Elementary Mathematics Method 2026 || All Correct 100%.
What are two strategies for planning mathematics lessons for all learners? correct answers
Provide graphic organizers and tables for students to organize their work
Include think-pair-share opportunities 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? correct answers The teacher discusses alternative methods of solving the
problem.
The teacher talks through the steps of a solution, identifying the reasoning at each step.
Which two statements describe teaching for all students? correct answers 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? correct answers 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 answers 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? correct answers 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? correct answers 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. correct answers 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? correct answers 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? correct answers 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? correct answers 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?
What are two strategies for planning mathematics lessons for all learners? correct answers
Provide graphic organizers and tables for students to organize their work
Include think-pair-share opportunities 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? correct answers The teacher discusses alternative methods of solving the
problem.
The teacher talks through the steps of a solution, identifying the reasoning at each step.
Which two statements describe teaching for all students? correct answers 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? correct answers 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 answers 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? correct answers 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? correct answers 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. correct answers 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? correct answers 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? correct answers 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? correct answers 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?
