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TExES Core Subjects EC-6 > Math > Flashcards

Math Flashcards

1
Q

used to gather data on all students. The purpose is typically to put students into groups, such as intervention groups.

A

universal screener

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2
Q

used to identify students’ specific strengths and weaknesses.

A

diagnostic assessment/pre-assessment

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3
Q

happen throughout instruction

flexible assessments that can be easily adjusted to fit the flow of the lesson

occurs through observation.

A

Informal assessments

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4
Q

happen both during and after an instructional unit

Ex: quizzes, tests, and projects or writing assignments scored with some kind of scale or rubric.

A

Formal assessments

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5
Q

are assessments for learning

used to guide instruction meaning they’re administered to assess students’ progress toward meeting a learning objective so teachers can adjust instruction as needed

“What do I teach next?”

A

Formative Assessments

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6
Q

are assessments of learning.

used to gauge instruction by determining whether or not students mastered a learning objective

“What did my students learn?”

A

Summative assessments

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7
Q

Criterion-referenced assessment

A

compare student performance to a predetermined standard,

ex: Tests administered at the end of an instructional unit and state achievement tests

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8
Q

compare students to each other and rank them according to performance

Ex: Scholastic Aptitude Test or SAT and Intelligence Quotient (IQ) tests.

A

Norm-referenced assessments

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9
Q

periodic assessments given to keep track of student growth toward a specific goal or objective

A

Progress Monitoring

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10
Q

Curriculum-Based Assessment

A

measures student progress using materials taken directly from the curriculum

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11
Q

Performance-Based Assessment

A

students apply knowledge or skills to complete a process or create a product

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12
Q

Portfolio

A

collection of student work to show growth over time

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13
Q

Exit Slip

A

short response completed and submitted at the end of a lesson

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14
Q

Write and say content / objectives
Use short, simple, specific sentences
Use gestures, pictures, and models
Have a “word wall” on which key terms are expressed in both English AND the student’s native language
Allow additional time to complete assignments/tests
Teach vocabulary intentionally and explicitly
Provide sentence stems for students to use when speaking
Use cooperative groups
Pair the student with another speaker of their language, if possible
Present notes bilingually, if possible

A

ELL and Engagement in math

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15
Q

ability to think critically about the processes that are used to arrive at an answer.

A

Mathematical reasoning

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16
Q

Teachers can help students develop mathematical reasoning skills through….

A

Explicitly teach students multiple strategies for solving a problem.

Encourage metacognition in students by asking students to explain their thought process and how they arrived at their answer.

Ask students to demonstrate another way that they can arrive at the correct answer.

Teach and remind students to ask themselves if their answer “makes sense.”

Ensure that students have a strong foundation in a skill before moving on to more abstract concepts such as algorithms

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17
Q

Piaget’s stages of development

A

Sensorimotor
Pre-operational
Concrete operational
Formal operational

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18
Q

birth-2 years

First stage of a childs mental development which mainly involves sensation and motor skills such as hearing, seeing, feeling, tasting, moving, manipulating, biting, chewing, etc.

In this stage the child does not know that physical objects remain in existence when out of sight

A

Sensorimotor Stage

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19
Q

2-7 years

In this stage children use their mental ability to represent events and objects in various ways like using symbols gestures and communication..

they are not yet able to conceptualize abstractly and need concrete physical situations to help with understanding concepts

A

Pre-operational Stage

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20
Q

7-11 years

At this stage the child starts to conceptualize, creating logical structures that explain physical experiences.

Abstract problem solving is also possible at this stage. Math problems can be solved with numbers not just with objects

A

Concrete operational stage

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21
Q

11- adulthood

Children become more systematic and reasonable

they reason tangibly and are also capable of reasoning and thinking in more abstract hypothetical and idealistic terms

A

Formal operational stage

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22
Q

Mathematics should be taught….

A

conceptually

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23
Q

This kind of instruction Is connected to students real experiences and uses activities that students see hear touch and taste

A

Concrete instruction

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24
Q

Manipulatives

A

are any object that can be touched or moved to assist understanding

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25
Q

When planning instruction the learning modalities that should be in use are …..

A

visual - Learn by seeing
auditory - Learn by hearing
kinesthetic - Learn by touch or movement

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26
Q

The different types of learning are …

A

Association
Concept
Principle
Problem solving

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27
Q

Words or symbols

A

Association

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28
Q

Relational or concrete attributes

Ex: similar figures have relational attributes. The corresponding angles are equal and the ratios of corresponding sides are equal

A

Concept

29
Q

Generalizations, developed rules

Ex: The area of a trapezoid is developed from the concept of a trapezoid and the area of a triangles rectangles and or parallelograms

A

Principle

30
Q

Putting together concepts and principles to solve a problem new to the learner

Ex: Given a composite figure the student determines the area using the areas of triangles and rectangles

A

Problem solving

31
Q

Development of learning

A

Concrete- manipulative, models, hands on
Pictorial - pictures diagrams, graphs
Abstract- symbols, words

32
Q

A general problem solving method that can be applied to many types of problems is …

