Math Chapter 6
20) What does the term "curriculum compacting" represent?
A) Content is not part of the grade-level curriculum.
B) Plan that can be used to integrate core content.
C) Collaborative experiences from varied grade levels.
D) Short overview and assess students' ability. - ANS Answer: D) Short overview and
assess students' ability.
\21) Describe four specific ways you might address the needs of a student with low
motivation. (Essay Question) - ANS Answer: Four strategies for low motivated students
1. Give choices that capitalize on their unique strengths
2. Nurture traits of resilience
3. Make mathematics irresistible
4. Give students leadership in their own learning
\Common features across RTI tiers include all of the following. Identify the statement that
is related to instructions.
A) Prompts, cues and environmental arrangements.
B) Research-based practices.
C) Strategies and measures that are specific to the context of the school, classroom, and
student needs.
D) Decisions that are based on data. - ANS Answer: A) Prompts, cues and environmental
arrangements.
\Complete this statement, "To make mathematics instruction more culturally relevant,
teachers should..."
A) Simplify the mathematics into isolated sets of skills.
B) Incorporate students' identities.
C) Ignore students' background knowledge, as it's frequently irrelevant to the math.
D) Assign leadership positions only to those students they believe to be the most
capable. - ANS Answer: B) Incorporate students' identities.
\Culturally responsive mathematics instruction is for all students. Describe two
strategies that support the specific needs of linguistically and culturally diverse
students. (Essay Question) - ANS Answer: Culturally responsive strategies
1. Focus on important mathematics
2. Make content relevant
3. Incorporate students' identities
4. Ensure shared power
\How we do mathematics is culturally determined. For example in the United States
recording each step is valued. Three of the questions below address culturally relevant
instruction EXCEPT:
A) Will you use progress monitoring to inform the level of student needs?
B) Will you require students to show steps disregarding the way they learned?
C) Will you ask students to elaborate on how they did it?
20) What does the term "curriculum compacting" represent?
A) Content is not part of the grade-level curriculum.
B) Plan that can be used to integrate core content.
C) Collaborative experiences from varied grade levels.
D) Short overview and assess students' ability. - ANS Answer: D) Short overview and
assess students' ability.
\21) Describe four specific ways you might address the needs of a student with low
motivation. (Essay Question) - ANS Answer: Four strategies for low motivated students
1. Give choices that capitalize on their unique strengths
2. Nurture traits of resilience
3. Make mathematics irresistible
4. Give students leadership in their own learning
\Common features across RTI tiers include all of the following. Identify the statement that
is related to instructions.
A) Prompts, cues and environmental arrangements.
B) Research-based practices.
C) Strategies and measures that are specific to the context of the school, classroom, and
student needs.
D) Decisions that are based on data. - ANS Answer: A) Prompts, cues and environmental
arrangements.
\Complete this statement, "To make mathematics instruction more culturally relevant,
teachers should..."
A) Simplify the mathematics into isolated sets of skills.
B) Incorporate students' identities.
C) Ignore students' background knowledge, as it's frequently irrelevant to the math.
D) Assign leadership positions only to those students they believe to be the most
capable. - ANS Answer: B) Incorporate students' identities.
\Culturally responsive mathematics instruction is for all students. Describe two
strategies that support the specific needs of linguistically and culturally diverse
students. (Essay Question) - ANS Answer: Culturally responsive strategies
1. Focus on important mathematics
2. Make content relevant
3. Incorporate students' identities
4. Ensure shared power
\How we do mathematics is culturally determined. For example in the United States
recording each step is valued. Three of the questions below address culturally relevant
instruction EXCEPT:
A) Will you use progress monitoring to inform the level of student needs?
B) Will you require students to show steps disregarding the way they learned?
C) Will you ask students to elaborate on how they did it?
