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SRU ELEC340 Final Exam
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SRU ELEC340 Final Exam
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SRU ELEC340 Final Exam"Ms. Lee's class read some books. The boys read 12 books, and the girls read 2 more
books than the boys. How many books did the girls read?" This is an example of which
type of problem?
a. join
b. compare
c. part-part-whole
d. separate - ANS-b. compare
"On her way to school, Jenny found 5 pennies. Later, at recess Jenny found some more
pennies, Now Jenny has 9 pennies. how many pennies did Jenny find at recess?" What
problem type does this represent? - ANS-join
"Shawna had 20 cookies. She wanted to place 6 cookies on each plate. How many
plates should Shawna use?" Which is the most appropriate way for the teacher to
present this problem?
a. Students should skip this problem because they have not yet learned about
remainders
b. The teacher should explain that the answer is 3 2/6 or 3 1/3 plates because the
leftover 2 cookies only take up 1/3 of a plate
c. The teacher should explain that the answer is 3 r2 plates; the r represents the
remainder, or "leftovers"
d. The teacher should explain that the answer is 4 plates because in real-life problems,
the answers don't always come out evenly and the 2 leftover cookies will still need to be
placed on a plate - ANS-d. The teacher should explain that the answer is 4 plates
because in real-life problems, the answers don't always come out evenly and the 2
leftover cookies will still need to be placed on a plate
63 = 60 + 3 = 6 tens + 3 ones is an example of... - ANS-expanded notation as the sum
of 2 or more parts
A collection of data may have more than one what? - ANS-mode
A sequence of steps for producing an answer in standard form is referred to as
a. a strategy
b. a computation
c. a practice exercise
d. an algorithm - ANS-d. an algorithm
,According to Jean Piaget, children develop schema through a process of adaptation
which takes two forms. These forms are:
a. activation and assimilation
b. assumption and accommodation
c. accommodation and assimilation
d. activation and assumption - ANS-c. accommodation and assimilation
According to the text, which of the following are goals for instruction when we consider
fraction operations? (Mark all that apply.)
a. Children need to be able to understand the reasonableness of results to fraction
computation problems
b. Children need to be able to find exact answers to computation problems
c. Children need to find the answers to fraction computations using model
d. Children need to know how to find common denominators - ANS-a, b, and c
After students complete a set of problems, teachers should
a. collect the papers to be graded later
b. encourage whole group discussion of solutions and strategies
c. require students who did not finish the problems in class to finish them for homework
d. discourage whole group discussion to eliminate cheating in the class - ANS-b.
encourage whole group discussion of solutions and strategies
An important aspect of teaching fraction operations is having a real-world context.
Which of the following could you use to represent a multiplication word problem?
a. Ann had 2/3 of her sandwich left. If she gave 1/2 of that to her friend Maya, how
much sandwich would Maya receive?
b. John is making a cake. The recipe calls for 2/3 cup of flour. How much flour will be
needed if he decides to make only 1/2 of the recipe?
c. Both A and B are correct
d. Neither A nor B are correct - ANS-c. Both A and B are correct
Angelina is comparing decimal numbers. She writes "0.4 < 0.325." Your response would
be:
a. "Tell me how you got your answer."
b. "You made an error; .4 is greater than .325."
c. "Try that problem over again."
d. "That's great! You really understand decimals!" - ANS-a. "Tell me how you got your
answer."
,At which stage of development is it most appropriate to switch from one-to-one
correspondence to one-to-many correspondence?
a. Concrete
b. Concrete-pictorial
c. Pictorial-abstract
d. Abstract - ANS-d. Abstract
Based on the information about developmental stages, which of the following would be
an appropriate choice for beginning learners to graph?
a. walked to school - didn't walk to school
b. favorite foods
c. favorite colors
d. favorite animals - ANS-a. walked to school - didn't walk to school
Before beginning to teach computation with decimal numbers, teachers should ensure
that students have mastered which prerequisite skills? (Mark all that apply.)
a. Whole-number concepts and computation
b. Measurement
c. Fraction concepts and computation
d Place value - ANS-a, c, and d
Before beginning to teach pencil-and-paper computational algorithms, teachers should
consider
all of the following prerequisite skills except:
a. mastery of all the basic facts
b. making accurate estimations
c. understanding of the commutative property
d. conceptual understanding of place value - ANS-a. mastery of all the basic facts
Beginning experiences for equal ratios include activities involving
a. comparison shopping
b. cross-product algorithms
c. number patterns and repeated addition
d. scale drawings - ANS-c. number patterns and repeated addition
Boxes or buckets of small discrete objects for children to use in counting serve as
a. concrete models
b. pictorial and graphic representation of numbers
c. symbolic representation of numbers
d. numerals - ANS-a. concrete models
, Brian becomes "stuck" when solving a word problem. What should his teacher do to
help Brian?
a. allow Brian to copy his partner's answer because they are working in a cooperative
group
b. direct Brian to skip the problem because it is too hard and he may become frustrated
c. give Brian the solution to promote self-confidence and keep up with the rest of the
class
d. ask Brian leading questions to help him "think out loud" to discover a strategy -
ANS-d. ask Brian leading questions to help him "think out loud" to discover a strategy
Conservation of number - ANS-the ability to conserve number quantity when arranged
in different ways
-this is when children are ready to go onto numbers and counting
Considering the use of manipulative materials while teaching mathematics:
a. work with manipulatives doesn't need to be evaluated because concrete models are
only the beginning of learning
b. manipulatives are the only representation needed for understanding concepts
c. manipulatives need to be chosen to support a lesson's objectives
d.using manipulatives ensures understanding - ANS-c. manipulatives need to be
chosen to support a lesson's objectives.
Continuous quantities - ANS-measure how much
Describe how a teacher might incorporate cooperative learning activities in the
mathematics classroom. - ANS-A teacher may create activities that encourage
cooperative learning, such as grouping students into pairs of fours to work together and
either collaborate by finding a problem or working together on a math project.
Describe how the child might use the Counting On strategy to find the answer to the
problem 3+6. - ANS-The child may count of the 6...7, 8, 9 to get to the answer 9. They
may use their fingers to count on as well.
Describe the components of rational counting - ANS-Rational counting consists of
understanding that the last number said is the quantity, having one-to-one
correspondence, number sense, and being able to count number patterns/sequence
and identify them
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