Question 1

Operations and Algebraic Thinking is a domain of the Common Core State Standardsfor Mathematics at which grade level?

Accepted Answer

A) Grade 5. 
B) Grade 6. 
C) Grade 7. 
D) Grade 8. 
E) Grade 9. 
A) Grade 5. 
B) Grade 6. 
C) Grade 7. 
D) Grade 8. 
E) Grade 9.

Question 2

According to the author in Chapter 10, equally important to adding and subtractingdecimals is a student's ability to do which of the following?

Accepted Answer

A) Use technology to perform decimal operations. 
B) Look for structure in the numbers. 
C) Properly line up decimal places. 
D) Sketch drawings of decimal related problems. 
E) Relate the operations to one another. 
A) Use technology to perform decimal operations. 
B) Look for structure in the numbers. 
C) Properly line up decimal places. 
D) Sketch drawings of decimal related problems. 
E) Relate the operations to one another.

Question 3

Which of the following is NOT considered a possible representation of a function?

Accepted Answer

A) Graph. 
B) Table. 
C) Verbal Description. 
D) Problem whose solution involves a function. 
E) Equation. 
A) Graph. 
B) Table. 
C) Verbal Description. 
D) Problem whose solution involves a function. 
E) Equation.

Question 4

How many types of algebraic reasoning are described in Chapter 10?

Accepted Answer

A) 1. 
B) 3. 
C) 5. 
D) 7. 
E) 9. 
A) 1. 
B) 3. 
C) 5. 
D) 7. 
E) 9.

Question 5

Which of these is NOT a recommendation in Chapter 10 for teachers to developreasoning and sense making in the classroom?

Accepted Answer

A) Ask students to reword problems. 
B) Encourage students to draw diagrams. 
C) Allow students to struggle. 
D) Establish a risk-free classroom environment. 
E) Ask good questions that probe student thinking. 
A) Ask students to reword problems. 
B) Encourage students to draw diagrams. 
C) Allow students to struggle. 
D) Establish a risk-free classroom environment. 
E) Ask good questions that probe student thinking.

Question 6

Which of the following statements most accurately represents NCTM's vision of theteaching of algebra?

Accepted Answer

A) Algebra should be a course for all eighth graders. 
B) Algebra should be integrated into the curriculum so that all students have accessto the topic. 
C) Algebra should be offered as an honors-level option for middle school students. 
D) The study of algebra should precede high school-level geometry courses. 
E) The study of algebra should be included only for college-bound students, as theywill need it in their career preparation. 
A) Algebra should be a course for all eighth graders. 
B) Algebra should be integrated into the curriculum so that all students have accessto the topic. 
C) Algebra should be offered as an honors-level option for middle school students. 
D) The study of algebra should precede high school-level geometry courses. 
E) The study of algebra should be included only for college-bound students, as theywill need it in their career preparation.

Question 7

Which of the following does NOT comprise a type of algebraic reasoning?

Accepted Answer

A) Generalizing patterns. 
B) Studying functions. 
C) Using tools, such as a straightedge. 
D) Using algebra for modeling. 
E) Manipulating variables. 
A) Generalizing patterns. 
B) Studying functions. 
C) Using tools, such as a straightedge. 
D) Using algebra for modeling. 
E) Manipulating variables.

Question 8

Which of the following does NOT comprise the language of algebra?

Accepted Answer

A) Variables. 
B) Polygons. 
C) Placeholders. 
D) Formulas. 
E) Patterns. 
A) Variables. 
B) Polygons. 
C) Placeholders. 
D) Formulas. 
E) Patterns.

Question 9

Which of the following represents a recent shift in thinking about the high schoolmathematics curriculum?

Accepted Answer

A) Courses should be integrated. 
B) Courses such as algebra and geometry should be taught separately. 
C) A more rigid sequence of courses should be required. 
D) Courses should emphasize thinking and problem solving. 
E) Mathematical Practices should be studied prior to specific content. 
A) Courses should be integrated. 
B) Courses such as algebra and geometry should be taught separately. 
C) A more rigid sequence of courses should be required. 
D) Courses should emphasize thinking and problem solving. 
E) Mathematical Practices should be studied prior to specific content.

