Math LATEX QA - Teaching

Examples of _______________ errors include (a) not following directions and (b) writing the wrong number.

Mrs. Welcher reminds her 3rd-grade students that an example of a careless error is _______________.

Mr. Davis explained to his 2nd-grade math students that an example of a careless error is _______________.

Miss Welcher noticed that her 3rd-grade math students were not following written directions. She explained that is an example of a ___________ error.

Mrs. Leavitt noticed that Jerry was not following the directions in his workbook. She explained to him that this is a _____________ error that can be corrected with focused attention.

In her 4th grade class, Mrs. Welcher’s math students were often writing the wrong numbers when copying problems from the board or textbook. She recognized these ___________ errors and was able to address them with guided practice.

Mr. Berendt noticed that Marissa was often writing the wrong numbers in her workbook. He explained to her that this is a _____________ error that can be corrected with focused attention.

Miss Barnes is careful to watch for _______________ errors by her 7th-grade math students. For example, she watches for work too messy to understand and when a student drops a negative sign.

Mrs. Fisher explained to her 6th-grade math students that an example of a precision error is _______________.

Mrs. Berendt is a 6th-grade mathematics teacher at Holly Hill Middle School. She begins each year by explaining that an example of a precision error is _______________.

In her 4th grade class, Mrs. Leavitt’s students were copying two daily warm-up problems from the board. When walking around the room, she noticed that many problems were too messy to understand, even for the students. She was then able to address these ___________ errors with guided practice.

Mrs. Fisher noticed that Andy’s problem was not understanding the math, it was reading his own messy notes and problems. She explained to him that this is a _____________ error that can be corrected with focused attention.

In her 6th grade class, Mrs. Washington’s math students would occasionally drop a negative sign when writing an algebra equation. She recognized these _____________ errors and was able to address them with guided practice.

Mr. Tacker noticed that Josie was often dropping a negative sign when writing equations. He explained to her that this is a _____________ error that she can correct with more focused attention.

Mr. Ross explained to his 5th-grade math students that examples of _______________ errors include adding, subtracting, multiplying and dividing incorrectly.

Mr. Leavitt is a first-year mathematics teacher at Highlands Elementary School. He plans to explain to his students that an example of a computation error is _______________.

Mrs. Leavitt explained to her 4th-grade math class that an example of a computation error is _______________.

Mrs. Welcher noticed that her 2nd graders were adding and subtracting incorrectly. This is an example of a ___________ error.

Miss Kelly noticed that Jerry was multiplying and dividing incorrectly in his workbook. She explained to him that this is a _____________ error that can be corrected with guided practice.

In her 4th-grade class, Mrs. Covello’s students were often adding and subtracting incorrectly during the daily oral warm up exercises. She recognized these ___________ errors and was able to address them with guided practice.

Mr. Berendt noticed that Jenny was often multiplying and dividing incorrectly in her workbook. He explained to her that this is a _____________ error that can be corrected with guided practice.

Mr. Tacker explained to his mathematics class, “Examples of _______________ errors include (a) not following the rules and (b) failure to complete the steps.”

Mrs. Elias explained to her mathematics classes that an example of a problem-solving error is _______________.

Mr. Reed is a first-year teacher at Mainland High School. He plans to explain to his mathematics students that an example of a problem-solving error is _______________.

In her 2nd grade class, Mrs. Mate’s students were often miscalculating because they were not following the rules; the order of operations. She pointed out these ___________ errors and her students were able to make corrections.

Mrs. Mates noticed that Jenny was answering algebra questions incorrectly because she often did not follow the rules. She explained to her that this is a _____________ error that can be corrected with guided practice.

In her 7th-grade class, Miss Alexander’s students occasionally failed to complete the steps in their algebra problems. She recognized these ___________ errors and was able to address them with guided practice.

Mr. Yates noticed that Marnie was failing to complete all of the steps in each geometry problem. He explained to her that this is a _____________ error that can be corrected with guided practice.

