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Subject Area Exam > Mathematics > Flashcards

Mathematics Flashcards

1
Q

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

A

subtilizing

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2
Q

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

A

partitioning

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3
Q

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

A

concrete, representation, abstract

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4
Q

(a +b) + c = a + (b+c) is an example of:

A

associative property

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5
Q

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.

A

compare difference unknown.

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6
Q

If a = b, then b = a is an example of:

A

symmetric property.

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7
Q

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

A

representation

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8
Q

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.

A

accuracy and flexibility.

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9
Q

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.

A

formative assessment.

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10
Q

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.

A

Use tiles to form arrays and count the squares to figure out the area.

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11
Q

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.

A

an untimed test where students are required to show their work.

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12
Q

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

A

comparison multiplication

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13
Q

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.

A

equal parts strategy.

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14
Q

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

A. fraction strips

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15
Q

Which of the following figures has 8 vertices and 6 equal sides?

A. rectangular prism
B. triangular prism
C. pyramid
D. cube

A

cube

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16
Q

If a = b and b = c, then a = c.

A

the transitive property of equality?

17
Q 
Reflexive property
Symmetric Property
Transitive Property
Substitution Property
Property of addition, subtraction, multiplication, and division
A

The properties of equalities are:

18
Q

every number is equal to itself.

x=x

A

Reflexive property

19
Q

if a number is equal to another number, then the converse is also true.
if fish=tuna, tuna=fish.
x=y then y=x

A

Symmetric Property

20
Q

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

A

Transitive Property

21
Q

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

A

Substitution Property

22
Q

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

A

Associative Property ( addition and multi.)

23
Q

Multiplication in front of parentheses can be distributed to each term within the parentheses.
a (b + c) = ab + ac

A

Distribute property ( applies to multi.)

24
Q

The order of the numbers being added or multiplied does not affect final result.
1+3= 3+1
2x 5=5 X 2

A

Commutative property (applies to addition and multiplication)

25
Q

any number that cannot be expressed as fractions, such as an infinite, no repeating decimal

A

Irrational Numbers

26
Q 
those numbers (other than 0 and 1) that have only two factors-themselves and 1.
2,3,5,7,11....
A

Prime numbers

27
Q

any positive integers that are not prime, meaning they have more than two factors

A

Composite numbers

28
Q

Timed math fact tests, computational and word problems, proofs, and project based assessments are common ______________.

A

Examples of Mathematic Assessments

29
Q

The 4 components that measure a students level of mathematical fluency are

A

Accuracy
Automaticity
Rate
Flexibility

30
Q

Selecting problem solving methods and performing computations without requiring much time to think the processes through

A

Automaticity

31
Q

how quickly computations are made

A

Rate

32
Q

being able to solve problems in more than one way and selecting the most appropriate method

A

Flexibility

33
Q

The three main types of reasoning that students should develop

A

Inductive Reasoning
Deductive Reasoning
Adaptive Reasoning

34
Q

reasoning in which conclusions are based on observation. Inductive reasoning is making conclusions based on patterns you observe.

The conclusion you reach is called a conjecture

A

Inductive Reasoning

35
Q

reasoning in which conclusions are based on the logical synthesis of prior knowledge of facts and truths.

A

Deductive Reasoning

36
Q

The ability to think logically about the relationships between concepts and to adapt when problems and situations change.

A

Adaptive Reasoning

Subject Area Exam (4 decks)

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