What strategies do Grade 3 students use for efficient addition and subtraction involving numbers in the teens and decades?

B. Compensating or partitioning

D. Ignoring grouping by 5's and 10's

What is an example of a mental math strategy Grade 3 students may use for multiplication?

C. Skip counting and repeated addition

B. Memorizing multiplication tables only

D. Relying on calculators for all calculations

What are fundamental quantities in the International System of Units (SI)? a. Length, mass, time, velocity

c. Length, mass, time, electric current

a. Length, mass, time, velocity

b. Temperature, volume, density, force

d. Area, speed, acceleration, luminous intensity

How are assessments typically used in Grade 1?

c. Formatively to track student progress

How do Grade 2 students represent the quantity 42?

c) As four groups of 10 and one group of 2

a) As a random collection of numbers

What is the purpose of making tens for Grade 2 students?

c) To simplify calculations and understand numbers better

d) To avoid working with numbers efficiently

What do Grade 2 students learn about fractions?

d) Fractions are numbers that represent part of a whole

a) Fractions are irrelevant in math

b) Fractions represent the whole

c) Fractions cannot be regrouped

What is involved in estimating amounts for Grade 2 students?

c) Using quantitative and numerical reasoning

b) Using only concrete materials

d) Avoiding mental-math situations

What instructional strategy helps Grade 2 students develop estimation skills?

d) Providing opportunities to estimate using concrete materials and pictures

a) Using estimation in mental-math situations

c) Providing experiences with teacher-initiated questions

What is an early understanding of the relationship between numbers?

c. Comparing quantities in terms of "more," "less," or "the same as"

How can young children effectively learn to identify and write numerals?

B) Recognition of numeral characteristics

A) Repetitive practice without context

Which skill is NOT associated with Number Sense according to the provided data?

B) Talking comfortably about numbers

What is the purpose of problem-solving in mathematics according to the general principles of instruction?

C) Developing operational sense

A) Reinforcing learning objectives

B) Promoting justification and reasoning

D) Enhancing representation of concepts

How can 746 be partitioned into hundreds, tens, and ones?

A) Hundreds: 7, Tens: 4, Ones: 6

B) Hundreds: 6, Tens: 4, Ones: 7

C) Hundreds: 4, Tens: 7, Ones: 6

D) Hundreds: 7, Tens: 6, Ones: 4

What is a characteristic of students in kindergarten and Grade 1 in terms of learning operational sense?

B) Recognizing part-part-whole patterns

C) Mastering advanced algorithms

AS4 - MATH FINAL EXAMINATION

Authored by Kimberly Eramis

Mathematics

University

CCSS covered

Used 4+ times

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55 questions

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MULTIPLE CHOICE QUESTION

45 sec • 1 pt

What is a key aspect of competent counting according to Kilpatrick, Swafford, & Findell?

a) Recitation of numbers only

b) Mastery of a symbolic system

c) Conceptualization of symbols as irrelevant

d) Conventional understanding only

Tags

CCSS.1.NBT.A.1

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

What is the role of counting in determining answers to questions involving operations?

a) Counting is irrelevant to operations.

b) Counting is the last strategy students use.

c) Counting is the first strategy for operations.

d) Counting only involves recitation.

Tags

CCSS.2.OA.A.1

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

Which characteristic is related to the idea that the counting sequence remains consistent?

a) Order Irrelevance

b) Conservation

c) Stable Order

d) Abstraction

Tags

CCSS.2.MD.B.6

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

What is a grouping strategy Grade 3 students begin to use for calculating quantities?

a) Counting by 10’s

b) Counting backwards

c) Making tens

d) Skip counting by 2’s

Tags

CCSS.2.OA.A.1

FILL IN THE BLANK QUESTION

2 mins • 1 pt

What is the concept where counting of objects can begin with any object in a set and the total remains the same?

Tags

CCSS.1.NBT.A.1

FILL IN THE BLANK QUESTION

2 mins • 1 pt

In counting, what is developed as students begin to count to numbers greater than 9?

Tags

CCSS.1.NBT.A.1

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

What may Grade 2 students struggle with when using standard algorithms for addition and subtraction?

A. Counting-up procedures

B. Regrouping across O's

C. Understanding the commutative property

D. Avoiding the use of number lines

Tags

CCSS.2.NBT.B.5

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AS4 - MATH FINAL EXAMINATION

What is a key aspect of competent counting according to Kilpatrick, Swafford, & Findell?

What is the role of counting in determining answers to questions involving operations?

Which characteristic is related to the idea that the counting sequence remains consistent?

What is a grouping strategy Grade 3 students begin to use for calculating quantities?

What is the concept where counting of objects can begin with any object in a set and the total remains the same?

In counting, what is developed as students begin to count to numbers greater than 9?

What may Grade 2 students struggle with when using standard algorithms for addition and subtraction?

What strategies do Grade 3 students use for efficient addition and subtraction involving numbers in the teens and decades?

What is an example of a mental math strategy Grade 3 students may use for multiplication?

What Grade level may have difficulty with subtraction or addition involving 0 in the tens place in a three-digit number?

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