Mathematics Flashcards
A teacher is rolling a die on a desk and asking her student to say the number on the die by simply
looking at it. When a student does this, the student is:
A. tiling.
B. estimating.
C. subitizing.
D. transitionings
subtilizing
A student is solving the problem 536 + 43 + 27. The student decides to break the problem down like
this:
500 + 40
30 + 20
6 + 3 + 7
The student is using what method to solve the problem?
A. subitizing
B. estimating
C. iteration
D. partitioning
partitioning
What is the correct order of a student’s thought process in geometry?
A. abstract, concrete, representation
B. representation, abstract, concrete
C. concrete, abstract, representation
D. concrete, representation, abstract
concrete, representation, abstract
(a +b) + c = a + (b+c) is an example of:
associative property
Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? This is an example of:
A. compare bigger unknown.
B. compare difference unknown.
C. put-together total unknown.
D. put-together additive unknown.
compare difference unknown.
If a = b, then b = a is an example of:
symmetric property.
A student draws three circles and crosses two out during a subtraction lesson. She is using what type of learning method?
A. concrete
B. representation
C. abstract
D. flexibility
representation
A teacher is giving an untimed test and is allowing students to solve problems in a multitude of ways.
She is looking for:
A. fluency and rate.
B. accuracy and rate.
C. accuracy and flexibility.
D. flexibility and fluency.
accuracy and flexibility.
The teacher is giving a test that she will use to find students’ weaknesses to focus her instruction. She is using a:
A. formative assessment.
B. summative assessment.
C. norm-referenced assessment.
D. state test assessment.
formative assessment.
Which of the following is an appropriate first step in learning the concepts of finding the area of a
rectangle?
A. Use tiles to form arrays and count the squares to figure out the area.
B. Draw pictures of rectangles and count the perimeter of the rectangle.
C. Use a geometric formula to solve the problem quickly.
D. Use cubes to discuss the surface area of a prism.
Use tiles to form arrays and count the squares to figure out the area.
Which of the following would be most effective in assessing students’ understanding of the steps in
the division process?
A. a timed multiple choice test on division.
B. an untimed test where students are required to show their work.
C. an open book test.
D. a state assessment focusing on the new math standards.
an untimed test where students are required to show their work.
Mary sells handmade earrings at the local street market. She made 3 times as much today as she did yesterday. She made $21 today. What type of problem is this?
A. comparison division
B. comparison multiplication
C. put-together
D. take-apart
comparison multiplication
The teacher is showing students how to divide 66 inches of fabric into six 11−inch parts. The teacher is using:
A. array strategy.
B. base ten strategy.
C. equal parts strategy.
D. tiling strategy.
equal parts strategy.
What would be the best resource for a teacher to use if she helping students deconstruct fractions?
A. fraction strips
B. tiles
C. graph paper
D. calculator
A. fraction strips
Which of the following figures has 8 vertices and 6 equal sides?
A. rectangular prism
B. triangular prism
C. pyramid
D. cube
cube
If a = b and b = c, then a = c.
the transitive property of equality?
Reflexive property Symmetric Property Transitive Property Substitution Property Property of addition, subtraction, multiplication, and division
The properties of equalities are:
every number is equal to itself.
x=x
Reflexive property
if a number is equal to another number, then the converse is also true.
if fish=tuna, tuna=fish.
x=y then y=x
Symmetric Property
if number a is equal to number b, and number b is equal to number c, then number a is also equal to number c.
If Sam’s height= Hadi’s Height
Hadi’s Height = Dads height,
Then Sam’s height = Dad’s Height
x=y and y=z, then x=z
Transitive Property
If two numbers are equal to one anther, they are interchangeable. Then y can be subtitled for x in any expression.
X=Y then x+z=y +z
Substitution Property
If the operations are all the same ( all addition or all multiplication) the terms can be regrouped by moving the parentheses.
(a + b) + c= a + (b + c)
a(bc)=(ab)c
Associative Property ( addition and multi.)
Multiplication in front of parentheses can be distributed to each term within the parentheses.
a (b + c) = ab + ac
Distribute property ( applies to multi.)
The order of the numbers being added or multiplied does not affect final result.
1+3= 3+1
2x 5=5 X 2
Commutative property (applies to addition and multiplication)
