Practice Tests

Chapter 22: Planning Instruction

1. In years past, math was seen as an easy subject to teach--- just show students how to do a procedure and let them work through the exercises. That is no longer the case. What elements are typically considered now in planning an effective math lesson?
2. Make a case for the importance of a three- part lesson that includes an introductory “hook” and a good closing to frame the main part of the instruction.
3. A parent is concerned that you are assigning problems rather than practice work to their students for homework. How would you respond?
4. Much of the literature argues for the value of moving from the concrete to the pictorial to the abstract in approaching mathematics ideas. Do you believe that this is as necessary for grades 6, 7, or 8 students? Explain.
5. Some teachers are comfortable differentiating instruction, but not differentiating assessment. What is your position on this? Explain your rationale.
6. What are some ways to meet the special needs of gifted students in math?
7. In what ways are current Canadian math texts different from earlier texts?
8. Why might it be a good idea to include questions you plan to ask on a lesson plan?
9. Some people argue that a lesson plan is limiting; it precludes a teacher from responding to her or his students’ responses. What is your opinion on that? Explain why.