Te s t B a n k , C h a p t e r 3

John C. Yang | 1

Chapter 3: Planning and Teaching

Possible Questions for Assessment and Evaluation
1.
According to the text, the instructor role involves all of the following
basic functions, except:
A.
B.
C.
D.
E.

planning
teaching
disciplining
assessing
analyzing

Answer: C
Sec Ref: Introduction
Page Ref: 35
2.

T or F Teacher with strong content knowledge are better able to

develop their students conceptual knowledge.
Answer: T
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 36

3.

Discuss three reasons why teachers with strong content knowledge are
better able to develop their students conceptual knowledge.

Answer: Should include the following things: better able to provide

multiple
representations of the same concept, better able to encourage student
questions and comments, better able to analyze student errors and
misunderstandings, and better able to connect mathematics to daily
life and other content areas.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 36
4.

After correcting her students tests, Mrs. Wang discovers that most of
her students got the problem involving fraction multiplication wrong.
This is an example of which of the following functions of an instructor?
A.
B.
C.
D.
E.

planning
teaching
assessing
analyzing
none of the above

Answer: D
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John C. Yang | 2

5.

Sec Ref: Introduction

Page Ref: 35
In preparation for teaching, one of the questions that you must ask
yourself is: Do I understand the mathematics I am teaching? Discuss
three things that you could do to deepen your mathematical
knowledge.

Answer: Should include the following things: work through lesson

problems
and activities before teaching them to students, identify the goals of
each
lesson and what is important for students to learn, review the
mathematics
you will be teaching.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 36
6.

A teacher planning a first-grade lesson on addition realizes that his

students need to manipulate concrete objects to solve addition
problems and are just beginning to use symbols to represent those
objects. Which of the following questions is this teacher mainly
concerned with?
A.
B.
C.
D.
E.

Do I understand the mathematics I am teaching?

What are the developmental characteristics of my students?
What do my students already know?
What kinds of tasks will I give my students?
None of the above

Answer: B
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 36
7.

T or F The research indicates that children pass through

developmental stages at the same rate and therefore, all of your
second-grade students should be at the same level.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 36

8.

During the first week of third-grade math class, Mr. Martin gives his
class a pre-test. In doing this, Mr. Martin is mainly concerned with
which of the following questions?
A. Do I understand the mathematics I am teaching?

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2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 3
John C. Yang | 3

B.
C.
D.
E.

What are the developmental characteristics of my students?

What do my students already know?
What kinds of tasks will I give my students?
None of the above

Answer: C
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 37

9.

Discuss the two things that your text suggests you could do in order to
find out what your students already know about a certain math
concept.
Answer: Paper-and-pencil tests and by observing and talking with

them.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 37
10.

Explain what is meant by the spiral approach to instruction. Use this

approach with the concept of angles.
Answer: The approach incorporates and builds on earlier learning to

help
guide the child through the increasingly intricate study of a topic.
Using
the approach with the angle concept could include having students
look
at different shapes and angles, finding them in the real world, then
moving
towards naming the different shapes and from their looking at the
relationships among angles, etc.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 37
11.

T or F According to the text, in practice most teachers teach according

to the spiral approach - going from simple to complex each successive
year.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 37

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John C. Yang | 4

12.

In Mrs. Hoffmans second-grade class, the children work with the place
values tens and ones. In third grade, they work with hundreds, tens,
and ones. This is an example of:
A.
B.
C.
D.
E.

the spiral approach

scaffolding
multiple embodiment
mathematical complexity
none of the above

Answer: A
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 37
13.

Discuss five things that distinguish good tasks from bad ones.

Answer: Should include the following elements: authenticity,

challenging,
pique the students curiosity, encourage students to make sense of
mathematical ideas, encourage multiple perspectives and interrelated
mathematical ideas, and nest skill development in the context of
problem
solving.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 39
14.

T or F According to research, drill and practice should follow, not

precede, the development of mathematical meaning.
Answer: T
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 39

15.

Suppose you are teaching a lesson on fractions, suggest three good

tasks that you could have students do.
Answer: Answers vary.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 39

16. T or F According to the text, children must practice a concept before

understanding it.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 39
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2009 John Wiley & Sons

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John C. Yang | 5

17. Summarize the four strategies mentioned in your text for creating
effective classroom
talk.
Answer: Show students that you expect them to communicate their
thinking,
create a safe place for students to conjecture and to make mistakes,
pose
problems and assign tasks that encourage children to talk, and
explicitly
teach mathematics vocabulary.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 40
18. T or F Research indicates that teachers use more higher-level
questions than lower- level ones.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 40

19.

While studying the angles in a triangle, Mrs. Janus asks what the sum
of the angles is. Julie answers that it is 180 degrees. Mrs. Janus then
asks her, How could you prove that? This type of question is a
question that is primarily aimed at:
A.
B.
C.
D.
E.

helping students work together to make sense of mathematics

helping students to learn to reason mathematically
helping students learn to conjecture
helping students connect mathematics to other areas
none of the above

Answer: B
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 41
20.

