EC Math Science Lesson 4 5 quiz
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Ashworth College *
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Course
EC400
Subject
Mathematics
Date
Jan 9, 2024
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docx
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16
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n 1
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A Focal Point for kindergarten is the use of written numerals to:
Question options:
a)
represent quantities and solve simple quantitative problems.
b)
represent quantities and solve difficult quantitative problems.
c)
recognize quantities and solve difficult quantitative problems.
d)
solve simple quantitative problems.
on
2
Select the item that is NOT a level of higher-order classification.
Question options:
a)
Divergence classification
b)
Class inclusion
c)
Hierarchical classification
d)
Multiple classification
on
2
With which two of the following can children work with numeral recognition in a fun way?
Question options:
a)
Pocket calculators, computer software
b)
Flash-card drill, workbooks
c)
Workbooks, computer software
d)
Computer software, flash-card drill
on
2
Which one of the following higher levels of classification involves the concept that a smaller group may be included within a larger group?
Question options:
a)
Divergence classification
b)
Class inclusion
c)
Hierarchical classification
d)
Multiple classification
on
2
Of the six number symbol skills that young children learn during the preoperational period, which of the following is NOT
one of those skills?
Question options:
a)
Learning to associate numerals with groups
b)
Learning to add one plus two equals three with written symbols
c)
Learning to place the numerals in order
d)
Learning to reproduce numerals
on
2
Select the choice that is NOT a necessary prerequisite to solving addition and subtraction problems at the symbolic level.
Question options:
a)
The ability to connect groups and symbols
b)
The ability to write numerals 0-10
c)
The ability to do concrete addition and subtraction problems
d)
The ability to identify numerals 0 to 9
on
2
Children creating roads, valleys, and villages in a sandbox is an example of:
Question options:
a)
tangible maps.
b)
technology.
c)
transitional stage.
d)
patterning.
on
2
What is the "Process of thinking about a 'how many' or 'how much' problem and possible solutions?"
Question options:
a)
Estimation
b)
Geoboards
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c)
Symbolic level
d)
Multiple classification
on
2
During the preoperational period, young children acquire _____
number symbol skills.
Question options:
a)
8
b)
6
c)
4
d)
2
on 2
Children just learning number symbol skills might be observed
to:
Question options:
a)
match numerals that are alike.
b)
recognize a numeral and name it.
c)
place magnetic numerals in order.
d)
match numerals and groups.
on 2
Which of the following experiences must children have to successfully use symbols on maps?
Question options:
a)
Drawing maps
b)
Studying and exploring real maps
c)
Classifying
d)
Patterning
on 2
If children can count 10 objects accurately, can identify the numerals 1 to 10, have a good grasp of one-to-one correspondence, and can rote count accurately past 10, they are ready to:
Question options:
a)
use the first-grade workbook.
b)
count quantities above 10.
c)
do written addition and subtraction problems.
d)
memorize more basic facts.
on Between which ages do children learn to name the numerals from zero to 10?
Question options:
a)
1 and 3
b)
2 and 5
c)
3 and 6
d)
4 and 7
on 2
A diagram with mammals at the top, then dogs, monkeys, cats, cows, and elephants is a(n):
Question options:
a)
divergence classification.
b)
class inclusion.
c)
hierarchical classification.
d)
multiple classification.
on 2
Which of the materials listed below are basic materials for matching groups to symbols?
Question options:
a)
Board games
b)
Lotto games
c)
Containers with numerals written on them and chips to count matching sets
d)
Bingo games
on 2
Which one of the four criteria below is NOT one to be used when selecting a counting book?
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Question options:
a)
The numeral names should always refer to how many.
b)
The numerals should be ordered in size (small numerals for small amounts and large numerals for large amounts).
c)
The concept of one-to-one correspondence should be emphasized.
d)
Illustrations of things to be counted should be clear and distinct.
on 2
In the _____, children apply and develop fundamental concepts
in groups and symbols, classification, shape, spatial relations, measurement, and graphs through exposure to higher-level experiences.
Question options:
a)
Transitional stage
b)
Preoperational stage
c)
Operational stage
d)
Final stage
on 2
Which is NOT a criteria for selecting counting books?
Question options:
a)
The numeral names refer to how many.
b)
The numeral names refer to ordinal position and sequence.
c)
When ordinals are being used, the starting position (e.g., first) should be clearly identified.
d)
The illustrations of objects to be counted and connected to the numeral on each page should be clear and distinct.
on 2
__________ is NOT a prerequisite for concrete whole number operations.
Question options:
a)
One-to-one correspondence
b)
Multiple classification
c)
Numbers and counting
d)
Comparing
on 2
Matrices are used to represent:
Question options:
a)
divergence classification.
b)
class inclusion.
c)
hierarchical classification.
d)
multiple classification.
on 2
At the presymbolic level, work with fractions should be limited to:
Question options:
a)
halves, thirds, and fourths.
b)
halves, thirds, and fifths.
c)
halves and thirds.
d)
thirds and fourths.
on 2
____________ is dependent upon being careful and double-
checking results.
