WGU C109 Elementary Mathematics Methods
questions with verified answers
A desirable mathematical environment includes: Ans✓✓✓-*the focus is on
students actively figuring things out.
*reasoning is celebrated as students defend their methods and justify their
solution.
*students are testing ideas and making conjectures, developing reasons
and offering explanations.
NOT: students are working through practice problems to learn the
mathematical strategy.
A game or repeatable activity may be a problem-based task if the activity
causes students to reflect about new or developing mathematical
relationships Ans✓✓✓-True
A good assessment program will allow students to demonstrate how they
understand the concepts. Ans✓✓✓-TRUE
A ratio is defined as: Ans✓✓✓-a multiplicative comparison of two numbers
or measures or quantities.
A rubric is a scale used to judge performance on a series task-specific set of
criteria Ans✓✓✓-TRUE
,A teacher has worked through a series of concrete learning activities to
help students understand how to find equivalent fractions using
manipulatives. The teacher then transitioned students from using
manipulatives to finding equivalent fractions using representative problem
solving. The teacher wishes to check for understanding of students' ability
to calculate equivalent fractions using multiplication. The teacher calls two
students to the board to solve the problem below. After seeing the
students' work, the teacher wishes to employ an instructional strategy that
reveals student thinking.
"Find two equivalent fractions for 2/7." The first student provides this
answer: 4/14 and 8/28. The second student answers: 4/9 and 5/10. Which
of the following strategies should the teacher employ? Ans✓✓✓-The
teacher should allow both students to re-tell their strategies and discuss
their method of obtaining the answer.
A teacher should make good use of calculators by using them for all of the
following Ans✓✓✓-*save time when computation skills are not the
objective of the lesson.
*drill basic facts such as the multiples of 7.
* enhance problem solving in the classroom.
NOT: perform basic computations such as 7x3 when computation skills are
the objective of the lesson.
A teacher should not repeat old ideas or pose tasks that students are not
able to access without the teacher's guidance. Ans✓✓✓-TRUE
, According to the Principles and Standards for School Mathematics (2000),
curriculum is more than a collection of activities, but rather is considered to
be all of the following Ans✓✓✓-* focused on important mathematics.
* well-articulated across the grades.
* coherent in content
NOT: formulated on standard methods.
According to the Teaching Principle defined by NCTM, effective
mathematics teaching requires: Ans✓✓✓-understanding what students
know and need to learn
Adaptations for students with attention deficits include all of the following:
Ans✓✓✓-*establishing clear routines, along with expectations and
consequences.
* keep assignments short by planning smaller sub-tasks within larger
projects.
*design activities that are active and involving rather than lengthy and
tedious.
NOT: plan on students doing independent work in an environment that
attracts their attention.
questions with verified answers
A desirable mathematical environment includes: Ans✓✓✓-*the focus is on
students actively figuring things out.
*reasoning is celebrated as students defend their methods and justify their
solution.
*students are testing ideas and making conjectures, developing reasons
and offering explanations.
NOT: students are working through practice problems to learn the
mathematical strategy.
A game or repeatable activity may be a problem-based task if the activity
causes students to reflect about new or developing mathematical
relationships Ans✓✓✓-True
A good assessment program will allow students to demonstrate how they
understand the concepts. Ans✓✓✓-TRUE
A ratio is defined as: Ans✓✓✓-a multiplicative comparison of two numbers
or measures or quantities.
A rubric is a scale used to judge performance on a series task-specific set of
criteria Ans✓✓✓-TRUE
,A teacher has worked through a series of concrete learning activities to
help students understand how to find equivalent fractions using
manipulatives. The teacher then transitioned students from using
manipulatives to finding equivalent fractions using representative problem
solving. The teacher wishes to check for understanding of students' ability
to calculate equivalent fractions using multiplication. The teacher calls two
students to the board to solve the problem below. After seeing the
students' work, the teacher wishes to employ an instructional strategy that
reveals student thinking.
"Find two equivalent fractions for 2/7." The first student provides this
answer: 4/14 and 8/28. The second student answers: 4/9 and 5/10. Which
of the following strategies should the teacher employ? Ans✓✓✓-The
teacher should allow both students to re-tell their strategies and discuss
their method of obtaining the answer.
A teacher should make good use of calculators by using them for all of the
following Ans✓✓✓-*save time when computation skills are not the
objective of the lesson.
*drill basic facts such as the multiples of 7.
* enhance problem solving in the classroom.
NOT: perform basic computations such as 7x3 when computation skills are
the objective of the lesson.
A teacher should not repeat old ideas or pose tasks that students are not
able to access without the teacher's guidance. Ans✓✓✓-TRUE
, According to the Principles and Standards for School Mathematics (2000),
curriculum is more than a collection of activities, but rather is considered to
be all of the following Ans✓✓✓-* focused on important mathematics.
* well-articulated across the grades.
* coherent in content
NOT: formulated on standard methods.
According to the Teaching Principle defined by NCTM, effective
mathematics teaching requires: Ans✓✓✓-understanding what students
know and need to learn
Adaptations for students with attention deficits include all of the following:
Ans✓✓✓-*establishing clear routines, along with expectations and
consequences.
* keep assignments short by planning smaller sub-tasks within larger
projects.
*design activities that are active and involving rather than lengthy and
tedious.
NOT: plan on students doing independent work in an environment that
attracts their attention.
