C381 Elementary Mathematics Methods
Exam UPDATED ACTUAL QUESTIONS
AND CORRECT ANSWERS
What are two strategies for planning mathematics lessons for all learners? Choose 2 answers -
CORRECT ANSWER Provide graphic organizers and tables to help students organize their
work
Include think-pair-share activities for students to discuss math concepts
Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than peer-
assisted learning? Choose 2 answers - CORRECT ANSWER - Teacher discusses alternative
methods to solving the problem
-Teacher talks through the steps of a solution, identify the reasoning at each step
Which two statements describe teaching for all students? - CORRECT ANSWER - The teacher
looks for ways to make tasks more relevant to students with varied backgrounds.
- The teacher scaffolds tasks to provide access to higher-level thinking for students.
Which two statements describe learning difficulties that students from diverse groups may encounter?
Choose 2 answers - CORRECT ANSWER - Students from other countries often solve
problems or illustrate concepts differently.
- Students who are English Language Learners (ELL) require more time to solve problems.
A predominantly male third-grade class has several students with moderate learning disabilities.
Which instructional strategy would help the teacher provide equitable learning opportunities for this
diverse class? - CORRECT ANSWER '
Teach multiple representations of ideas for one problem at a time
A first-grade class includes students who lack motivation and students with mild learning disabilities.
Which two instructional strategies would meet the needs of this group of students as they study math?
Choose 2 answers - CORRECT ANSWER - Help transitioning from a problem to a particular
representation
- Opportunities to discuss problems and ideas with other students
,The objective of a lesson is for students to solve word problems involving the multiplication of multi-
digit numbers.
Although able to solve multi-digit multiplication problems, one student struggles to solve word
problems.
How can this student's needs be accommodated? Choose 2 answers - CORRECT ANSWER -
The student solves the multi-digit multiplication problems. The teacher models the problem-solving
process for the word problem, and then prompts and questions the student.
- The student solves word problems involving the multiplication of multi-digit numbers. The student
uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class. The teacher grouped
the students by ability level for a lesson on creating pie graphs to represent data.
In the lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the data.
How effectively does this lesson plan address the needs of all students? - CORRECT ANSWER
The lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
The objective of a lesson is for students to learn to measure angles with a protractor. The teacher has
grouped the students by ability.
All students are given a protractor and a worksheet with pictures of many different angles. Groups of
students work together to develop strategies for measuring different angles. The teacher facilitates a
class discussion about these strategies after students are finished working.
Which two approaches support all students in meeting this objective? Choose 2 answers - CORRECT
ANSWER - The low-ability group receives extra support to learn to measure angles with a
protractor.
- Students with special needs use a protractor to measure fewer angles than the other students.
Which two instructional strategies are useful for facilitating effective class and small group
discussions about mathematics? Choose 2 answers - CORRECT ANSWER -Have students
compare and contrast solution strategies
- Have students share alternative problem solving approaches
Which two instructional strategies support a classroom environment that encourages mathematical
communication? Choose 2 answers - CORRECT ANSWER - Include assessment opportunities
for students to explain their thinking
, - Restate student created terminology by using precise mathematical language when introducing
vocabulary.
Students are working in groups on the following problem: Teresa has twice as many marbles as
Patrice. Together they have 36 marbles. How many marbles does each girl have?
Mena states, "Teresa has 12 marbles and Patrice has 24 marbles."
How should the teacher respond to promote an understanding of Mena's thinking? - CORRECT
ANSWER "Mena, can you explain how you got your answer?"
Which two questions demonstrate effective techniques to elicit mathematical discussion and thinking?
- CORRECT ANSWER - How would you explain your answer?
- How did you figure out the problem?
In a sixth-grade math class, students are reviewing operations involving fractions. The teacher wants
to use an instructional strategy that will encourage students to build on another student's prior
description about how to add two fractions. How should the teacher do this? - CORRECT ANSWER
Ask other students to add to and provide examples of the first student's description
First-year algebra students are learning how to solve two-step equations. The teacher notices that the
students are not using precise mathematical language. Which two instructional strategies should the
teacher employ to encourage students to use precise mathematical language when completing this
task? Choose 2 answers - CORRECT ANSWER -Model think-alouds for students
demonstrating mathematical vocabulary
- Use procedural and conceptual questions using mathematical vocabulary
Students are learning to add and subtract three-digit numbers. Which two student activities promote
communication about their mathematical thinking? Choose 2 answers - CORRECT ANSWER
- Draw a picture that represents subtracting three-digit numbers.
- Create a story problem that requires adding three-digit numbers.
