory curricular benchmarks for states, districts, and teachers. 
A) The Standards provided recommendations for states and school districts but were not mandatory. 
B) The Standards provided recommendations for states and mandatory frameworks for school districts. 
C) The Standards provided mandatory curricular benchmarks for states but recommendations for districts. 
D) The Standards provided mandatory curricular benchmarks for states and for districts but recommendations for teachers. 
E) The Standards provided mandatory curricular benchmarks for states, districts, and teachers. A

Question 3

In the revised Bloom's Taxonomy, which of the following is NOT one of the four levels of knowledge?

Accepted Answer

A) Factual Knowledge. 
B) Applied Knowledge. 
C) Conceptual Knowledge. 
D) Metacognitive Knowledge. 
E) Procedural Knowledge. 
A) Factual Knowledge. 
B) Applied Knowledge. 
C) Conceptual Knowledge. 
D) Metacognitive Knowledge. 
E) Procedural Knowledge. B

Question 4

Which of the following represent the three categories in which objectives are grouped?

Accepted Answer

A) Affective, behavioral, and cognitive. 
B) Affective, behavioral, and psychomotor. 
C) Affective, cognitive, and psychomotor. 
D) Behavioral, cognitive, and concept. 
E) Behavioral, concept, and psychomotor. 
A) Affective, behavioral, and cognitive. 
B) Affective, behavioral, and psychomotor. 
C) Affective, cognitive, and psychomotor. 
D) Behavioral, cognitive, and concept. 
E) Behavioral, concept, and psychomotor.

Question 5

Which of the following term represents the process of determining performance assessments for students prior to planning for classroom teaching?

Accepted Answer

A) Backward Design. 
B) Formative Assessment. 
C) Unpacking. 
D) Summative Assessment. 
E) Understanding Assessment. 
A) Backward Design. 
B) Formative Assessment. 
C) Unpacking. 
D) Summative Assessment. 
E) Understanding Assessment.

Question 6

In a school, one group in a class of geometry students is cutting paper with scissors to generate area formulas; another group uses computers to draw polygons and create
 area formulas, and a third group uses area formulas "on paper" to solve complex
 problems.Which core curriculum model is probably at work in this school?

Accepted Answer

A) Crossover Model. 
B) Integrated Model. 
C) Differentiated Model. 
D) Enrichment Model. 
E) Linear Model. 
A) Crossover Model. 
B) Integrated Model. 
C) Differentiated Model. 
D) Enrichment Model. 
E) Linear Model.

Question 7

Which of these refers to broad statements of what a student should be able to achieve as a result of participating in the district's program?

Accepted Answer

A) Beliefs. 
B) Objectives. 
C) Goals. 
D) Guidelines. 
E) Philosophy. 
A) Beliefs. 
B) Objectives. 
C) Goals. 
D) Guidelines. 
E) Philosophy.

Question 8

In which year were the Common Core State Standards released?

Accepted Answer

A) 1989. 
B) 1991. 
C) 2000. 
D) 2010. 
E) 2014. 
A) 1989. 
B) 1991. 
C) 2000. 
D) 2010. 
E) 2014.

Question 9

Some schools or districts choose not to use an integrated approach.Which of the following is NOT a reason discussed in Chapter 4?

Accepted Answer

A) Availability of resource materials. 
B) Difficulty level of teaching. 
C) Lack of research. 
D) Teachers would rather continue with the same textbook series. 
E) Tradition. 
A) Availability of resource materials. 
B) Difficulty level of teaching. 
C) Lack of research. 
D) Teachers would rather continue with the same textbook series. 
E) Tradition.

Question 10

Broad, open-ended questions that are used to drive a lesson or sequence of lessons are referred to as which of the following?

Accepted Answer

A) Essential. 
B) Affective. 
C) Conceptual. 
D) Objective. 
E) Goal-Oriented. 
A) Essential. 
B) Affective. 
C) Conceptual. 
D) Objective. 
E) Goal-Oriented.

Question 11

Which of the following is NOT a step in the "unpacking" process with regards to Standards?

