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Exam 2 Study Guide

by: Morrissette32

Exam 2 Study Guide Sped 482

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About this Document

Study Guide for Chapters 7, 8, 9, and 10.
Direct instruction in Mathematics
Mrs. Mohney
Study Guide
Math, direct instruction, sped 482, Exam 2
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This 5 page Study Guide was uploaded by Morrissette32 on Sunday April 10, 2016. The Study Guide belongs to Sped 482 at Clarion University of Pennsylvania taught by Mrs. Mohney in Spring 2016. Since its upload, it has received 273 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.

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Date Created: 04/10/16
Exam 2 Study Guide 1. What are the two stages in teaching addition? When is each presented? What is the basic difference between the stages? 2. What are the three basic types of addition problems introduced in the second stage? 3. What are complex addition facts? Why are they taught? 4. Why do the authors recommend the use of lines to represent the members of sets in initial addition strategies? 5. During the beginning stage students are taught two strategies for solving addition problems. What are they? 6. Briefly describe the basic strategy students are taught to work problems with missing addends during the beginning stage. 7. What six preskills should have been taught prior to introducing addition the slow way? 8. After making a correction when a student makes an error in a structured board presentation, what does the teacher do? 9. When would addition the fast way be introduced? 10. What new preskill is integrated in the addition the fast way strategy? 11. What are the four basic steps in diagnosing and remedying errors? 12. Into which two categories do students’ worksheet errors fall? 13. Describe the wording the teacher uses when leading the students through adding tens numbers. 14. What new preskill needs to be taught before addition problems with renaming are introduced? 15. What error are students most likely to make when mentally adding 3 single-digit numbers? 16. What is the wording suggested for explaining why and how renaming is done? 17. What is the difference between examples selected in the structured and less structured parts of a format? 18. When should complex addition facts be introduced? 19. What are the two types of complex addition facts? 20. Describe the steps students are taught to follow when figuring out the first type of complex addition facts. 21. What are the three most common COMPONENT errors made in addition problems? 22. What should the teacher’s reaction be to intermediate grade students who are using their fingers to figure out basic facts? Assuming that students can use a finger strategy effectively, what should the teacher do? 23. What is the basic difference in the two stages of subtraction instruction? When does the second stage normally begin? 24. What are three basic types of column subtraction problems? 25. Describe the steps students take in the crossing-out strategy. 26. What new preskill is integrated in the format for teaching the crossing-out strategy for subtraction? 27. The less structured supervised practice and independent practice worksheets of the crossing-out subtraction format should include what two types of problems? 28. Supervised practice is continued until students can ________________________________________________________________________ _____________________________ 29. Outline the steps in the crossing-out strategy for working missing subtrahend subtraction problems. 30. The remediation procedure for error patterns in which the students confuse addition and subtraction problems is to reintroduce the less structured format of the subtraction format. Describe what the teacher does in this part. 31.. Why are the exercises designed to teach a conceptual understanding of renaming separated from the exercises to teach the mechanics of working problems? 32. In what two ways is the strategy for subtraction without renaming the same as the strategy for addition problems that do not require renaming. 33. What three preskills should be taught before subtraction with renaming is introduced? 34. Describe the exercise suggested to teach a conceptual understanding of renaming in subtraction. How long would this be presented before the mechanics of renaming is taught? 35. Describe the part of the borrowing format that is designed to teach when renaming is necessary. 36. The less structured supervised practice and independent worksheets used in the subtraction renaming format should include a mix of what three problem types? 37. Describe the renaming strategy students are taught to work problems such as 405 – 87. 38. What preskills should be taught before students are introduced to problems like: 304 902 305 – 86 – 68 – 87 39. Why is a mix of problem types particularly important when introducing renaming problems with a zero in the tens column? 40. During the beginning stage of multiplication, students are taught to solve a problem such as 3 times 4 by _____________________________________________________. 41. True or False. During the second stage of multiplication instruction students continue to use skip counting. 42. What are the two basic types of advanced multiplication problems? 43. When can single-digit multiplication be introduced? 44. During the beginning stage of multiplication, students would translate the problem 5 x 2 as ____________________________________________. What is the reason for teaching students to translate problems this way? 45. Describe the steps students take during the beginning stage when solving a problem such as 5x = 20. 46. How would students translate the problem 5 x = 20? 47. What are the two algorithms for solving problems with a multi-digit factor? Illustrate each with this problem: 374 x 5. 48. What are the advantages of the long-form algorithm? What is its disadvantage? 49. What are the advantages of the short-form algorithm over the long form? What is its disadvantage? 50. What three preskills are needed to work multiplication problems involving a single- digit and multiple-digit factor (using the short-from algorithm)? 51. Students need not have memorized all basic multiplication facts before the short form algorithm for multiplication is introduced. Tell what limitation should be considered in selecting problems for initial multiplication exercises. 52. What is an advanced addition fact? 53. When are advanced addition facts utilized in multiplication? 54. Circle the 4 advanced facts that are more difficult. Tell why. 37 + 5; 9 + 5; 76 + 3; 79 + 3; 42 + 9; 42 + 6; 25 + 7; 74 + 5. 55. What is the purpose of the place value grid in teaching multiplication? 56. Specify the wording in the step of the Structured Board Presentation of the short-form multiplication format that instructs students to carry the ten. Assume the problem is 7 x 34 57. When are horizontal multi-digit multiplication problems introduced? Describe the strategy. 58. Describe the wording the teacher would use in leading the students through the problem: 5 x 371 59. Why is 5 x 307 more difficult than 5 x 327? 60. What two rules govern example selection for multiplication? 61. What new preskill is required to work multiplication problems with two multi-digit factors? 62. What is the goal of Part A of the multiplication format for problems with two multi- digit factors? 63. Why is a significant amount of time provided between the introduction of the conceptual stage and the introduction of the division algorithms? 64. When are division problems usually introduced? 65. (a)What are the two preskills which should be mastered prior to introducing division? (b)When does instruction on division facts begin? (c)When is the concept of remainder introduced? 66. Describe the introductory strategy students would use in solving this problem: 8 divided by 2 67. What two factors affect the difficulty level of division problem with one-digit divisors? 68. What is the goal of Part A of the format for solving problems with two-digit quotients? Describe the strategy students are to use. 69. Describe the steps students take in working the problem 290 divided by 5. 70. Why is the problem 254 divided by 5 more difficult than the problem 255 divided by 5? 71. Describe the steps students would take in working a problem such as 1586 divided by 5. 72. What type of problems should be introduced before introducing problems with two- digit divisors? 73. What two new preskills are required for students to work problems with two-digit divisors? 74. Tell what is done in each of the three parts of the format for teaching students to round off to the nearest tens unit. 75. Parts A and B of the format for division problems with two-digit divisors (estimation correct) teach the students component skills to do this problem type. What are the component skills? 76. Describe what the worksheet for problems such as 516 divided by 23 must look like when that problem type is introduced.


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