Question 1

Which of the following is NOT a characteristic of the crossover model?

Accepted Answer

A) There is a fourth year level for college bound students only. 
B) All students visit the same core objectives. 
C) Students can move from non-college bound to college bound. 
D) Students can move from college bound to non-college bound. 
E) Students are grouped by ability in teams within individual classes. 
A) There is a fourth year level for college bound students only. 
B) All students visit the same core objectives. 
C) Students can move from non-college bound to college bound. 
D) Students can move from college bound to non-college bound. 
E) Students are grouped by ability in teams within individual classes.

Question 2

State and define each of the levels of cognition as described by Bloom's Taxonomy. Include an example of an objective at each level.Describe how more recent revisions of the Taxonomy have improved upon its design.

Accepted Answer

Bloom's Taxonomy is a framework used to

Question 3

Which of the following is a significant benefit to using an integrated approach to teaching mathematics?

Accepted Answer

A) Research strongly suggests that an integrated approach results in greater long-term retention of material than traditional sequences. 
B) Less time needs to be spent each year on reviewing material from the previous course. 
C) Most colleges and universities now expect their undergraduates to have some experience with having taken integrated mathematics courses. 
D) Many topics from the traditional curriculum can be omitted, making it easier to explore all required outcomes. 
E) The cost of implementing an integrated sequence of courses is considerably less than using a traditional sequence. 
A) Research strongly suggests that an integrated approach results in greater long-term retention of material than traditional sequences. 
B) Less time needs to be spent each year on reviewing material from the previous course. 
C) Most colleges and universities now expect their undergraduates to have some experience with having taken integrated mathematics courses. 
D) Many topics from the traditional curriculum can be omitted, making it easier to explore all required outcomes. 
E) The cost of implementing an integrated sequence of courses is considerably less than using a traditional sequence.

Question 4

Describe the academic benefits of teaching an integrated mathematics sequence.Then, list some of the reasons why many schools continue to teach a traditional sequence of algebra and geometry courses.

Accepted Answer

Teaching an integrated mathematics seque

Question 5

Which of the following represents a Pythagorean Triple?

Accepted Answer

A) 2-3-4. 
B) 3-4-7. 
C) 5-12-13. 
D) 7-21-23. 
E) 9-15-16. 
A) 2-3-4. 
B) 3-4-7. 
C) 5-12-13. 
D) 7-21-23. 
E) 9-15-16.

Question 6

Discuss the content and format of the Common Core State Standards for Mathematics.Be sure to include a discussion of why the CCSSM were developed and how they are being used.

Accepted Answer

The Common Core State Standards for Math

Question 7

Appendix A of the Common Core State Standards for Mathematics outlines ideas for specific courses in high school and is often referred to as which of the following?

Accepted Answer

A) Core. 
B) Model. 
C) Domain. 
D) Options. 
E) Pathways. 
A) Core. 
B) Model. 
C) Domain. 
D) Options. 
E) Pathways.

Question 8

Which of the following topics is NOT included in the syllabus for calculus, according to the Advanced Placement document?

Accepted Answer

A) Series. 
B) Matrix operations. 
C) Derivatives. 
D) Limits. 
E) Integrals. 
A) Series. 
B) Matrix operations. 
C) Derivatives. 
D) Limits. 
E) Integrals.

Question 9

Which of the following is NOT a characteristic of the differentiated model for the core curriculum?

Accepted Answer

A) There is a fourth year level available for all students. 
B) Groups explore topics at a variety of levels. 
C) Students are heterogeneously grouped. 
D) All students explore the same topics. 
E) All students complete a core of objectives, and some move on to additional topics. 
A) There is a fourth year level available for all students. 
B) Groups explore topics at a variety of levels. 
C) Students are heterogeneously grouped. 
D) All students explore the same topics. 
E) All students complete a core of objectives, and some move on to additional topics.

Question 10

Which of the following is LEAST likely to be included in a teacher's resource file?

Accepted Answer

A) Assignment ideas. 
B) Master copies of handouts. 
C) Previously-used tests and quizzes. 
D) Lesson plans. 
E) Classic mathematics problems. 
A) Assignment ideas. 
B) Master copies of handouts. 
C) Previously-used tests and quizzes. 
D) Lesson plans. 
E) Classic mathematics problems.

Question 11

What are specific statements that describe what a student should feel, know, or be able to do at each grade level?