Accepted Answer

A) Determining key questions. 
B) Creating a sequence and pace for instruction. 
C) Identifying a Standard. 
D) Generating a list of skills and central concepts to be taught. 
E) Comparing content in textbooks and materials to what is stated in the Standards. 
A) Determining key questions. 
B) Creating a sequence and pace for instruction. 
C) Identifying a Standard. 
D) Generating a list of skills and central concepts to be taught. 
E) Comparing content in textbooks and materials to what is stated in the Standards.

Question 12

How do most textbooks and a set of Standards usually compare?

Accepted Answer

A) The Standards often include considerably more content than would ever be found in a book. 
B) Textbooks often include more content than is specified in the Standards. 
C) The Standards and textbook generally include the same content. 
D) The textbook often serves as the Standards. 
E) Most of the content in a typical set of Standards is not included in the textbook at all. 
A) The Standards often include considerably more content than would ever be found in a book. 
B) Textbooks often include more content than is specified in the Standards. 
C) The Standards and textbook generally include the same content. 
D) The textbook often serves as the Standards. 
E) Most of the content in a typical set of Standards is not included in the textbook at all.

Question 13

Which term is used to represent the tendency to try something for a few years and then abandon it for another trend, only to return to the original plan several years
 later?

Accepted Answer

A) The See-Saw Effect. 
B) The Generation Effect. 
C) The Pendulum Effect. 
D) The Reform Movement. 
E) The Boomerang Theory. 
A) The See-Saw Effect. 
B) The Generation Effect. 
C) The Pendulum Effect. 
D) The Reform Movement. 
E) The Boomerang Theory.

Question 14

Which of the following is the name for a teaching model that involves putting gifted students together, while others are in mixed groups, used particularly at middle school
 level?

Accepted Answer

A) Differentiating. 
B) Clustering. 
C) Accelerating. 
D) Enriching. 
E) Modeling. 
A) Differentiating. 
B) Clustering. 
C) Accelerating. 
D) Enriching. 
E) Modeling.

Question 15

Which of the following is the sequence of triangular numbers?

Accepted Answer

A) 1, 3, 6, 9, 12, ... 
B) 1, 3, 6, 10, 15, ... 
C) 3, 6, 9, 12, ... 
D) 3, 6, 10, 15, ... 
E) 3, 9, 27, 81, ... 
A) 1, 3, 6, 9, 12, ... 
B) 1, 3, 6, 10, 15, ... 
C) 3, 6, 9, 12, ... 
D) 3, 6, 10, 15, ... 
E) 3, 9, 27, 81, ...

Question 16

Which core curriculum model has the students homogeneously grouped?

Accepted Answer

A) Differentiated. 
B) Enrichment. 
C) Crossover. 
D) Integrated. 
E) Linear. 
A) Differentiated. 
B) Enrichment. 
C) Crossover. 
D) Integrated. 
E) Linear.

Question 17

Which core curriculum model is probably the easiest to adopt if the school is in a traditional tracking system?

Accepted Answer

A) Differentiated. 
B) Enrichment. 
C) Crossover. 
D) Integrated. 
E) Linear. 
A) Differentiated. 
B) Enrichment. 
C) Crossover. 
D) Integrated. 
E) Linear.

Question 18

Choose any two of the three core curriculum models described in Chapter 4 and explain in detail how students are grouped, how the model operates, and some possible advantages and disadvantages of implementing each of them.

Accepted Answer

The three core curriculum models describ

Question 19

If a group of students in the enrichment model completes the core content, what would the teacher typically have them do?

Accepted Answer

A) More review problems are assigned for practice. 
B) Students complete a teacher-selected "challenge" problem. 
C) Students take an in-depth look at one or more of the concepts from the unit. 
D) Students move on to the next unit. 
E) Students read or study and wait for the others to catch up. 
A) More review problems are assigned for practice. 
B) Students complete a teacher-selected "challenge" problem. 
C) Students take an in-depth look at one or more of the concepts from the unit. 
D) Students move on to the next unit. 
E) Students read or study and wait for the others to catch up.

Question 20

Which of the following educational practices often results in students experiencing different mathematical content?

Accepted Answer

A) Differentiating. 
B) Tracking. 
C) Integrating. 
D) Modeling. 
E) Clustering. 
A) Differentiating. 
B) Tracking. 
C) Integrating. 
D) Modeling. 
E) Clustering.