Question 10

According to Catalyzing Change from NCTM, which of these should be examinedwhen studying rational and irrational numbers?

Accepted Answer

A) Operations with integers. 
B) Appropriate use of measurements. 
C) Base ten modeling. 
D) Real number lines. 
E) Vectors with imaginary numbers. 
A) Operations with integers. 
B) Appropriate use of measurements. 
C) Base ten modeling. 
D) Real number lines. 
E) Vectors with imaginary numbers.

Question 11

Discuss what it means to teach "algebra" in the secondary and middle schools.Be sure to include the types of algebraic reasoning that are developed.Also, describe the types of skills and competencies that are developed in the Common C.ore State Standards and in NCTM's Catalyzing Change and Principles and Standards for School Mathematics.

Accepted Answer

Teaching algebra in secondary and middle

Question 12

According to Common Core State Standards for Mathematics, which content areashould decrease in emphasis and which should increase in the secondary and middlegrades?

Accepted Answer

A) Number decreases, Algebra increases. 
B) Geometry decreases, Algebra increases. 
C) Algebra decreases, Geometry increases 
D) Number decreases, Algebra increases 
E) Algebra decreases, Number increases 
A) Number decreases, Algebra increases. 
B) Geometry decreases, Algebra increases. 
C) Algebra decreases, Geometry increases 
D) Number decreases, Algebra increases 
E) Algebra decreases, Number increases

Question 13

Describe what it means to develop "reasoning and sense making" in the mathematics classroom.Provide examples of how the processes work together and how they can be developed informally as well as formally.

Accepted Answer

Developing "reasoning and sense making"

Question 14

Which of the following is NOT a rationale for using games in the mathematicsclassroom?

Accepted Answer

A) Games have the potential to develop conceptual ideas. 
B) Games are engaging. 
C) Games require relatively little preparation time. 
D) Games play into the interests of students. 
E) Games are often enjoyable to students. 
A) Games have the potential to develop conceptual ideas. 
B) Games are engaging. 
C) Games require relatively little preparation time. 
D) Games play into the interests of students. 
E) Games are often enjoyable to students.

Question 15

Which of these most accurately describes the roles of "number sense" and "algebra"in the mathematics curriculum, according to Common Core State Standards for Mathematics?

Accepted Answer

A) Courses. 
B) Textbook titles. 
C) Cognitive levels. 
D) First- and second-year high school topics. 
E) Content strands. 
A) Courses. 
B) Textbook titles. 
C) Cognitive levels. 
D) First- and second-year high school topics. 
E) Content strands.

Question 16

The authors of Principles to Actions (NCTM, 2014)stated that which of the followingshould be the emphasis of curriculum designed to address the content standards?

Accepted Answer

A) Discourse. 
B) Connections. 
C) Individual courses. 
D) Distinct content strands. 
E) Gatekeeper courses. 
A) Discourse. 
B) Connections. 
C) Individual courses. 
D) Distinct content strands. 
E) Gatekeeper courses.

Question 17

Which of the following documents was published in 2009 and suggested that contentareas should be used as tools to promote mathematical thinking?

Accepted Answer

A) Principles and Standards for School Mathematics. 
B) Common Core State Standards for Mathematics. 
C) Focus on High School Mathematics: Reasoning and Sense Making. 
D) Principles to Actions: Ensuring Mathematical Success for All. 
E) Curriculum Focal Points. 
A) Principles and Standards for School Mathematics. 
B) Common Core State Standards for Mathematics. 
C) Focus on High School Mathematics: Reasoning and Sense Making. 
D) Principles to Actions: Ensuring Mathematical Success for All. 
E) Curriculum Focal Points.

Question 18

According to the author in Chapter 10, which of the following represents a commonflaw in the structure and order of traditional textbooks in mathematics?

Accepted Answer

A) Mathematical topics may appear to be disconnected. 
B) More difficult topics tend to be left to the end of the book. 
C) The structure of chapters often confuses students. 
D) Not enough practice problems are often included. 
E) Explanations provided in the books are generally difficult to understand. 
A) Mathematical topics may appear to be disconnected. 
B) More difficult topics tend to be left to the end of the book. 
C) The structure of chapters often confuses students. 
D) Not enough practice problems are often included. 
E) Explanations provided in the books are generally difficult to understand.

