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Mathematics Methods and Instruction for Students with Mild/Moderate Exceptionalities - D237
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Mathematics Methods and Instructionfor Students with Mild/Moderate
Exceptionalities - D237
What are two strategies for planning mathematics lessons for all learners? Ans- 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? Ans- 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? Ans- 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? Ans- Students from other countries often solve problems or illustrate
concepts differently.
Students who are English Language Learners (ELL) require more time to solve
problems.
An eighth-grade class has several students with moderate learning disabilities.Which
instructional strategy would help the teacher provide equitable learning opportunities for
this diverse class? Ans- Teach multiple representations of ideas for one problem at a
time
A seventh-grade class includes students who lack motivation and students with mild
learning disabilities. Which two instructional supports would meet the needs of this
group of students as they study math? Ans- 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 multidigit numbers. Although one student is able to solve multidigit
multiplication problems, the student struggles with solving word problems.How can this
student's needs be accommodated? Ans- The teacher lets the student use a chart with
the math operations vocabulary matched to the math symbols while practicing word
problems.
, A teacher has a class of students with special needs and students with high ability. The
teacher grouped the students by ability level for a lesson on making a plot line to display
a data set of measurements in fractions. In the lesson, the teacher is prepared to
provide step-by-step instructions for the students with special needs about how to
construct a plot line. The teacher has also planned to engage the high-ability students in
constructing an activity to gather data and then create a plot line to display the data.
How effectively does this lesson plan address the needs of all students? Ans- The
lesson effectively addresses the needs of all students. The complexity of the tasks for
the different groups of students is based on ability.
A teacher is teaching a lesson in an inclusive classroom on measuring angles with a
protractor. She has a range of students with varying levels of ability. All students are
given a protractor and a worksheet with pictures of many different angles. Which
approach supports students with special needs while still serving other students in the
class as they learn to measure angles with a protractor? Ans- Students with special
needs receive extra support to learn to measure angles with a protractor
Which instructional strategy is useful for facilitating effective class and small-group
discussions about mathematics? Ans- Have students compare solution strategies
Which instructional strategy support a classroom environment that encourages
mathematical communication? Ans- Include assessment opportunities for students to
explain their thinking
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?Mena states, "Teresa has 12 marbles and Patrice has 24 marbles."How should
the teacher respond to promote an understanding of Mena's thinking? Ans- Mena, can
you explain how you got your answer?
Which question demonstrates an effective technique to elicit mathematical discussion
and thinking? Ans- How did you figure out the solution?
In a sixth-grade math class, students are reviewing operations involving fractions. The
teacher wants to use an instructional strategy that will encourage students to build on
another student's prior description about how to add two fractions.How should the
teacher do this? Ans- Ask other students to add to and provide examples of the first
student's description
First-year algebra students are learning how to solve two-step equations. The teacher
notices that the students are not using precise mathematical language.Which
instructional strategy should the teacher employ to encourage students to use precise
mathematical language when completing this task? Ans- Use procedural and
conceptual questioning using mathematical vocabulary
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