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Math exam prep

Ashleigh Collins 12 questions

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Questions in this quiz (12)

  1. 1Begin addition by with [blank_start]renaming[blank_end] numbers then [blank_start]no renaming[blank_end]
    1. Arenaming
    2. Bno renaming
  2. 2Begin subtraction with [blank_start]no renaming[blank_end] then [blank_start]renaming[blank_end] numbers
    1. Ano renaming
    2. Brenaming
  3. 3Sequence for learning 2 digit numbers is:

    1. Build up the multiple
    2. Introduce [blank_start]language[blank_end]
    a. [blank_start]Regular[blank_end] number names
    b. [blank_start]Less regular[blank_end] that use ordinal number names
    c. Then [blank_start]twenties[blank_end]
    3. [blank_start]Record[blank_end]
    4. [blank_start]Teen[blank_end] numbers
    5. [blank_start]Compare[blank_end]
    a. Materials with [blank_start]materials[blank_end]
    b. Materials with [blank_start]language[blank_end]
    c. [blank_start]Symbols[blank_end] with symbols
    6. [blank_start]Sequence[blank_end]
    7. [blank_start]Counting[blank_end]
    1. Alanguage
    2. Btwenties
    3. CRegular
    4. DLess regular
    5. ERecord
    6. FTeen
    7. GCompare
    8. Hmaterials
    9. Ilanguage
    10. JSymbols
    11. KSequence
    12. LCounting
  4. 4Sequence for 3 digit numbers:

    1. Build up new multiple
    2. Introduce [blank_start]language[blank_end]
    3. Introduce [blank_start]recording[blank_end]
    a. [blank_start]Regular[blank_end]
    b. Less regular
    c. Irregular
    d. [blank_start]Teens[blank_end]
    4. Introduce numbers with [blank_start]internal 0[blank_end]
    5. [blank_start]Renaming[blank_end] & use [blank_start]number expanders[blank_end]
    6. Compare, [blank_start]sequence[blank_end], count
    1. Alanguage
    2. Brecording
    3. CRegular
    4. DTeens
    5. Einternal 0
    6. Fnumber expanders
    7. GRenaming
    8. Hsequence
  5. 54 digit numbers follows the same sequence as 3 digit numbers
    1. ATrue
    2. BFalse
  6. 6Process for renaming:

    • [blank_start]How many[blank_end] tens does the number have?
    • Which tens could the number [blank_start]round to[blank_end]?
    • Which ten is [blank_start]closer[blank_end]?
    1. AHow many
    2. Bround to
    3. Ccloser
  7. 7Calculator functions:

    [blank_start]MR[blank_end] – memory recall (no function)
    [blank_start]MC[blank_end] – memory clear
    [blank_start]M+[blank_end] - memory recall and adds
    [blank_start]M-[blank_end] - memory recall and subtracts
    [blank_start]C[blank_end] – clear last entry
    [blank_start]AC[blank_end] – all clear
    [blank_start]=[blank_end] - constant function
    1. AMR
    2. BMC
    3. CM+
    4. DM-
    5. EC
    6. FAC
    7. G=
  8. 8Sequence for money:

    1. [blank_start]Recognition[blank_end]
    a. Individual coins
    b. Renaming – lots of ways to make $1
    2. Cents require [blank_start]2[blank_end] digit numeration
    a. 100c makes $1
    3. Dollars require full numeration system
    a. [blank_start]Basic[blank_end] facts (how many 2’s go in to 10 etc)
    4. [blank_start]Rounding[blank_end] money amount
    1. ARecognition
    2. B2
    3. CBasic
    4. DRounding
  9. 9Sequence for time:

    1. Assign times to events and [blank_start]sequence[blank_end] them (morning, afternoon, summer, lunchtime)
    2. [blank_start]Compare[blank_end] and order time (what takes longer? What happens first?)
    3. [blank_start]Measure[blank_end] using non-standard units (clapping, counting etc)
    4. Measure using [blank_start]standard[blank_end] units
    • On the hour ([blank_start]o’clock[blank_end])
    • [blank_start]Half[blank_end] past
    • [blank_start]5[blank_end] minute
    • [blank_start]1[blank_end] minute
    1. Asequence
    2. BCompare
    3. CMeasure
    4. Dstandard
    5. E1
    6. F5
    7. GHalf
    8. Ho’clock
  10. 10Developing the addition concept
    Introduce the concept with verbal action stories involving [blank_start]joining[blank_end]
    6 birds are feeding on worms
    3 more birds fly to join in feeding
    How many birds are eating now?
    1. Use [blank_start]materials[blank_end] to show these addition situations
    a. Show 6 counters on a tens frame, then add 3 in a different colour
    2. Introduce [blank_start]symbols[blank_end] gradually
    a. First [blank_start]write[blank_end] ‘nine’ next to tens frame
    b. Then use 9 [blank_start]symbol[blank_end]
    c. Then have
    3. Stress [blank_start]part[blank_end]/part/[blank_start]whole[blank_end]
    4. Exchange ‘[blank_start]and[blank_end]’ for ‘[blank_start]add[blank_end]’
    1. Ajoining
    2. Bmaterials
    3. Csymbols
    4. Dsymbol
    5. Ewrite
    6. Fpart
    7. Gwhole
    8. Hand
    9. Iadd

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math
Language
English
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