IA Math Support & Numeracy Instruction 2

Question 1

Which of the following is an example of a concrete-level math activity?

Accepted Answer

Using counting cubes to physically combine groups

Answer

Drawing a picture of 3 apples plus 2 apples

Answer

Writing the equation 3 + 2 = 5

Answer

Reading a number line printed in a textbook

Question 2

A student repeatedly says 'I'm not a math person' and refuses to attempt problems. Which response by an aide best supports a growth mindset?

Accepted Answer

Say 'You can't do it yet, but let's break this into small steps together'

Answer

Tell the student that math is not necessary for everyone

Answer

Agree and reduce the math workload to only what the student finds easy

Answer

Ignore the comment and redirect to the task without acknowledgment

Question 3

An aide is helping a student learn to tell time. The student can identify hours but struggles with minutes. The best next step is to:

Accepted Answer

Count by fives around the clock face using skip-counting

Answer

Move directly to digital clocks only

Answer

Require the student to memorize all 60 minute positions

Answer

Wait until the student masters hours before addressing minutes at all

Question 4

A student with dyscalculia is working on addition. Which accommodation is most appropriate?

Accepted Answer

Allow the use of a number line or hundreds chart during practice

Answer

Remove all visual supports so the student is not dependent on them

Answer

Seat the student far from other students to reduce distraction

Answer

Assign extra homework to build automaticity through repetition

Question 5

Which of the following best describes the 'representational' stage in the CRA math framework?

Accepted Answer

Students use pictures, diagrams, or tally marks to represent quantities

Answer

Students use physical objects to solve problems

Answer

Students use only numbers and symbols with no visual aids

Answer

Students listen to the teacher explain a concept verbally

Question 6

An instructional aide is reviewing a student's math work and notices the same procedural error across multiple problems. The aide should:

Accepted Answer

Reteach the specific misunderstood step using a different strategy

Answer

Mark all problems wrong and send home for correction

Answer

Give the student fewer problems to reduce errors

Answer

Move on to the next topic so the student does not feel discouraged

Question 7

When working with English language learners on math, an aide should:

Accepted Answer

Use visual models and math vocabulary in both English and the student's home language when possible

Answer

Avoid using math manipulatives since they distract from language learning

Answer

Focus exclusively on computation drills before addressing word problems

Answer

Require all responses in English to accelerate language acquisition