Practice for Benchmark "Math Without Numbers" & Poem

In "Math Without Numbers", how does the author support the claim in paragraph 12 that "young children and babies can gauge orders of magnitude well before they can count"?

• By citing their abilities to solve complex math problems that involve many steps

• by describing their responses to varying numbers of dots on a computer screen

• by offering a biological explanation for the processes inside their brains

• by providing information about their scores on math test

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.5

Which quotation from "Math Without Numbers" supports that "young children and babies can gauge orders of magnitude well before they can count" based on their responses to varying numbers of dots.

• "If the researchers then change the number of dots to 12 and the infant looks longer, that shows the baby discerns that six and 12 are different, even if they cant identify the exact numbers involved" (Paragraph 14)

• "Brannon, Ariel Starrr of Duke University and Melisa Libertus of the University of Pittsburgh have shown that a 6-month-old's proficiency in this area ca predict the child's score on standardized math test 21/2 years later" (Paragraph 16)

• "If approximate number system skills are predictive of future math skills- which they appear to be- ad we can teach these skills- which we have shown is possible in college students-then there is potential to make an impact improving math skills overall." (Paragraph 17)

• "In addition to work with infants, they work with children between ages 3 and 10 in the lab to understand what is going on in the brain as children process different types of math questions." (Paragraph 18)

Tags

CCSS.RI.9-10.1

Which quotation supports the idea that monkeys' math skills are limited?

• "Through these experiments, the monkeys demonstrated the ability to put both increasing and decreasing sets of dots in order" (Paragraph 7)

• "The can also keep track of the number of tones they hear, and even match sights and sounds based on those numbers" (Paragraph 9

• "Throughout the experiments, the monkeys performed better either when dealing with small groups of dots or when comparing sets with substantial differences" (Paragraph 10)

• "What we are seeing in the monkeys is essential the same process with he same rules as what we see in humans, both adults and babies" (Paragraph 11)

Tags

CCSS.RI.9-10.1

Read the sentence from paragraph 15.

"It wasn't that long go that people thought of babies as unreactive sponges, absorbing the world around them but not thinking much about it"

How does the simile impact the passage?

• by conveying that the emotions babies experience are limited

• by emphasizing that the intelligence of babies has been underestimated

• by highlighting that babies need time to comprehend complex ideas

• by suggesting that babies are helpless without parental support

Tags

CCSS.L.9-10.5

CCSS.RL.9-10.1

CCSS.RL.9-10.4

Which is the central idea of the "Math Without Numbers?"

• One can understand math concepts without understanding numbers

• Math teaches ideas that do ot exist in a physical or concrete sense

• Technology should be regularly integrated into math instruction

• Standardized tests gauge whether students have attained proficiency in math

Tags

CCSS.RI.9-10.2

Select two quotations that support the central idea of the passage

• "For example, a 2-year-old is unable to accurately count a set of eight M&M's, but she is able to appreciate that eight M&M's are more than three M&M's" (Paragraph 3)

• "Numbers are a great test case for this kind of question because numerical sets are about as abstract as you can get." (paragraph 6)

• "Through these experiments, the monkeys demonstrated the ability to put both increasing and decreasing sets of dots in order" (Paragraph 7)

• "Understanding the ways in which abstract thought can affect overall math proficiency remains an area of active research for Brannon's lab" (Paragraph 16)

• "They are also working with schools to develop and test a video game geared toward increasing skill in navigating the approximate number system" (Paragraph 18)

Tags

CCSS.RI.9-10.1

CCSS.RI.9-10.2

Which of the following identifies the theme of the poem?

• People who forgo college are just as likely to find success as those who attend

• Parents can often be judgmental of the choices their children make.

• No matter how hard you may try, you cannot control your fate.

• Following the rules and fulfilling others’ expectations will not necessarily result in happiness.

Tags

CCSS.RL.9-10.2

Which section from the text best supports the theme of the poem ?

• “Maud went to college. / Sadie stayed home.” (Lines 1-2)

• “Maud and Ma and Papa / Nearly died of shame.” (Lines 11-12)

• “When Sadie said her last so-long / Her girls struck out from home.” (Lines 13- 14)

• “Maud, who went to college, / Is a thin brown mouse. / She is living all alone” (Lines 17-19)

Tags

CCSS.RL.9-10.1

CCSS.RL.9-10.2

CCSS.W.9-10.9

How does Sadie’s character differ from Maud’s?

• Sadie wasn’t ambitious, while Maud continued to better herself through education.

• Sadie was disrespectful to their parents, while Maud lived to please them.

• Sadie was a wild child, while Maud was dedicated to furthering her education.

• Sadie did what made her happy, while Maud did what was expected of her.

Tags

CCSS.RL.9-10.1

CCSS.RL.9-10.3

CCSS.W.9-10.9