Which of the following sequences best represents the most appropriate learning progression of algebraic thinking?

Which of the following sequences best represents the most appropriate learning progression of geometric thinking?

Which of the following sequences best represents the development of math automaticity.

PEMDAS is an acronym most closely related to ______________________.

Miss Leavitt learned recently the her 3rd-grade students had created a new algorithm for subtraction. The most appropriate reaction would be to tell the students that they are ____________________________.

Procedural _______________ builds on a foundation of conceptual understanding, strategic reasoning, and problem solving.

A foundation of conceptual understanding, strategic reasoning, and problem solving is called __________________.

________________ fluency extends students’ computational fluency and applies in all strands of mathematics.

The Bridgewater School District requires all 4th-graders to complete an untimed test containing 25 multiple choice mathematics problems. The tests are scored and the results are compared throughout the district. What component of mathematics fluency is most likely the goal of this type of assessment?

Miss Kelly is starting the new school year teaching a 5th-grade mathematics course. In order to determine the students’ readiness to begin the new year, she decides to conduct a ______________ test.

Conducting __________ assessment, which is ongoing, focuses teachers on learning and teaching. This practice includes monitoring students on a day-to-day basis and modifying teaching strategies to promote student success.

Mrs. Barton incorporates _____________ assessment in her teaching. This type of assessment is often times referred to as for learning because it’s ongoing and involves monitoring students on a day-to-day basis. Mrs. Barton can modify her teaching based on what the students need to be successful.

This type of assessment is described as for learning because it provides students with the timely, specific feedback that enables them to make adjustments to practices.

A characterization of ____________ assessment is a snapshot in time that lets the teacher, students, and their parents know how well each student has completed certain learning tasks and activities. This assessment is sometimes referred to as the assessment of learning.

Mr. Leavitt regularly incorporates _____________ assessment in his teaching. This type of assessment provides information about certain student achievement. However, while it provides useful reporting information, it often has little effect on day-to-day learning.

The assessment, sometimes simply called learning, provides a one-shot view of how well a student has performed on a certain learning task or activity. Usually data is compiled into a single number or score as part of a report.

________________ assessments are often called high stakes, which means that they have consequences that might include program placement and grade-level retention.

This type of assessment, sometimes called demographic, compares a student’s performance against other students, generally in a much larger group.

_______________ assessment provides an estimate of the position of the tested individual to a statistically significant group, e.g. their peers across the country.

This type of assessment is designed to measure student performance against a fixed set of predetermined learning standards, which often describe what students are expected to know and do at a specific stage of their education.

Most tests and quizzes that are written by school teachers can be considered _____________ assessments. In these cases, the objective is simply to see whether the student has learned certain material.

The assessment term means to measure a student’s performance at periodic intervals. One goal is to provide teachers with feedback on how students are meeting academic standards.

Regular use of _________________ assessments is seen by many educators as a tool to measure student growth at regular intervals. This provides opportunities repair, renovate, and design curriculum to meet individual learning needs.

The type of assessment is sometimes described as the measurement of accomplishments that are worthwhile, significant, and meaningful.

_____________ assessments usually include a task for students to perform and, often times. a rubric by which their performance on the task will be evaluated.

Mrs. Mate’s students are encouraged to choose among the approached they can remember and feel confident using. She is attempting to develop the students’ problem-solving __________.

A student is practicing _____________ when they are to adaptively select the most appropriate problem-solving strategies.

The student who can recall a math fact without having to think about it is said to have math _____________.

Miss Leavitt’s mathematics students are encouraged to choose among the approached they can remember and feel confident using. She is enhancing the students’ ___________ to problem-solving.

A student is practicing _____________ when they are to adaptively selecting the most appropriate problem-solving strategies.

Founded in 1920, the _____________________ is the world’s largest organization concerned with mathematics education.

The ________________________ is the professional mathematics education organization with over 80,000 members and 230 Affiliates throughout the United States and Canada.