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# Exam 1 Study Guide Sped 482

Clarion

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## Popular in Direct instruction in Mathematics

## Popular in Special Education

This 6 page Study Guide was uploaded by Morrissette32 on Monday February 29, 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 163 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.

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Date Created: 02/29/16

Exam 1 Study Guide 1. What are the three instructional variables that are essential ingredients of a successful mathematics program? 2. What are the five components needed in constructing an effective instructional program? 3. How should objectives be stated? 4. Why is the following objective unacceptable: “The child will understand the concept of Regrouping.” 5. Generally, teachers should provide supervised practice until students reach what accuracy level? 6. What are the three general guidelines for sequencing the introduction of new skills? 7. In addition to being explicit, well-designed instructional strategies must be ___________________. 8. Describe two general example selection guidelines. 9. What is the purpose of including previously introduced problem types in teaching formats? 10. What are the two guidelines for providing adequate practice and review? 11. What are two major functions of progress monitoring? 12. What are two reasons a teacher should give a pretest? 13. What three things should a pretest include? 14. What is the four-step process in developing a good CBM? 15. What is a signal? Why is the use of signals recommended? 16. How is the duration of the thinking pause determined? 17. What is the essential feature of a good signal? 18. In teaching tasks that call for unison responding, when should individual tests be given? 19. What are the two possible causes of students’ errors during group instruction? 20. Most error corrections follow what three-step procedure? 21. Define the terms diagnosis and remediation. 22. What are the four basic steps in diagnosing and remedying errors on most types of problems? 23. List and describe the three basic types of errors. 24. What is the remediation for component skill errors? 25. Daily mathematics lessons should include what three parts? 26. How much time should be allocated for teacher-directed instruction? 27. How is well-designed and well-delivered teacher-directed instruction characterized? 28. What are formats designed to do? 29. Why is it important to check a student’s work daily? 30. What are the two major approaches to mathematics instruction? 31. What do the international and national studies indicate about performance of U.S. students? 32. What were the key instructional features in Good and Grouws’ Missouri Mathematics Effectiveness Project? 33. Describe Project Follow Through. 34 What four types of interventions did Baker, Gersten, and Lee identify as effective for students who are at risk for academic failure? 35 What are the instructional design elements critical to the development of mathematics instruction that will meet the needs of all teachers and students? 36. What is a Curriculum-Based Measurement (CBM)? 37. What is the basic difference between rote counting and rational counting? 38. What determines the content of the initial rote counting exercises? 39. Describe the five steps in the format for Introducing New Numbers. 40. At what rate should the teacher expect students to count in the first rote counting tasks? How should this rate increase? Why is the rate at which students count important? 41. What does the teacher do at the beginning of each lesson to determine what the rote counting format will include that day? 42 What is the pre-skill for rational counting? 43. Describe what the teacher and students do in both parts of the rational counting format. 44. When monitoring the students during a rational counting format, what must the teacher do in addition to listening to the students count? 45. What errors are students likely to make when counting two groups of lines? Describe the correction procedure. 46. What are two reasons for teaching students to count from numbers other then one? Describe what the teacher and students do in each part of the format. 47. What are the two pre-skills related to counting beyond 30? 48. Assume students can count to 40. Describe the procedure for teaching how to count to 50. 49. Describe what the teacher does in the three stages in teaching to count in the hundreds. 50. Why are skip counting series taught? 51. Before introducing the next count-by series, what accuracy and fluency level should students reach? 52. What guideline is used in developing a sequence to introduce count-by series? 53. Describe how a new count-by series is introduced over a period of days. 54. What are the three major areas into which symbol identification and place value are divided? 55. When can numeral identification tasks begin? Explain why. 56. What is a basic guideline in developing a sequence to introduce numerals? 57. Teachers can generally introduce one new numeral each ___-___ lessons. 58. What is the most important part of the format for introducing new numerals? Describe what the teacher does in this part. 59. Numeral identification practice is most efficiently done if presented in session of ___- ___ minutes, several different times during a lesson. 60. As a general rule, when can a numeral be introduced in writing exercises? 61. What are the three stages in teaching students to write a numeral? 62. How are teaching procedures for numeral dictation exercises similar to those for numeral identification tasks? 63. Why does the teacher have students say equations at a slow rate (a word each 2-3 seconds) before having them write it? 64. Numeral and line matching tasks are component skills for what? 65. When can numeral and line matching be introduced? 66. What are the regular teen numbers? What are the irregular teen numbers? 67. What component skill (part A of the format) must students master to write teen numbers? 68. In the reading tens format (part D), about a fourth of the examples should be __________. 69. What are two component skills (part A and B) for writing tens numbers? 70. What type of hundreds number is more difficult to read and write? Why? 71. Describe what the teacher says in a structured worksheet task when presenting the tens column in a number such as 805. 72. In reading thousands numbers, the format has students cue on the ________________. 73. Why is a number such as 4085 more difficult to write than 4285? 74. What strategy is taught to identify millions numbers? 75. Column alignment tasks are a pre-skill for what two types of tasks? 76. Briefly describe the three major types of instructional activities designed to teach basic facts. 77. What are two basic types of relationship activities? 78. Describe what the teacher does in each of the three parts of the Plus 1 Format. 79. Describe each part of the Series Saying Format. 80. What is the relevance of the commutative property for addition and multiplication when teaching facts? 81. Describe each part of the Three-Number Fact Family format for addition and multiplication. 82. What three guidelines were followed in establishing the fact sequences presented in this chapter? 83. What are the authors’ recommendations regarding the sequence in which addition and subtraction facts are introduced when working with lower performers? 84. What do the authors recommend for teachers working with intermediate grade students who have not mastered any basic facts? 85. What are the six components of a basic fact memorization program? 86. What do the authors define as a mastery level for a basic fact? 87. Explain how the teacher would establish a mastery criterion for written fact exercises. 88. You are setting up a peer tutoring system like the one outlined in this chapter. a. Describe the peer tutoring system. Be specific. Pretend you are a teacher preparing instructions for a substitute who will be taking your place for the next week. Include record keeping. b. Tell when the student is to progress to the next worksheet. c. Specify the guidelines for constructing the top half of fact worksheets for the peer tutoring exercise. d. Specify the guidelines for constructing the bottom half of fact worksheets for the peer tutoring exercise. e. Tell how the teacher maintains the motivation level for lower performing students. 89. You have a volunteer who will work individually with students. Prepare directions for the tutor that explains how to administer the flash card tutoring system. 90. As a general guideline, the facts that parents work on at home with student should be ones which ____________________________________________________________. Know Vocabulary: Set Cardinal Number Numeral Rote Counting Rational Counting Ordinal Number Manipulatives Skip Counting Number Place Value Expanded Notation Column Alignment

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