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Sample Test
|
Chapter_3_Prekindergarten_and_Kindergarten_Concepts_and_Skills
1. The most fundamental component of the concept of
“number” is the process of
|
|
a.
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counting.
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b.
|
ordering.
|
|
|
c.
|
ranking.
|
|
|
d.
|
one-to-one correspondence.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Remembering
|
|
|
2. Kate lines some wooden blocks
in a row. Then she puts a wooden figure on each block. This activity is
|
|
a.
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structured.
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|
|
b.
|
informal.
|
|
|
c.
|
naturalistic.
|
|
|
d.
|
traditional.
|
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
3. Learning to hit the computer
keys one at a time is an example of
|
|
a.
|
substituting.
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|
|
b.
|
concreteness.
|
|
|
c.
|
one-to-one correspondence.
|
|
|
d.
|
seriating.
|
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
4. One-to-one correspondence
occurs in which of the following activities?
|
|
a.
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Naturalistic
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|
|
b.
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Informal
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|
|
c.
|
Adult-guided
|
|
|
d.
|
All of these answers
|
|
ANSWER:
|
d
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|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
5. Which of the following
does not make
matching groups more difficult during adult-guided activities?
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|
a.
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A lot of objects are in each group.
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|
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b.
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The groups are different.
|
|
|
c.
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The objects look similar.
|
|
|
d.
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None of these answers.
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ANSWER:
|
b
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|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
6. A child places one toy car into
each box garage. This is an example of an informal activity.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
7. A child passes out napkins to
each child at the snack table. This is an example of a naturalistic
activity.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
8. The larger the number of
objects in each group, the more difficult it is to match objects in
one-to-one correspondence.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
9. The easiest and first
one-to-one correspondence activities should involve real and familiar
objects.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
10. Symbols and patterns are the
easiest objects to match in one-to-one correspondence.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
11. It is more difficult to match
unequal groups in one-to-one correspondence than to match equal groups.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Match each item with the
correct statement below.
|
a.
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rational counting
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d.
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naturalistic activities
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b.
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concreteness
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e.
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evaluation
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c.
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one-to-one correspondence
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|
|
|
12. Can be done informally by
noticing each child’s response during adult-guided activities
|
ANSWER:
|
e
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
13. A supportive concept and skill
for rational counting
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ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
14. Attaching a number name to
each object counted
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ANSWER:
|
a
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate one-to-one
correspondence concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
15. The most fundamental component
of the concept of number
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
16. How close to real the objects
are
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate one-to-one
correspondence concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
17. ___________________________________
is the most fundamental component of the concept of number.
|
ANSWER:
|
One-to-one correspondence
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
18. _________________________ can
be done informally by noticing each child’s response during structured
activities.
|
ANSWER:
|
Evaluation
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
19. _________________________
describes how close the objects in one-to-one correspondence are to being
real.
|
ANSWER:
|
Concreteness
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
20. A child passes out napkins to
each child at the snack table. This is an example of a(n) ____________________
activity.
|
ANSWER:
|
informal
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.01 – Assess, plan, teach, and evaluate
one-to-one correspondence concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Chapter_3a_Prekindergarten_and_Kindergarten_Concepts_and_Skills
1. 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
|
|
a.
|
matching.
|
|
|
b.
|
rote counting.
|
|
|
c.
|
rational counting.
|
|
|
d.
|
ordering.
|
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
2. Lai says she has more pennies
than Maria. Each one picks up one penny at a time, saying a different number
name each time they pick up a penny: “One, two, three, four, five.” The girls
are
|
|
a.
|
matching.
|
|
|
b.
|
rote counting.
|
|
|
c.
|
rational counting.
|
|
|
d.
|
ordering.
|
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
3. Constance Kamii emphasizes the
importance of the coordination of counting and
|
|
a.
|
one-to-one correspondence.
|
|
|
b.
|
sequence.
|
|
|
c.
|
ordering.
|
|
|
d.
|
ranking.
|
|
ANSWER:
|
a
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
4. Counting is acquired through
activities that
|
|
a.
|
emphasize repetitive drills.
|
|
|
b.
|
are naturalistic and structured.
|
|
|
c.
|
center on workbooks.
|
|
|
d.
|
are naturalistic and informal.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
5. The term that refers to
looking at a group of items and instantly knowing how many items are in the
group is called
|
|
a.
|
substituting.
|
|
|
b.
|
counting.
|
|
|
c.
|
subitizing.
|
|
|
d.
|
seriating.
|
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
6. NCTM expectations for children
in prekindergarten through grade 2 include which of the following?
|
|
a.
|
Counting with understanding
|
|
|
b.
