Best Practices (Quiz 1-5) Question and
answers already passed
Ms. Stevens' third-grade class is completing an assignment in which they
circle the larger of two fractions. While observing students as they work, she
notices that one student, Ava, is consistently circling the smaller fraction on
each pair. When Ms. Stevens asks Ava to explain her thought process on one
of the problems, Ava states that "⅛ is greater than ¼, because 8 is bigger
than 4."
Based on this comment, which of the following would be the best way for Ms.
Stevens to support Ava? - correct answer ✔providing Ava with fraction bar
manipulatives to model two fractions before identifying the larger fraction
Mr. Davis is teaching his first-grade students how to solve problems with
unknown addends, such as 5 + __ = 9. Through observations and student
assignments, he finds that four of his students are consistently adding the two
numbers in the missing addend equations, resulting in incorrect answers.
Which of the following is the best way for Mr. Davis to provide support for
these four students? - correct answer ✔using small group instruction, teach
students how to use counters and part-part-whole diagrams to solve problems
with unknown addends
A third-grade teacher is planning an introductory lesson on perimeter. Which
of the following would be the most appropriate to include in the lesson? -
correct answer ✔an activity in which students are given the dimensions of
the school garden and asked to work in groups to determine how much
fencing they would need to enclose the garden
Mrs. Hoyt is excited to be teaching fifth-grade math this year. She would like
to encourage her students' independent skills. How can she facilitate this in
her classroom? - correct answer ✔allow for a variety of choices when it
comes to assignments
, Ms. Nakaroti wants to teach her students about properties of points, lines,
planes, and angles. Which of the following should she include in her planning
for the unit? - correct answer ✔Analyze the standards to determine learning
objectives before she starts writing lesson plans.
A third-grade teacher is teaching a whole group lesson on counting money.
After the lesson is complete, she asks students to form groups of four and find
the total of different sets of bills and coins that she will display on the board.
During the group activity, there is a lot of commotion and off-task behavior,
and several students begin working independently instead of with their group.
What could the teacher have done differently to improve the group activity? -
correct answer ✔assigned groups ahead of time and established clearer
expectations for group members
Mr. Fischer, a bilingual teacher, teaches a mathematics class composed of
native English speakers and English language learners (ELLs). He has
introduced a new topic with new vocabulary words in which he presented the
vocabulary words with several examples. Which of the following strategies
should Mr. Fischer use next to check each student's understanding of the
vocabulary words? - correct answer ✔having students write a definition for
each term in their own words in their native language
A third-grade teacher is introducing the concept of multiplication using
manipulatives, pictures, and arrays. Last year several parents asked why their
child wasn't learning to multiply the same way that they did. What should the
teacher do in order to address potential questions this year? - correct answer
✔Send an email to parents that explains how multiplication will be introduced
and include tips for practicing these skills with their child.
A second-grade teacher is finishing up a lesson on using graphs to analyze
data and make predictions. She wants to make sure that students continue to
use this knowledge instead of learning it as an isolated skill. Which of the
following would be the best way for the teacher to achieve this? - correct
answers already passed
Ms. Stevens' third-grade class is completing an assignment in which they
circle the larger of two fractions. While observing students as they work, she
notices that one student, Ava, is consistently circling the smaller fraction on
each pair. When Ms. Stevens asks Ava to explain her thought process on one
of the problems, Ava states that "⅛ is greater than ¼, because 8 is bigger
than 4."
Based on this comment, which of the following would be the best way for Ms.
Stevens to support Ava? - correct answer ✔providing Ava with fraction bar
manipulatives to model two fractions before identifying the larger fraction
Mr. Davis is teaching his first-grade students how to solve problems with
unknown addends, such as 5 + __ = 9. Through observations and student
assignments, he finds that four of his students are consistently adding the two
numbers in the missing addend equations, resulting in incorrect answers.
Which of the following is the best way for Mr. Davis to provide support for
these four students? - correct answer ✔using small group instruction, teach
students how to use counters and part-part-whole diagrams to solve problems
with unknown addends
A third-grade teacher is planning an introductory lesson on perimeter. Which
of the following would be the most appropriate to include in the lesson? -
correct answer ✔an activity in which students are given the dimensions of
the school garden and asked to work in groups to determine how much
fencing they would need to enclose the garden
Mrs. Hoyt is excited to be teaching fifth-grade math this year. She would like
to encourage her students' independent skills. How can she facilitate this in
her classroom? - correct answer ✔allow for a variety of choices when it
comes to assignments
, Ms. Nakaroti wants to teach her students about properties of points, lines,
planes, and angles. Which of the following should she include in her planning
for the unit? - correct answer ✔Analyze the standards to determine learning
objectives before she starts writing lesson plans.
A third-grade teacher is teaching a whole group lesson on counting money.
After the lesson is complete, she asks students to form groups of four and find
the total of different sets of bills and coins that she will display on the board.
During the group activity, there is a lot of commotion and off-task behavior,
and several students begin working independently instead of with their group.
What could the teacher have done differently to improve the group activity? -
correct answer ✔assigned groups ahead of time and established clearer
expectations for group members
Mr. Fischer, a bilingual teacher, teaches a mathematics class composed of
native English speakers and English language learners (ELLs). He has
introduced a new topic with new vocabulary words in which he presented the
vocabulary words with several examples. Which of the following strategies
should Mr. Fischer use next to check each student's understanding of the
vocabulary words? - correct answer ✔having students write a definition for
each term in their own words in their native language
A third-grade teacher is introducing the concept of multiplication using
manipulatives, pictures, and arrays. Last year several parents asked why their
child wasn't learning to multiply the same way that they did. What should the
teacher do in order to address potential questions this year? - correct answer
✔Send an email to parents that explains how multiplication will be introduced
and include tips for practicing these skills with their child.
A second-grade teacher is finishing up a lesson on using graphs to analyze
data and make predictions. She wants to make sure that students continue to
use this knowledge instead of learning it as an isolated skill. Which of the
following would be the best way for the teacher to achieve this? - correct