A

Understand
Plan
Solve
Check

33
Q

Inductive Reasoning

A

reasoning goes from specific to general

uses observations and patterns to infer a generalization

34
Q

Deductive Reasoning

A

reaches conclusions based on accepted truths and logical reasoning

Goes from general to specific

35
Q

assessment written to general content and performance on test is based on a comparison to other similar students who took the test

Ex: SAT ACT GRE

A

Standardized assessment

36
Q 
Instructional designs 
student placement 
monitoring student progress 
summative evaluation of a student 
accountability 
Validating student achievement 
True/false 
worked out problems 
essays 
fill in the blank
matching 
multiple choice 
program evaluation

all describe the …

A

Purpose of assessment

37
Q

the different kinds of assessment are…

A 
reports 
applications 
models 
lab investigations 
projects 
always. sometime , never
38
Q

addition
subtraction
multiplication
division

all are …

A

Basic arithmetic operations

39
Q

Number sense is …

A

Having an understanding of how numbers work and the easier way to find an answer

40
Q

Number models are…

A

using pictures or objects to show a problem

41
Q

patterns are …

A

meaningful repetition in numbers pictures or objects

42
Q

finding variables or unknown parts in a problem is..

A

Algebraic thinking

43
Q

length
capacity
weight

describe …

A

measurement

44
Q

how a digits location in a number affects its value is ..

A

place value

45
Q

two dimensional and three dimensional shapes and their characteristics describes …

A

Geometry and spatial relations

46
Q

Dividing whole numbers into parts describes …

A

fractions and decimals

47
Q

This shows us how to use information (graphs and charts)

A

Data

48
Q

This is an educated guess or rounding

A

Estimation

49
Q

Solving problems in a logical way is …

A

Logical reasoning

50
Q

instruction that begins with the desired outcome in mind

A

Backwards planning

51
Q

Learning new behaviors based on the response they get to current behaviors

ex: If a student studies for a test (current behavior) and makes a good grade (response) they will learn to study for tests (new behavior).

A

Behaviorism

52
Q

Learning new behaviors by connecting current knowledge with new knowledge

EX:If a student studies for a test by associating real-world examples with the concepts such as learning fractions by slicing a cake into equal parts, they will retain the information.

A

Cognitivism

53
Q

Learning new behaviors by adjusting our current view of the world

EX:This is best used for brainstorming rather than test preparation as it requires students to use what they know to predict new applications of mathematical ideas.

Other uses for this approach are group work or research projects.

A

Constructivism

54
Q

Tips for reinforcing mathematical vocabulary

A

Use language that is developmentally appropriate.

Model correct mathematical language.

Be sure that the language is understood by all students.
(An ongoing “Word Wall” following the format used in the student vocabulary notebooks/ Periodic assessments where students use their vocabulary notebooks will reinforce their importance and relevance..)

55
Q

of sides and angles

A

how to classify triangles

56
Q

have only two factors: one and themselves

2, 3, 5, 7, 11

A

prime numbers

57
Q

are used to compare things between different groups or to track changes over time.

A

purpose of bar graphs

58
Q

y=mx+b

y-intercept (where the line crosses the y-axis)

The m in the y=mx+b is the

m=y2-y1/x2-x1

A

slope intercept

the b in the equation

slope of the line (rise over run)

slope formula

59
Q

a^2+b^2=c^2

A

pythagorean theorem

60
Q

(slide) an isometry that maps all points of a figure the same distance in the same direction.
flip) an isometry in which a figure and its image have opposite orientations

A

translation

reflection

61
Q

average

The middle number

The difference between the highest and lowest number in a set of data

The number that occurs most often in a set of data

A

mean

median

range

mode

62
Q

the likelihood that an event will occur

equally likely chance of an event happening is the same as a __________ chance

a certain chance of an event happening is the same as a ______________ chance

an unlikely chance of an event happening is the same as approximately a ________________ chance

a likely chance of an event happening is the same as approximately ______________ chance

A

probability

1/2, 0.5, or 50%

1/1 , 1, 100

1/4, 0.25, or 25%

3/4, 0.75 or 75%

63
Q

have more than exactly two numbers that divide them evenly

ex: 4 15 49

A

composite numbers

64
Q

the sum of the numbers place values

1,729=1000+700+20+9

A

expanded form

65
Q

changing the order of numbers being added or multiplied gives the same answer
ex: 12+7 gives the same answer as 7+12 and 3x9 gives the same answer as 9x3)

the grouping of the numbers in addition or multiplication does not change does not change the answer
Ex: (2x4)x3=2x(4x3)

multiplication and division may be distributed over addition or subtraction
ex: 10x(50+3)=(10x50)+(10x3)
(30-18)/3=30/3- 18/3

A

commutative

associative

distributive

66
Q

straight one dimensional figure that has no thickness and extends forever on both ends

a line that starts at one end point and goes on forever to infinity ( two of these that share the sam endpoint make an angle)

lines that go in the same direction and never intersect

lines that intersect at 90degree angles

A

line

ray

parallel

perpendicular

67
Q

two shapes can overlap each other completely with no gaps or extra pieces of symmetry

ex: equilateral triangles squares and hexagons

A

tessalation

68
Q

uses general info to come to a specific conclusion

ex: sacrates is a man, all men are mortal, therefore socrates is mortal

A

deductive reasoning

TExES Core Subjects EC-6 (5 decks)

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