Accepted Answer

A) Accomplishments. 
B) Tasks. 
C) Goals. 
D) Objectives. 
E) Skills. 
A) Accomplishments. 
B) Tasks. 
C) Goals. 
D) Objectives. 
E) Skills.

Question 12

According to research, which of the following skills is NOT a skill that is highly valued by employers?

Accepted Answer

A) Participate as a member of a team. 
B) Solve problems. 
C) Communicate effectively. 
D) Compute without calculators. 
E) Learn new skills. 
A) Participate as a member of a team. 
B) Solve problems. 
C) Communicate effectively. 
D) Compute without calculators. 
E) Learn new skills.

Question 13

What was the main reason, stated in Chapter 4, for the curriculum Standards documents to include the challenge of making mathematics accessible to all students?

Accepted Answer

A) Minority students were being discriminated against. 
B) The world had moved into an information age. 
C) The U.S.and other countries jointly made the decision. 
D) There was a discrepancy in achievement tests. 
E) Universities wanted more consistency in student background. 
A) Minority students were being discriminated against. 
B) The world had moved into an information age. 
C) The U.S.and other countries jointly made the decision. 
D) There was a discrepancy in achievement tests. 
E) Universities wanted more consistency in student background.

Question 14

If you multiply a matrix representing a polygon by a 2 x 2 matrix having rows of 0, 1 and -1, 0, what is the result?

Accepted Answer

A) A translation of 1 unit to the right. 
B) A reflection over the x-axis. 
C) A reflection over the y-axis. 
D) A clockwise rotation of 90°. 
E) A counter clockwise rotation of 90°. 
A) A translation of 1 unit to the right. 
B) A reflection over the x-axis. 
C) A reflection over the y-axis. 
D) A clockwise rotation of 90°. 
E) A counter clockwise rotation of 90°.

Question 15

The authority to set standards, by virtue of the U.S.Constitution, is delegated to which "group"?

Accepted Answer

A) The federal government. 
B) The states. 
C) The counties. 
D) The school districts. 
E) The teachers. 
A) The federal government. 
B) The states. 
C) The counties. 
D) The school districts. 
E) The teachers.

Question 16

The NCTM's Principles and Standards for School Mathematics document was published in which year?

Accepted Answer

A) 1980. 
B) 1984. 
C) 1989. 
D) 1995. 
E) 2000. 
A) 1980. 
B) 1984. 
C) 1989. 
D) 1995. 
E) 2000.

Question 17

Which of the following most accurately describes the recommendation for high school course sequencing in the Common Core State Standards for Mathematics?

Accepted Answer

A) High school courses should be integrated. 
B) High school courses should follow a sequence of Algebra I, Geometry, Algebra II. 
C) High school courses should follow a sequence of Algebra I, Algebra II, Geometry. 
D) High school course sequences should be left up to individual states and districts. 
E) High schools should offer both an integrated and a traditional course sequence. 
A) High school courses should be integrated. 
B) High school courses should follow a sequence of Algebra I, Geometry, Algebra II. 
C) High school courses should follow a sequence of Algebra I, Algebra II, Geometry. 
D) High school course sequences should be left up to individual states and districts. 
E) High schools should offer both an integrated and a traditional course sequence.

Question 18

Which of the following objectives would be considered vague to most classroom teachers?

Accepted Answer

A) Given a ruler and a piece of string, the student will be able to measure the length of the string to the nearest centimeter. 
B) Given a third-degree polynomial, the student will be able to determine its roots. 
C) Given a set of algebra tiles, the student will demonstrate the geometric meaning of the distributive property. 
D) Given a geoboard, the student will demonstrate an understanding of triangles. 
E) Given a geometric sequence, the student will extend the pattern and generate a formula describing the sequence. 
A) Given a ruler and a piece of string, the student will be able to measure the length of the string to the nearest centimeter. 
B) Given a third-degree polynomial, the student will be able to determine its roots. 
C) Given a set of algebra tiles, the student will demonstrate the geometric meaning of the distributive property. 
D) Given a geoboard, the student will demonstrate an understanding of triangles. 
E) Given a geometric sequence, the student will extend the pattern and generate a formula describing the sequence.

Question 19

Consider the following objective: "Given the general equation , the $y = a ( x - h ) ^ { 2 } + k$ student will describe the effects of the parabola as the value of 'a' is changed." Under which classification would this objective be placed?

Accepted Answer

A) Affective. 
B) Knowledge & skill. 
C) Psychomotor. 
D) Application. 
E) Concept. 
A) Affective. 
B) Knowledge & skill. 
C) Psychomotor. 
D) Application. 
E) Concept.

