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 Teaching Math Multiple Choice

1 .       Many students with learning problems have s history of math failures. They often:

 develop negative attitudes toward math. feel insecure about math their ability. lack motivation in math. all of the above

2 .       A guideline to help develop positive attitudes in math is:

 to discuss the relevance of a math skill to real-life problems. make problems easier for students to succeed. curve grades to ensure success. expect students to try harder.

3 .       Thornton and Toohey (1985) report substantial literature and indicate that:

 students with learning problems will rarely master math. students with learning problems lack motivation. modification of sequence and presentation in learning tasks can improve fact learning among students with learning problems. students with learning problems should not be expected to memorize basic facts but only to understand the concepts.

4 .       The Strategic Math Series

 helps to teach word problems. features seven phases to teach basic math facts. begins with word problems. focuses on division facts.

5 .       The teaching of basic rules and algorithms:

 is very confusing for students with learning difficulties. should not be done in large groups. helps students to compute math more efficiently. can be done only abstractly.

6 .       After the student knows addition facts through sums-to-18,

 an adaptation of the tens method may be a useful algorithm. they should move on to subtraction immediately. the teacher should review all the facts. they should focus on word problems for at least a week.

7 .       The zero rule in subtraction states that:

 any number minus 0 is 0. any number that adds to 0 is 0. any number minus zero equals that number. any number plus zero equals zero.

8 .       The BBB rule in subtraction states that:

 when the bottom number is bigger than the top number it is necessary to break the number in the next column. when the borrowing number is broken it becomes bigger. when the bottom number breaks it borrows from the bigger number. the bigger number became bigger from borrowing.

9 .       The low-stress method of multiplication:

 is more difficult to master. should not be used with students with learning difficulties. is the products algorithm. eliminates regrouping.

10 .       When multiplying any number by _____, the answer can be obtained by subtracting 1 from the multiplier to obtain the tens digit and then adding enough to it to make nine to obtain the ones digit.

 6 7 9 12

11 .       The rule that states that the quotient multiplied by the divisor equals the dividend is:

 zero rule. two rule. nines fact rule. multiplication/division relationship rule.

12 .       A low-stress algorithm for teaching the addition and subtraction of fractions is called:

 low-stress multiplication rule. ray multiplication. MF algorithm. LSA.

13 .       A mnemonic strategy that identifies the steps necessary to solve story problems successfully is:

 RUSH. RIDE. REESES. RAVE.

14 .       A five-step mnemonic strategy that has been used successfully to teach students with learning difficulties to solve word problems is:

 SIGNALS. STOP. SIGNS. SWEET.

15 .       The use of calculators:

 should be an integral part of math instruction. should be used primarily with problems that students are capable of doing by hand. should not be part of math instruction. a and b all of the above

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