Mathematics Instructional Practices 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!

Page 1

Question 1 1. What are some benefits of flexible grouping?

Question 2 2. Which is a math fact?

Question 3 3. Which scenario exemplifies flexible grouping?

Question 4 4. Which is counting by an increment of 0.5?

Question 5 5. Which of these is an example of a money lesson differentiated by process?

Page 2

Question 6 6. What kind of grouping will you MOST likely use to introduce a brand new concept to your students?

Question 7 7. What does 16 divide evenly by?

Question 8 8. What are the three ways teachers can differentiate their instruction?

Question 9 9. Which of the following is a management strategy that supports a differentiated math classroom?

Question 10 10. Which is not an example of academic vocabulary?

Page 3

Question 11 11. Which is one method used to help students remember content?

Question 12 12. Mr. Smith is planning a science lesson and he wants to incorporate an activity that will encourage collaboration and problem solving. What kind of grouping should he choose?

Question 13 13. Which of the following is an assessment strategy that supports a differentiated math classroom?

Question 14 14. What does the * symbol mean?

Question 15 15. Which of the following is an instructional strategy that supports a differentiated math classroom?

Page 4

Question 16 16. What is a language-rich mathematics classroom?

Question 17 17. Which is a method used to build a language-rich mathematics classroom?

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

Question 19 19. Why do teachers need methods and strategies for teaching math?

Question 20 20. How should you use different grouping methods through a class period or throughout the day?

Page 5

Question 21 21. What type of instruction is being provided when all students are focused on one specific thing?

Question 22 22. What is an authentic assessment?

Question 23 23. What kind of group places students in charge of the agenda and flow of the work they are engaged in?

Question 24 24. How many different kinds of small-group instruction should be happening at the same time?

Question 25 25. What teaching strategy should be employed to work closely with fewer students on a skill or concept?

Page 6

Question 26 26. Why should teachers use visuals when teaching math?

Question 27 27. Which is better to learn?

Question 28 28. Which strategy helps children verbalize their thought process?

Question 29 29. You are about to teach a new reading comprehension skill that students have never utilized. How would you approach introducing this skill?

Question 30 30. When should teachers instruct vocabulary in a mathematics classroom?

Mathematics Instructional Practices 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!

FTCE Elementary Education K-6 (060): Practice & Study Guide  /  Social Science Courses
Support