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Mathnasium training (Videos) Exam Questions With Complete Solutions!!
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Name: Score:114 Multiple choice questions
Definition 1 of 114
Check workout plan goals and see if they've been accomplished, Make a note on issues if
necessary
Team roles
Checking out
Zero
The denominator
Definition 2 of 114
Percent is an appropriate topic for first and second grade students if it is presented as an
outgrowth of Counting, Wholes and Parts, and Proportional Thinking., Reverse questions involving
percent take the form, "10% of what number is 40?"
INVENT
MULTIPLICAND
PER CENT
RATIO
Definition 3 of 114
number without a fractional part—no common or decimal fraction.
The denominator
A real number
A whole number
The numerator
,Definition 4 of 114
Division is repeated subtraction, and answers the question, "How many of these are there in that?",
How many groups of 3 are there in 12? How many times can 3 be taken out of 12? How many times
can 3 be subtracted from 12 before the answer is less than 3?, The written process of division
should not be started until the student can reliably, orally answer questions like these: How many
10s are there in 30? How many stacks of 5 can you make out of 20 pennies? How many quarters
are there in $3.00? ...in $4.50? How many 20s are there in 100? How many 125s are there in 1,000?
How many 15s are there in 60?, Say "'15 divided by 5' means 'How many 5s are there in 15?'."
Student types
Rules of team teaching
Number facts
Division Tips
Term 5 of 114
Assign a Task
Concise but as long as necessary, Assign a task as you disengage, 5-10 PK/Workout/HW
exercises, Reassure that they can ask for help
Concise but as long as necessary, Assign a task as you disengage, 4-24 Pk/workout/hw
exercises, Reassure that they can ask for help
Concise but as long as necessary, Assign a task as you disengage, 6-26 Pk/workout/hw
exercises, Reassure that they can ask for help
Concise but as long as necessary, Assign a task as you disengage, 25-26 Pk/workout/hw
exercises, Reassure that they can ask for help
,Term 6 of 114
Multiplier
designed like typical math practice pages with increasing difficulty ranging in length (2-22
pgs) (don't tell them the pk level)
aka factor but the second number
"the art of 'seeing' 10s.
is "the art of counting." ari- (to join) + the + metic (measure)
Definition 7 of 114
unite various aspects of math.
When things are in proportion
Wholes and Parts, and the relationship between them
Guidelines for instruction delivery
Half and half model
Term 8 of 114
Every whole number and every fraction can be written three ways:
is "the Art of Counting." ari- (to join) + the + metic (measure)
amount of space in a 3-dimensional figure, measured in cubic units.
socratic (ask questions), direct teaching, or combination or both
• as a common fraction, • as a decimal fraction, • as a percent
, Definition 9 of 114
establishes magnitude, vs establishes relationship
Size vs scale
Counting
Checkup
Proportion
Definition 10 of 114
10 is the base #, Stu must learn special properties of 10, "The given # and how much more make
10?", Point out that teen = digit + 10, THEN move on to doubles (1+1, 2+2, 3+3...), THEN 1X is how
much more than 10?, THEN 1X is how much more than 10, 9, 8, 7..., Avoid the use of terms like
"commutative property" and "associative property" until well after the student has mastered the
number facts.
The Power of 15
The Power of 10
The Power of 5
The original number
Term 11 of 114
Indirect (Inverse) Relationship
As one quantity gets larger, the other quantity gets larger by the same amount. As one
quantity gets smaller, the other quantity gets smaller by the same amount.
As one quantity gets larger, the other quantity gets smaller by the same amount. As one
quantity gets smaller, the other quantity gets larger by the same amount.
Once they have it figured out, let them try it on their own and help someone else, Always
leave them with a task
"the one that names." It is determined by the total number of equal parts into which the
whole is divided.
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