In which of the following subject areas do we typically find psychomotor objectives?

Which of the following statements most closely reflects the purpose of NCTM publishing the Standards documents?

In the revised Bloom's Taxonomy, which of the following is NOT one of the four levels of knowledge?

Which of the following represent the three categories in which objectives are grouped?

Which of the following term represents the process of determining performance assessments for students prior to planning for classroom teaching?

Which of these refers to broad statements of what a student should be able to achieve as a result of participating in the district's program?

In which year were the Common Core State Standards released?

Some schools or districts choose not to use an integrated approach.Which of the following is NOT a reason discussed in Chapter 4?

Broad, open-ended questions that are used to drive a lesson or sequence of lessons are referred to as which of the following?

Which of the following is NOT a step in the "unpacking" process with regards to Standards?

How do most textbooks and a set of Standards usually compare?

Which term is used to represent the tendency to try something for a few years and then abandon it for another trend, only to return to the original plan several years later?

Which of the following is the name for a teaching model that involves putting gifted students together, while others are in mixed groups, used particularly at middle school level?

Which of the following is the sequence of triangular numbers?

Which core curriculum model has the students homogeneously grouped?

Which core curriculum model is probably the easiest to adopt if the school is in a traditional tracking system?

Choose any two of the three core curriculum models described in Chapter 4 and explain in detail how students are grouped, how the model operates, and some possible advantages and disadvantages of implementing each of them.

If a group of students in the enrichment model completes the core content, what would the teacher typically have them do?

Which of the following educational practices often results in students experiencing different mathematical content?

Mathematics As a Process

Principles of Mathematics Education

Learning Theories and Psychology in Mathematics Education

Planning for Instruct

Assessment: Purposes and Strategies

Principles of Assessment Practices

Teaching and Learning

Teaching and Learning: Tools and Technology

Teaching Number Sense and Algebra

Teaching Geometry, Statisticsprobability, and Discrete Mathematics

Managing a Mathematics Classroom

The Teacher of Mathematics in the School Community

Filters

Exam 4: Standards, Objectives, and Resources

In which of the following subject areas do we typically find psychomotor objectives?

Which of the following statements most closely reflects the purpose of NCTM publishing the Standards documents?

In the revised Bloom's Taxonomy, which of the following is NOT one of the four levels of knowledge?

Which of the following represent the three categories in which objectives are grouped?

Which of the following term represents the process of determining performance assessments for students prior to planning for classroom teaching?

Which of these refers to broad statements of what a student should be able to achieve as a result of participating in the district's program?

In which year were the Common Core State Standards released?

Some schools or districts choose not to use an integrated approach.Which of the following is NOT a reason discussed in Chapter 4?

Broad, open-ended questions that are used to drive a lesson or sequence of lessons are referred to as which of the following?

Which of the following is NOT a step in the "unpacking" process with regards to Standards?

How do most textbooks and a set of Standards usually compare?

Which term is used to represent the tendency to try something for a few years and then abandon it for another trend, only to return to the original plan several years later?

Which of the following is the name for a teaching model that involves putting gifted students together, while others are in mixed groups, used particularly at middle school level?

Which of the following is the sequence of triangular numbers?

Which core curriculum model has the students homogeneously grouped?

Which core curriculum model is probably the easiest to adopt if the school is in a traditional tracking system?

Choose any two of the three core curriculum models described in Chapter 4 and explain in detail how students are grouped, how the model operates, and some possible advantages and disadvantages of implementing each of them.

If a group of students in the enrichment model completes the core content, what would the teacher typically have them do?

Which of the following educational practices often results in students experiencing different mathematical content?

Mathematics As a Process

Principles of Mathematics Education

Learning Theories and Psychology in Mathematics Education

Planning for Instruct

Assessment: Purposes and Strategies

Principles of Assessment Practices

Teaching and Learning

Teaching and Learning: Tools and Technology

Teaching Number Sense and Algebra

Teaching Geometry, Statisticsprobability, and Discrete Mathematics

Managing a Mathematics Classroom

The Teacher of Mathematics in the School Community

Filters