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

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?

Accepted Answer

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

Answer

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:

Accepted Answer

Count by fives around the clock face using skip-counting

Answer

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?

Accepted Answer

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

Answer

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?

Accepted Answer

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

Answer

The representational stage bridges concrete and abstract by using pictures or diagrams to depict mathematical relationships.

(IA) Instructional Aide Practice Test