EC Math Science Quiz 2
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School
Ashworth College *
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Course
400
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
7
Uploaded by BarristerEmu1976
Question 1
0 / 5 points
As Bill sits on the floor stacking blocks, he hums a little song: "One, two, three, four, five, six, I would like to pick up sticks." Bill is:
Question options:
matching.
rote counting.
rational counting.
ordering.
Question 2
5 / 5
points
Which of the following is NOT an informal measurement?
Question options:
"I have more toys than you do."
"I have two books."
"I am taller than you."
"We both have two-cookie-that's the same."
Question 3
0 / 5
points
The Focal Point for understanding of whole numbers at the prekindergarten level include all of the following EXCEPT:
Question options:
recognizing numbers in small groups with and without counting.
understanding that numbers refer to quantities
using numbers to solve everyday problems
understanding how to estimate.
Question 4
0 / 5
points
Definitions of shapes are probably solidified around age:
Question options:
three.
four.
five.
six.
Question 5
5 / 5
points
Kim's juice is in a tall glass and Mai's is in a short glass. Kim says, "I have more juice than you do." Kim is:
Question options:
ordering.
rote counting.
comparing.
making a match.
Question 6
5 / 5
points
The National Science Education Standards emphasize that, for children, the essence of learning lies in:
Question options:
memorizing fact.
carrying out the processes of inquiry.
assessments.
utilizing technology.
Question 7
5 / 5
points
When children arrange and organize objects and describe them, they are using the concept of:
Question options:
space.
sets.
shape.
one-to-one correspondence.
Question 8
5 / 5
points
"Above and below" is an example of the __________ spatial concept.
Question options:
position
construction
direction
distance
Question 9
5 / 5
points
The language-related process that is NOT specifically listed in the National Council of Teachers of Mathematics (NCTM) standards is:
Question options:
reasoning.
connections.
communication.
associations.
Question 10
5 / 5
points
Counting is acquired through activities that:
Question options:
emphasize repetitive drills.
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are naturalistic and structured.
center on workbooks.
are naturalistic and informal.
Question 11
5 / 5
points
What provides the means for explaining problem-solving and reasoning processes?
Question options:
Reasoning
Connections
Communication
Associations
Question 12
5 / 5
points
Kate lines some wooden blocks in a row. Then she puts a wooden figure on each block. This activity is:
Question options:
structured.
informal.
naturalistic.
traditional.
Question 13
5 / 5
points
The easiest and first one-to-one correspondence activities should involve:
Question options:
symbols.
real and familiar objects.
symbols and familiar objects.
real and unfamiliar objects.
Question 14
5 / 5
points
According to the Common Core State Standards for Mathematics by the end of kindergarten children should be able to use strategies such as matching and counting to do all of the following EXCEPT:
Question options:
identify whether the number of objects in one group is greater than the number in another.
identify whether the number of objects in one group is less than the number in another.
identify whether the number of objects in one group is the same as the number in another.
identify whether the number of objects in one group is greater than the number in another and the difference in quantity.
Question 15
5 / 5
points
The fundamental concepts and skills basic to developing the abilities needed for scientific inquiry include comparing, shape, space, and parts and wholes as well as:
Question options:
one-to-one correspondence.
number sense and counting.
sets and classifying.
All of the above
Question 16
5 / 5
points
Which one of the following is NOT a material that provides for developmentally appropriate exploration of the geometric concept of shape?
Question options:
Unit blocks
Printed matching sheets
Attribute blocks
Lego
Question 17
5 / 5
points
In prekindergarten and kindergarten comparing is a Focal Point for:
Question options:
number.
measurement.
classification.
spatial relations.
Question 18
5 / 5
points
Select the example of "things, people, and animals that have parts."
Question options:
Tina shares her cupcake.
Sue takes half of the lump of dough.
Joe takes some of Tom's crayons.
The doll's arm falls off.
Question 19
5 / 5
points
Which of the following statements is NOT true?
Question options:
The shape curriculum for preschoolers should include a limited number of similar models.
The shape curriculum for preschoolers should include opportunities to
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support and build using a variety of shapes.
The shape curriculum for preschoolers should include identifying shapes in the classroom, school, and community.
The shape curriculum for preschoolers should include a variety of models.
Question 20
5 / 5
points
The concept of symmetry should be introduced after the children are familiar with:
Question options:
one-to-one correspondence.
ordering.
shape.
counting.