Question options:
a)
Efficiency
b)
Computational Fluency
c)
Flexibility
d)
Accuracy
on 2
Select the strategies that can be used for developmentally appropriate exploration of all four whole number operations.
Question options:
a)
Unifix Cubes
b)
Spin-the wheel games
c)
Eliciting and supporting children's thinking when problem solving
d)
Eliciting, supporting, and extending children's thinking when problem solving
on 2
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Chan carefully draws the pattern that appears in half of an orange. This activity is called:
Question options:
a)
copy and extend patterns using objects.
b)
copy and extend patterns using task cards.
c)
observe and describe patterns in natural materials.
d)
make a division pattern.
on 2
Computational fluency includes:
Question options:
a)
efficiency, flexibility, and attention.
b)
accuracy, effectiveness, and flexibility.
c)
efficiency, accuracy, flexibility.
d)
flexibility, effectiveness, and efficiency.
on 2
A must when introducing each whole number operation is to:
Question options:
a)
begin with flash-card games.
b)
be sure all the students are on the same page in their workbooks.
c)
encourage the students to work fast.
d)
make liberal use of real-life story problems that the students can act out.
on Jason has a 1-cup measure of milk. Ms. Hebert tells him that they will need one-half cup of milk for their recipe. Jason selects a smaller cup that says "½" on the handle and fills it with milk from the larger cup. This fraction activity is called:
Question options:
a)
objects can be partitioned into groups.
b)
dividing a whole object into parts.
c)
fractionating.
d)
dividing a liquid into parts.
on 2
Computer software:
Question options:
a)
does not provide appropriate patterning experiences for young children.
b)
can provide patterning experiences only for the slowest-learning children.
c)
has several advantages for young children's explorations of patterning.
d)
is not recommended as a means for exploration of patterns.
on 2
Assessment of children's understandings of addition and subtraction requires:
Question options:
a)
observing the process.
b)
questioning children regarding what they have done.
c)
observing the process and questioning children regarding what they have done.
d)
the use of informal assessments.
on 2
From the following statements, select the one that is NOT one of Constance Kamii's beliefs.
Question options:
a)
Children learn arithmetic by being told about it.
b)
Group games are excellent vehicles for supporting the construction of math concepts.
c)
Paper-and-pencil worksheets should never be used with young children.
d)
Children should work together and support each other in the development of math concepts.
on 2
Knowledge of algorithms should be acquired through which of the following strategies?
Question options:
a)
Start with the children's own strategies and, through questioning, guide them toward the conventional methods.
b)
Be sure the children unlearn their unconventional strategies, and then teach the conventional algorithms.
c)
Assess the children's nonconventional problem-solving strategies and explain that these are not as good as the conventio
algorithms.
d)
The children's nonconventional strategies can be ignored as they are drilled on the steps in the conventional algorithms.
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on 2
For children to be able to recall the basic addition and subtraction facts by the end of third or fourth grade, instruction should NOT include which of the following strategies?
Question options:
a)
Problem solving using children's already acquired understanding of parts and wholes
b)
Building abstract problem models
c)
Encouraging children to share problem-solving strategies
d)
Providing nonstressful practice with games and computers
on 2
An excellent game for practicing addition and subtraction is:
Question options:
a)
Flash Card Bingo.
b)
Double War.
c)
Combination Lotto.
d)
Old Maid.
on Identify the statement that is NOT correct.
Question options:
a)
At the presymbolic level, work with fractions should be limited to 1/2, 1/3, and 1/4.
b)
At the presymbolic level, primary-level children can work with volume, regions, lengths, and sets.
c)
Fraction technology should be introduced along with fraction notation.
d)
Primary children still need exploratory experiences before being presented with the structured fraction activities.
on 2
What is the basis for the understanding of fractions?
Question options:
a)
Aspects of the part/whole concept
b)
The fundamental concept of parts and wholes
c)
Part, pieces, whole, and almost whole
d)
Halves, thirds, and fourths
on 2
Brent examines some patterns drawn on a card. Then he takes
some Unifix Cubes and makes the same designs and adds two more designs. This type of activity is called:
Question options:
a)
copy and extend patterns using objects.
b)
copy and extend patterns using task cards.
c)
observe and describe patterns in natural materials.
d)
make a division pattern.
on
Observations to assess children's understandings of addition, subtraction, and multiplication can be made during:
Question options:
a)
naturalistic activities.
b)
informal activities.
c)
formal activities.
d)
naturalistic and informal activities.
on 2
Which is NOT an example of working with fractions involving volume?
Question options:
a)
Cutting up a carrot
b)
Using measuring cups while cooking
c)
Cutting up a melon
d)
Experimenting with the Fit-a-Fraction set
on A challenging way to extend a number pattern (such as 1, 3, 5, __, __,) is by:
Question options:
a)
counting on your fingers.
b)
using a pocket calculator.
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c)
using a number chart combination.
d)
using a flash card.
on 2
Fraction symbols can usually be safely introduced:
Question options:
a)
near the end of first grade.
b)
at the beginning of second grade.
c)
at the beginning of third grade.
d)
near the end of third grade.