Question 20

Which core curriculum model has classes heterogeneously grouped and has all students explore the same topics but at a variety of levels?

Accepted Answer

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

Which of the following is NOT a characteristic of the crossover model?

State and define each of the levels of cognition as described by Bloom's Taxonomy. Include an example of an objective at each level.Describe how more recent revisions of the Taxonomy have improved upon its design.

Which of the following is a significant benefit to using an integrated approach to teaching mathematics?

Describe the academic benefits of teaching an integrated mathematics sequence.Then, list some of the reasons why many schools continue to teach a traditional sequence of algebra and geometry courses.

Which of the following represents a Pythagorean Triple?

Discuss the content and format of the Common Core State Standards for Mathematics.Be sure to include a discussion of why the CCSSM were developed and how they are being used.

Appendix A of the Common Core State Standards for Mathematics outlines ideas for specific courses in high school and is often referred to as which of the following?

Which of the following topics is NOT included in the syllabus for calculus, according to the Advanced Placement document?

Which of the following is NOT a characteristic of the differentiated model for the core curriculum?

Which of the following is LEAST likely to be included in a teacher's resource file?

What are specific statements that describe what a student should feel, know, or be able to do at each grade level?

According to research, which of the following skills is NOT a skill that is highly valued by employers?

What was the main reason, stated in Chapter 4, for the curriculum Standards documents to include the challenge of making mathematics accessible to all students?

If you multiply a matrix representing a polygon by a 2 x 2 matrix having rows of 0, 1 and -1, 0, what is the result?

The authority to set standards, by virtue of the U.S.Constitution, is delegated to which "group"?

The NCTM's Principles and Standards for School Mathematics document was published in which year?

Which of the following most accurately describes the recommendation for high school course sequencing in the Common Core State Standards for Mathematics?

Which of the following objectives would be considered vague to most classroom teachers?

Consider the following objective: "Given the general equation , the $y = a ( x - h ) ^ { 2 } + k$ student will describe the effects of the parabola as the value of 'a' is changed." Under which classification would this objective be placed?

Which core curriculum model has classes heterogeneously grouped and has all students explore the same topics but at a variety of levels?

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

Which of the following is NOT a characteristic of the crossover model?

State and define each of the levels of cognition as described by Bloom's Taxonomy. Include an example of an objective at each level.Describe how more recent revisions of the Taxonomy have improved upon its design.

Which of the following is a significant benefit to using an integrated approach to teaching mathematics?

Describe the academic benefits of teaching an integrated mathematics sequence.Then, list some of the reasons why many schools continue to teach a traditional sequence of algebra and geometry courses.

Which of the following represents a Pythagorean Triple?

Discuss the content and format of the Common Core State Standards for Mathematics.Be sure to include a discussion of why the CCSSM were developed and how they are being used.

Appendix A of the Common Core State Standards for Mathematics outlines ideas for specific courses in high school and is often referred to as which of the following?

Which of the following topics is NOT included in the syllabus for calculus, according to the Advanced Placement document?

Which of the following is NOT a characteristic of the differentiated model for the core curriculum?

Which of the following is LEAST likely to be included in a teacher's resource file?

What are specific statements that describe what a student should feel, know, or be able to do at each grade level?

According to research, which of the following skills is NOT a skill that is highly valued by employers?

What was the main reason, stated in Chapter 4, for the curriculum Standards documents to include the challenge of making mathematics accessible to all students?

If you multiply a matrix representing a polygon by a 2 x 2 matrix having rows of 0, 1 and -1, 0, what is the result?

The authority to set standards, by virtue of the U.S.Constitution, is delegated to which "group"?

The NCTM's Principles and Standards for School Mathematics document was published in which year?

Which of the following most accurately describes the recommendation for high school course sequencing in the Common Core State Standards for Mathematics?

Which of the following objectives would be considered vague to most classroom teachers?

Consider the following objective: "Given the general equation , the y=a(x−h)2+ky = a ( x - h ) ^ { 2 } + ky=a(x−h)2+k student will describe the effects of the parabola as the value of 'a' is changed." Under which classification would this objective be placed?

Which core curriculum model has classes heterogeneously grouped and has all students explore the same topics but at a variety of levels?

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

Consider the following objective: "Given the general equation , the $y = a ( x - h ) ^ { 2 } + k$ student will describe the effects of the parabola as the value of 'a' is changed." Under which classification would this objective be placed?