Operations and Algebraic Thinking is a domain of the Common Core State Standardsfor Mathematics at which grade level?

According to the author in Chapter 10, equally important to adding and subtractingdecimals is a student's ability to do which of the following?

Which of the following is NOT considered a possible representation of a function?

How many types of algebraic reasoning are described in Chapter 10?

Which of these is NOT a recommendation in Chapter 10 for teachers to developreasoning and sense making in the classroom?

Which of the following statements most accurately represents NCTM's vision of theteaching of algebra?

Which of the following does NOT comprise a type of algebraic reasoning?

Which of the following does NOT comprise the language of algebra?

Which of the following represents a recent shift in thinking about the high schoolmathematics curriculum?

According to Catalyzing Change from NCTM, which of these should be examinedwhen studying rational and irrational numbers?

According to Common Core State Standards for Mathematics, which content areashould decrease in emphasis and which should increase in the secondary and middlegrades?

Describe what it means to develop "reasoning and sense making" in the mathematics classroom.Provide examples of how the processes work together and how they can be developed informally as well as formally.

Which of the following is NOT a rationale for using games in the mathematicsclassroom?

Which of these most accurately describes the roles of "number sense" and "algebra"in the mathematics curriculum, according to Common Core State Standards for Mathematics?

The authors of Principles to Actions (NCTM, 2014)stated that which of the followingshould be the emphasis of curriculum designed to address the content standards?

Which of the following documents was published in 2009 and suggested that contentareas should be used as tools to promote mathematical thinking?

According to the author in Chapter 10, which of the following represents a commonflaw in the structure and order of traditional textbooks in mathematics?

Mathematics As a Process

Principles of Mathematics Education

Learning Theories and Psychology in Mathematics Education

Standards, Objectives, and Resources

Planning for Instruct

Assessment: Purposes and Strategies

Principles of Assessment Practices

Teaching and Learning

Teaching and Learning: Tools and Technology

Teaching Geometry, Statisticsprobability, and Discrete Mathematics

Managing a Mathematics Classroom

The Teacher of Mathematics in the School Community

Filters

Exam 10: Teaching Number Sense and Algebra

Operations and Algebraic Thinking is a domain of the Common Core State Standardsfor Mathematics at which grade level?

According to the author in Chapter 10, equally important to adding and subtractingdecimals is a student's ability to do which of the following?

Which of the following is NOT considered a possible representation of a function?

How many types of algebraic reasoning are described in Chapter 10?

Which of these is NOT a recommendation in Chapter 10 for teachers to developreasoning and sense making in the classroom?

Which of the following statements most accurately represents NCTM's vision of theteaching of algebra?

Which of the following does NOT comprise a type of algebraic reasoning?

Which of the following does NOT comprise the language of algebra?

Which of the following represents a recent shift in thinking about the high schoolmathematics curriculum?

According to Catalyzing Change from NCTM, which of these should be examinedwhen studying rational and irrational numbers?

According to Common Core State Standards for Mathematics, which content areashould decrease in emphasis and which should increase in the secondary and middlegrades?

Describe what it means to develop "reasoning and sense making" in the mathematics classroom.Provide examples of how the processes work together and how they can be developed informally as well as formally.

Which of the following is NOT a rationale for using games in the mathematicsclassroom?

Which of these most accurately describes the roles of "number sense" and "algebra"in the mathematics curriculum, according to Common Core State Standards for Mathematics?

The authors of Principles to Actions (NCTM, 2014)stated that which of the followingshould be the emphasis of curriculum designed to address the content standards?

Which of the following documents was published in 2009 and suggested that contentareas should be used as tools to promote mathematical thinking?

According to the author in Chapter 10, which of the following represents a commonflaw in the structure and order of traditional textbooks in mathematics?

Mathematics As a Process

Principles of Mathematics Education

Learning Theories and Psychology in Mathematics Education

Standards, Objectives, and Resources

Planning for Instruct

Assessment: Purposes and Strategies

Principles of Assessment Practices

Teaching and Learning

Teaching and Learning: Tools and Technology

Teaching Geometry, Statisticsprobability, and Discrete Mathematics

Managing a Mathematics Classroom

The Teacher of Mathematics in the School Community

Filters