After having Alexa share her response with the class, the teacher asks
the following question, What do you think will happen to the measure
of each interior angle of a polygon if we were to increase the number
of angles? This type of question is a question that is primarily aimed
at:
A. helping students work together to make sense of mathematics
B. helping students to learn to reason mathematically

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C. helping students learn to conjecture

D. helping students connect mathematics to other areas
E. none of the above
Answer: C
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 41
21. Summarize the three basic patterns of grouping for mathematical
instruction.
Answer: whole class, small group, individuals working independently
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 41
22.

T or F According to the text, it is better to place low-achieving

students together because then they can proceed at their own pace
and help each other learn.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 41

23.

T or F As a beginning teacher, it is better that you develop your own

original lesson plans than follow a developmentally appropriate
textbook.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 42

24.

T or F Mr. Martinez gives his students beans to use when adding

numbers together. He then claims that this is an example of a context.
Answer: F
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 42

25.

Your text mentions several reasons for using childrens literature in

mathematics lessons. Which of the following is NOT one of those
reasons?
A.
B.
C.
D.

Provides a meaningful context for mathematics.

Is a source of problems or a basis for generating problems.
Provides illustrations that clearly represent mathematical concepts.
Increases the attention to reading in the curriculum.

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .
2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 3
John C. Yang | 7

E. None of the above.

Answer: D
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 43
26. Discuss three reasons why technology should be incorporated into the
mathematics
classroom.
Answer: Should include the following: prepares students to function in
our technological world, technology has the potential to increase
student
learning, and technology can help students learn to collaborate, to
think
critically, and problem solve.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 44
27.

Explain each of the following types of computer software: drill-andpractice, tutorial, simulation, educational game, problem-solving, and
tool.

Answer: Drill-and-practice provides practice; tutorial provides

instruction on
new skills; simulation allows students to experience events and explore
environments; educational game engages students in fun activities
that
addresses specific educational skills; problem-solving is designed to aid
in the
development of higher-order problem-solving strategies; tool helps
with
the teaching and learning process.
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
Page Ref: 45
28. A fifth-grader is using a piece of computer software. The software
teaches her how to add and subtract fractions. This is an example of
what kind of software?
A.
B.
C.
D.
E.

Drill-and-practice
Tutorial
Educational game
Simulation
None of the above.

Answer: B
Sec Ref: Preparing to Teach: Questions to Ask Before Planning Begins
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John C. Yang | 8

Page Ref: 45
29.

Summarize the three different levels of planning.

Answer: Planning for the year, planning for units, and planning for

daily
lessons.
Sec Ref: Planning for Effective Teaching
Page Ref: 47
30. T or F Japanese teachers typically follow the review-teach-practice
format for mathematics lessons.
Answer: F
Sec Ref: Planning for Effective Teaching
Page Ref: 48
31. Discuss the differences in how U.S. teachers teach compared to
Japanese teachers
Answer: U.S. teachers uses the review-teach-practice approach while
Japanese teachers are more interested in developing meaningful
understanding of a concept.
Sec Ref: Planning for Effective Teaching
Page Ref: 48
32.

In Mrs. Jones lesson plan, she grabs the students attention by posing
an interesting problem. This is an example of which lesson plan
component?
A.
B.
C.
D.
E.

introduction
launch
instruct
summarize
none of the above

Answer: B
Sec Ref: Planning for Effective Teaching
Page Ref: 50
33.

Compare and contrast the following three types of lessons:

investigative, direct instruction, and exploration.

Answer: They contain some of the same elements, such as an

introduction,
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John C. Yang | 9

a lesson outline, and a summary. They differ in how students learn

new
information.
Sec Ref: Planning for Effective Teaching
Page Ref: 50
34.

T or F Investigative lessons are better than direct instruction ones

because students get to actually do things.
Answer: F
Sec Ref: Planning for Effective Teaching
Page Ref: 50

35.

Discuss four strategies for working with English-language learners.

Answer: Should include the following: give students comprehensible

input,
give students opportunities to increase verbal interaction during class,
teach in a way that contextualizes language, use strategies and
groupings
that reduce the anxiety of the students, and assign activities that offer
students opportunities for active involvement.
Sec Ref: Meeting the Needs of All Students
Page Ref: 56
36.

You want to adapt a lesson on division of whole numbers by two-digit

divisors by using the level of support adaptation. Which of the
following does NOT illustrate this adaptation?
A.
B.
C.
D.
E.

Provide base-ten blocks.

Pair up students.
Assign a paraprofessional to assist particular students.
Have some students divide by one-digit divisors.
None of the above.

Answer: D
Sec Ref: Meeting the Needs of All Students
Page Ref: 58
37.

Explain five of the nine adaptations discussed in your text.

Answer: Should include the following: size, input, participation, time,

difficulty, alternate goals, level of support, output, substitute
curriculum.
Sec Ref: Meeting the Needs of All Students
Page Ref: 58
To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .
2009 John Wiley & Sons

Te s t B a n k , C h a p t e r 3
John C. Yang | 10

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .
2009 John Wiley & Sons