Which two tools can teach a lesson on fractions - CORRECT ANSWER - Tangram
- Cuisenaire Rods
Exam UPDATED ACTUAL QUESTIONS
AND CORRECT ANSWERS
What are two strategies for planning mathematics lessons for all learners? Choose 2 answers -
CORRECT ANSWER Provide graphic organizers and tables to help students organize their
work
Include think-pair-share activities for students to discuss math concepts
Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than peer-
assisted learning? Choose 2 answers - CORRECT ANSWER - Teacher discusses alternative
methods to solving the problem
-Teacher talks through the steps of a solution, identify the reasoning at each step
Which two statements describe teaching for all students? - CORRECT ANSWER - The teacher
looks for ways to make tasks more relevant to students with varied backgrounds.
- The teacher scaffolds tasks to provide access to higher-level thinking for students.
Which two statements describe learning difficulties that students from diverse groups may encounter?
Choose 2 answers - CORRECT ANSWER - Students from other countries often solve
problems or illustrate concepts differently.
- Students who are English Language Learners (ELL) require more time to solve problems.
A predominantly male third-grade class has several students with moderate learning disabilities.
Which instructional strategy would help the teacher provide equitable learning opportunities for this
diverse class? - CORRECT ANSWER '
Teach multiple representations of ideas for one problem at a time
A first-grade class includes students who lack motivation and students with mild learning disabilities.
Which two instructional strategies would meet the needs of this group of students as they study math?
Choose 2 answers - CORRECT ANSWER - Help transitioning from a problem to a particular
representation
- Opportunities to discuss problems and ideas with other students
,The objective of a lesson is for students to solve word problems involving the multiplication of multi-
digit numbers.
Although able to solve multi-digit multiplication problems, one student struggles to solve word
problems.
How can this student's needs be accommodated? Choose 2 answers - CORRECT ANSWER -
The student solves the multi-digit multiplication problems. The teacher models the problem-solving
process for the word problem, and then prompts and questions the student.
- The student solves word problems involving the multiplication of multi-digit numbers. The student
uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class. The teacher grouped
the students by ability level for a lesson on creating pie graphs to represent data.
In the lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the data.
How effectively does this lesson plan address the needs of all students? - CORRECT ANSWER
The lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
The objective of a lesson is for students to learn to measure angles with a protractor. The teacher has
grouped the students by ability.
All students are given a protractor and a worksheet with pictures of many different angles. Groups of
students work together to develop strategies for measuring different angles. The teacher facilitates a
class discussion about these strategies after students are finished working.
Which two approaches support all students in meeting this objective? Choose 2 answers - CORRECT
ANSWER - The low-ability group receives extra support to learn to measure angles with a
protractor.
- Students with special needs use a protractor to measure fewer angles than the other students.
Which two instructional strategies are useful for facilitating effective class and small group
discussions about mathematics? Choose 2 answers - CORRECT ANSWER -Have students
compare and contrast solution strategies
- Have students share alternative problem solving approaches
Which two instructional strategies support a classroom environment that encourages mathematical
communication? Choose 2 answers - CORRECT ANSWER - Include assessment opportunities
for students to explain their thinking
, - Restate student created terminology by using precise mathematical language when introducing
vocabulary.
Students are working in groups on the following problem: Teresa has twice as many marbles as
Patrice. Together they have 36 marbles. How many marbles does each girl have?
Mena states, "Teresa has 12 marbles and Patrice has 24 marbles."
How should the teacher respond to promote an understanding of Mena's thinking? - CORRECT
ANSWER "Mena, can you explain how you got your answer?"
Which two questions demonstrate effective techniques to elicit mathematical discussion and thinking?
- CORRECT ANSWER - How would you explain your answer?
- How did you figure out the problem?
In a sixth-grade math class, students are reviewing operations involving fractions. The teacher wants
to use an instructional strategy that will encourage students to build on another student's prior
description about how to add two fractions. How should the teacher do this? - CORRECT ANSWER
Ask other students to add to and provide examples of the first student's description
First-year algebra students are learning how to solve two-step equations. The teacher notices that the
students are not using precise mathematical language. Which two instructional strategies should the
teacher employ to encourage students to use precise mathematical language when completing this
task? Choose 2 answers - CORRECT ANSWER -Model think-alouds for students
demonstrating mathematical vocabulary
- Use procedural and conceptual questions using mathematical vocabulary
Students are learning to add and subtract three-digit numbers. Which two student activities promote
communication about their mathematical thinking? Choose 2 answers - CORRECT ANSWER
- Draw a picture that represents subtracting three-digit numbers.
- Create a story problem that requires adding three-digit numbers.
Which two tools can teach a lesson on fractions - CORRECT ANSWER - Tangram
- Cuisenaire Rods
