IA Math Support & Numeracy Instruction 2 — Questions and Answers
Question 1: Which of the following is an example of a concrete-level math activity?
- Drawing a picture of 3 apples plus 2 apples
- Writing the equation 3 + 2 = 5
- Using counting cubes to physically combine groups (Correct answer)
- Reading a number line printed in a textbook
Correct answer: Using counting cubes to physically combine groups
The concrete level involves physically manipulating objects, such as combining counting cubes to model addition.
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?
- Tell the student that math is not necessary for everyone
- Agree and reduce the math workload to only what the student finds easy
- Say 'You can't do it yet, but let's break this into small steps together' (Correct answer)
- Ignore the comment and redirect to the task without acknowledgment
Correct answer: Say 'You can't do it yet, but let's break this into small steps together'
Acknowledging the struggle while emphasizing 'yet' and breaking tasks into steps supports growth mindset and reduces math anxiety.
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:
- Move directly to digital clocks only
- Count by fives around the clock face using skip-counting (Correct answer)
- Require the student to memorize all 60 minute positions
- Wait until the student masters hours before addressing minutes at all
Correct answer: Count by fives around the clock face using skip-counting
Skip-counting by fives connects prior knowledge to reading minutes, making the clock's structure logical and accessible.
Question 4: A student with dyscalculia is working on addition. Which accommodation is most appropriate?
- Remove all visual supports so the student is not dependent on them
- Allow the use of a number line or hundreds chart during practice (Correct answer)
- Seat the student far from other students to reduce distraction
- Assign extra homework to build automaticity through repetition
Correct answer: Allow the use of a number line or hundreds chart during practice
Number lines and hundreds charts are appropriate scaffolds that support students with dyscalculia in accessing math tasks.
Question 5: Which of the following best describes the 'representational' stage in the CRA math framework?
- Students use physical objects to solve problems
- Students use pictures, diagrams, or tally marks to represent quantities (Correct answer)
- Students use only numbers and symbols with no visual aids
- Students listen to the teacher explain a concept verbally
Correct answer: Students use pictures, diagrams, or tally marks to represent quantities
The representational stage bridges concrete and abstract by using pictures or diagrams to depict mathematical relationships.
Question 6: An instructional aide is reviewing a student's math work and notices the same procedural error across multiple problems. The aide should:
- Mark all problems wrong and send home for correction
- Reteach the specific misunderstood step using a different strategy (Correct answer)
- Give the student fewer problems to reduce errors
- Move on to the next topic so the student does not feel discouraged
Correct answer: Reteach the specific misunderstood step using a different strategy
Identifying and reteaching the exact error point using an alternative strategy directly addresses the misconception.
Question 7: When working with English language learners on math, an aide should:
- Avoid using math manipulatives since they distract from language learning
- Use visual models and math vocabulary in both English and the student's home language when possible (Correct answer)
- Focus exclusively on computation drills before addressing word problems
- Require all responses in English to accelerate language acquisition
Correct answer: Use visual models and math vocabulary in both English and the student's home language when possible
Combining visual models with bilingual vocabulary support allows ELL students to access math content while developing academic language.
IA Math Support & Numeracy Instruction 2
Which of the following is an example of a concrete-level math activity?