|
Developing understanding of the relative position and
size of whole numbers, ordinal and cardinal numbers, and their connections
to each other
|
|
|
c.
|
Developing a sense of whole numbers and being able to
represent and use them in many ways
|
|
|
d.
|
All of these answers
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
7. Understanding number or
numbers sense does not
|
|
a.
|
make the connection between quantities and counting.
|
|
|
b.
|
underlie the understanding of more and less.
|
|
|
c.
|
underlie the understanding of relative amounts.
|
|
|
d.
|
focus only on counting.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
8. The Focal Point for
understanding of whole numbers at the prekindergarten level includes
|
|
a.
|
recognizing numbers in small groups with and without
counting.
|
|
|
b.
|
understanding that numbers refer to quantities.
|
|
|
c.
|
using numbers to solve everyday problems.
|
|
|
d.
|
all of these answers.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
9. Counting is acquired through
activities that are naturalistic and informal.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
10. Seriating is the term that refers to
looking at a group of items and instantly knowing how many items are in the
group.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
11. Understanding that the last
number named is the quantity in the group is a critical fundamental concept.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
12. When assessing children’s
counting, record naturalistic and informal events.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
13. Number sense is a skill.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
14. To support the development of
rational counting skills, work in groups that have zero to five items before
using larger groups.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
15. The concept of number
involves an understanding of oneness, twoness, and so on.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
16. Children with special needs
may need extra structured experiences such as finger plays and rhymes and
counting concrete objects in order to develop the concept of a number.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Match
each item with the correct statement below.
|
a.
|
number sense
|
d.
|
rational counting
|
|
b.
|
subitizing
|
e.
|
cardinality rule
|
|
c.
|
rote counting
|
|
|
|
17. Seeing “how many” instantly
|
ANSWER:
|
B
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
18. Matching each numeral name in
order to an object in a group
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and evaluate
number and number sense concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
19. The last number name used is
the number of objects in the group.
|
ANSWER:
|
e
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
20. Makes the connection between
quantities and counting
|
ANSWER:
|
a
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
21. Reciting the names of the
numerals in order from memory
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
22. _________________________
underlies the understanding of more and less, of relative amounts, of the
relationship between space and quantity, and of parts and wholes of
quantities.
|
ANSWER:
|
Number sense
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
23. Two types of
subitizing are perceptual and ____________________.
|
ANSWER:
|
conceptual
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
24. ____________________
subitizing occurs when a child is shown a group and can state how many
without counting or grouping.
|
ANSWER:
|
Perceptual
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
25. Rate counting is learned
mostly through naturalistic and ____________________ activities.
|
ANSWER:
|
informal
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.02 – Describe, assess, plan, teach, and
evaluate number and number sense concept lesson activities following
national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Chapter_3b_Prekindergarten_and_Kindergarten_Concepts_and_Skills
1. Objects put together in a group based on common
criterion such as color or shape are called
|
|
a.
|
look-alikes.
|
|
|
b.
|
a logical group.
|
|
|
c.
|
matchups.
|
|
|
d.
|
the same name.
|
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
2. Separating and joining groups
of things is called
|
|
a.
|
playing.
|
|
|
b.
|
sequencing.
|
|
|
c.
|
making matches.
|
|
|
d.
|
classifying.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
3. Children learn that things can
be grouped together using which of the following features?
|
|
a.
|
Color, shape, size, pattern, texture, material
|
|
|
b.
|
Function, the association, class name, common features,
number
|
|
|
c.
|
Color, shape, size, pattern, texture, material,
function, the association, class name, common features, number
|
|
|
d.
|
None of these answers
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
4. The Focal Points for
prekindergarten and kindergarten connect with
|
|
a.
|
sorting and grouping to solve logical problems.
|
|
|
b.
|
collecting data.
|
|
|
c.
|
sorting using a variety of criteria.
|
|
|
d.
|
all of these answers.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
5. When items are grouped together
because they do a job together or come from the same place or belong to a
special person, this is called grouping by function.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
6. To separate a group into
smaller groups is to subtract.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
7. Before they are able to do any
formal addition and subtraction, children must practice counting and
grouping.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
8. Which criteria children select
to group items is as important as the process of logical thinking.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
9. An example of a naturalistic
activity in sorting occurs when a child selects the items he needs for what
he wants to do.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate logic
and classification concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
10. Classification activities can
be confusing for ELL students.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
11. The Core State Standards for
Mathematics state that at the end of kindergarten children should be able to
classify objects and count the number of objects in each group.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Match
each item with the correct statement below.
|
a.
|
add
|
d.
|
association
|
|
b.
|
subtract
|
e.
|
function
|
|
c.
