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Math Instruction & Assessment Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. A word wall is:

Question 2 2. Which of the following strategies can be used to increase math fact fluency?

Question 3 3. What should a teacher do after he or she finds that some students have mastered a skill while others still need help?

Question 4 4. Which of the following can assessment data help you identify?

Question 5 5. What is the name of a math fact game that involves students tossing a ball around a circle, while quizzing each other?

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Question 6 6. If the students pace out the length and width of a football field, what approach might aid their visualization of the square yards involved with area measurement?

Question 7 7. What is an important skill for higher-level questioning?

Question 8 8. This set of educational standards seeks to eliminate differences in education:

Question 9 9. What should the teacher do when students are working on PBL in math?

Question 10 10. Why should teachers use visuals when teaching math?

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Question 11 11. The _____ is an example of a graphic organizer that can used to support student learning of vocabulary words in mathematics.

Question 12 12. Which is one method used to help students remember content?

Question 13 13. Which is an important quality of a higher-level math question?

Question 14 14. This standard encourages students to make connections between the symbols and numbers of math:

Question 15 15. The Frayer Model has four blocks. Which of the following is one of those blocks?

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Question 16 16. When teaching math facts sequentially, which operation should be instructed first?

Question 17 17. What are the three ways teachers can differentiate their instruction?

Question 18 18. How often should students move during a typical math lesson?

Question 19 19. What should teachers do first when planning integration of literature into math?

Question 20 20. In high-level thinking, which of the following is an example of creating?

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Question 21 21. Why is it important to use different strategies when teaching ELL math?

Question 22 22. Which of these is an example of a money lesson differentiated by process?

Question 23 23. Which of the following is an instructional strategy that supports a differentiated math classroom?

Question 24 24. What are higher-level math questions?

Question 25 25. This standard requires students to ask themselves what the problem is asking and to make a map of how to solve the problem

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Question 26 26. Which of the following would be effective examples for presenting an area measurement?

Question 27 27. What does ELL stand for?

Question 28 28. What should teachers make sure to do at the end of a lesson that integrates math and literature?

Question 29 29. Which of these statements is NOT true about reporting learning progress to students and parents?

Question 30 30. Which of these would most likely NOT be considered a means of casual communication?

Math Instruction & Assessment Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

NYSTCE CST Multi-Subject - Teachers of Middle Childhood (231/232/245): Practice & Study Guide  /  Social Science Courses
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