A.   Mastery of the skill of writing numbers, counting and stating place value

        B.   Mastery of vocabulary and act of writing essays

        C.   Identification of shapes of objects and knowing the properties of square, rectangles, triangles, cuboids, cylinders, spheres and pyramids

        D.   Solving problems involving numbers, measurement, weight, money, distance and time

        A.   didactic method

        B.   teacher-learner communication method

        C.   discussion method

        D.   discrimination method

        A.   Seminar

        B.   Colloquium

        C.   Panel presentation

        D.   None of the above

        A.   materials that cannot be counted

        B.   materials that show proportion by size

        C.   materials that can be counted

        D.   all of the above

        A.   an instructional practice that carefully constructs interaction between the students and their teachers

        B.   an instructional practice that carefully constructs interaction between students and the teaching materials

        C.   an instructional practice that carefully constructs interaction between students in the same peer group

        D.   an instructional practice that carefully constructs interaction among the students, the teachers and the teaching materials

        A.   it provides information as to whether the teacher is regular in the class

        B.   it provides information as to whether the message has been received and has actually produced the intended responses

        C.   allows the teacher to pass more messages to the pupils

        D.   it provides information as to whether the students are sensitive and conscious of the teacher's presence in the class

        A.   Talk with your students about how manipulative help to learn mathematics

        B.   Set ground rules for using manipulative

        C.   Develop a system of storing manipulatives

        D.   Do not give time for your students to explore manipulative before beginning instruction

        A.   Describing and modelling the concept using concrete objects

        B.   Providing students many practice opportunities using concrete objects

        C.   When students demonstrate mastery of skill using concrete, describe and model the concept with pictures that represent concrete objects

        D.   None of the above

        A.   The teacher trains the students to act as tutors and tutees, so they are prepared to tutor and receive tutoring from their peers

        B.   Students engaging in peer tutoring require the same material to teach each other as a teacher would use for the lesson

        C.   Continual monitoring and feedback from the teacher help students that are engaged in peer tutoring to stay focused on the lesson

        D.   None of the above

        A.   Choose an appropriate metacognitive strategic for the mathematics skill

        B.   Describe and model the strategy at least three times and make sure the students understand

        C.   Do not provide simple opportunity for students to practice using the strategy

        D.   Provide students with strategy cue sheet and ensure students begin to work independently

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