|
logical grouping
|
|
|
|
12. A feature for grouping in
which some things do a job together or come from the same place or belong to
a special person
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
13. Put together or join groups
|
ANSWER:
|
a
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
14. Separate a group into smaller
groups
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
15. A feature for grouping in
which some items do the same thing or are used for the same thing
|
ANSWER:
|
e
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
16. Putting objects together in a
group based on common criterion such as color or shape
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
17. Before they are able to do
any formal addition and subtraction, children must practice
____________________ and grouping.
|
ANSWER:
|
sorting
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
18. An activity that involves
sorting and grouping is called ______________________________.
|
ANSWER:
|
classification
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.03 – Assess, plan, teach, and evaluate
logic and classification concept lesson activities following national
standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Chapter_3c_Prekindergarten_and_Kindergarten_Concepts_and_Skills
1. 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
|
|
a.
|
ordering.
|
|
|
b.
|
rote counting.
|
|
|
c.
|
comparing.
|
|
|
d.
|
making a match.
|
|
ANSWER:
|
c
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
2. Which of the following
is not an
informal measurement?
|
|
a.
|
“I have more toys than you do.”
|
|
|
b.
|
“I have two books.”
|
|
|
c.
|
“I am taller than you.”
|
|
|
d.
|
“We both have two cookies—that’s the same.”
|
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
3. Which of the following is a
quantity comparison?
|
|
a.
|
“I have five rocks and you have three rocks.”
|
|
|
b.
|
“The white rock is bigger than the gray rock.”
|
|
|
c.
|
“This rock is heavier than that rock.”
|
|
|
d.
|
“This rock is smooth and that rock is rough.”
|
|
ANSWER:
|
a
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
4. In prekindergarten and
kindergarten comparing is a Focal Point for
|
|
a.
|
number.
|
|
|
b.
|
measurement.
|
|
|
c.
|
classification.
|
|
|
d.
|
spatial relations.
|
|
ANSWER:
|
b
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate comparison
concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
5. 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
|
|
a.
|
identify whether the number of objects in one group is
greater than the number in another.
|
|
|
b.
|
identify whether the number of objects in one group is
the same as the number in another.
|
|
|
c.
|
identify whether the number of objects in one
group is less than the number in another.
|
|
|
d.
|
all of these answers.
|
|
ANSWER:
|
d
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
6. Development of measurement
relationships begins with simple comparisons of physical materials and
pictures.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
7. Comparing is the basis of
ordering and measurement.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
8. The comparison of fat and
short is a basic comparison.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
9. The comparison of large and
little is a basic comparison.
|
ANSWER:
|
False
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
10. The comparison of thick and
thin is a basic comparison.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
11. Accompanying auditory
stimulation and tactile comparison can be helpful for children with
disabilities.
|
ANSWER:
|
True
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
Match
each item with the correct statement below.
|
a.
|
comparing
|
|
b.
|
an example of a naturalistic comparison activity
|
|
c.
|
informal measurement
|
|
d.
|
an example of an informal comparison activity
|
|
e.
|
quantity comparison
|
|
|
12. Comparing on the basis of an
attribute such as size, length, height, weight, or speed
|
ANSWER:
|
C
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
13. Finding a relationship
between two things or groups of things on the basis of some specific
characteristics or attribute
|
ANSWER:
|
A
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
14. A type of attribute that
requires the child to look at two groups of objects and decide if they have
the same number of items or if one group has more
|
ANSWER:
|
E
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
15. When a child uses objects and
notices that they have different attributes
|
ANSWER:
|
B
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate comparison
concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
16. When an adult helps children
compare the size of their worms
|
ANSWER:
|
D
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
17. ____________________ is the
basis of ordering and measurement.
|
ANSWER:
|
Comparing
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
18. During an interview task, the
teacher asks a child questions to see if he understands and uses the basic
comparison words. This is a(n) _________________________ technique.
|
ANSWER:
|
assessment
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
19. Most children learn the idea
of comparison through naturalistic and ____________________ activities.
|
ANSWER:
|
informal
|
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LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Understanding
|
|
|
20. Prekindergartners identify
and compare attributes such as ____________________, ____________________,
and ____________________.
|
ANSWER:
|
height, weight, temperature
height, temperature, weight
weight, height, temperature
weight, temperature, height
temperature, weight, height
temperature, height, weight
|
|
LEARNING OBJECTIVES:
|
MS.CHAR.08.03.04 – Assess, plan, teach, and evaluate
comparison concept lesson activities following national standards.
|
|
NATIONAL STANDARDS:
|
United States – NAEYC.05 – Use content knowledge to
build meaningful curriculum.
|
|
KEYWORDS:
|
Bloom’s Taxonomy: Applying
|
|
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