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Elementary Education
Q:
Most curricula place a heavy emphasis on join and separate structures, with the result unknown.
Q:
Which problem represents the compare, difference unknown structure?
a) Maryann had 3 library books before she checked out 2 more. How many did she have all together?
b) Maryann had 5 library books before she returned 2 of them. How many does she have now?
c) Maryann had 4 nonfiction books and 2 fiction. How many books does she have?
d) Maryann had 9 library books and Jim had 4. How many more did Maryann have than Jim?
Q:
Which problem represents the separate, result unknown structure?
a) Maryann had 3 library books before she checked out 2 more. How many did she have all together?
b) Maryann had 5 library books before she returned 2 of them. How many does she have now?
c) Maryann had 4 nonfiction books and 2 fiction. How many books does she have?
d) Maryann had 9 library books and Jim had 4. How many more did Maryann have than Jim?
Q:
Which problem represents the join, result unknown structure?
a) Maryann had 3 library books before she checked out 2 more. How many did she have all together?
b) Maryann had 5 library books before she returned 2 of them. How many does she have now?
c) Maryann had 4 nonfiction books and 2 fiction. How many more nonfiction books does she have?
d) Maryann had 9 library books and Jim had 4. How many more did Maryann have than Jim?
Q:
Briefly describe a learning sequence that would help to develop an early number concept and/or number sense. Provide the name of the concept it would develop, a potential manipulative material that could be used, how it would develop this concept, and one way you might connect the activity to a real-word application.
Q:
Activities involving calendars are critical to the development of mathematical understandings.
Q:
While developing students' understanding of the relationships for numbers 10 through 20, all of the following should be kept in mind EXCEPTa) Even though students experience numbers up to 20 regularly in real life, it should not be assumed that they will automatically extend the relationships they learned for numbers 1 to 10 to bigger numbers.b) These relationships are just as important as the ones involving numbers 1 to 10.c) Children should learn that there is a set of ten involved in any number between 10 and 20.d) While learning about these relationships, students should develop a complete understanding of the concept of place value.
Q:
Describe an activity that could help students gain a conceptual understanding of a real number concept.
Q:
Part-part-whole concepts
a) Are usually taught through introductory activities that require the student to break apart several different numbers during one activity.
b) Consist of activities in which students can break apart a number into two or more parts or compose a number from two or more parts.
c) Must be taught using very specifically designed materials.
d) Do not include as an important category of activities missing part activities.
Q:
The square roots of numbers that are not perfect squares do not have any real-life applications.
Q:
Anchoring numbers
a) Is the process of relating a given number to another benchmark number.
b) Is best introduced using the numbers 3 and 6.
c) Is not well-taught using five- and ten-frames.
d) Is a skill that can"t be assessed through a diagnostic interview.
Q:
Which of the following is an irrational number?a) 3.5b) -2c) d) 1/2
Q:
The words more and _____________ can be paired or substituted with addand subtractto connect these ideas with the arithmetic operations
Q:
A rational number is any number that can be represented as a _____________________.
Q:
Because many textbooks move directly from rudimentary aspects of numbers to addition and subtraction, many students continue to count by ones to solve simple story problems and have difficulty mastering basic facts.
Q:
Many of the same models and concepts that students use to gain conceptual understanding of multiplying and dividing positive numbers are applicable to those operations with negative numbers, as well.
Q:
_______________________________ is frequently defined as "good intuition about numbers and their relationships."
Q:
Which of the following is NOT a correct concept involving integer addition and subtraction?
a) A negative unit and a positive unit combine to make 0
b) Subtracting a negative number is equivalent to adding a positive number
c) Adding a negative number is the same as subtracting a positive number
d) An addition problem or subtraction problem that has a negative and a positive number always has a result of a negative number.
Q:
Which of the following is a true statement about developing the concepts of more than, less than, and same?
a) A child who enters kindergarten unable to pick the set that has "more" is representative of the norm.
b) The concept of "more" is frequently more troublesome for students to grasp than "less."
c) Children should practice constructing sets of different amounts and comparing them.
d) Activities that use dot cards and counters are not appropriate to develop these concepts.
Q:
If using the model of the addition of integers with the number line and arrow method, all of the following statements are true EXCEPT a) Each addend's magnitude needs to be presented on the number line.
b) If two positive numbers are added, then the length of the two line segments representing these numbers would be the sum of their individual lengths.
c) A model of the sum of negative number and a positive number would always result in a negative number.
d) A line segment pointing to the left would indicate a negative number.
Q:
Although the forward sequence of numbers is familiar to most children, counting on from a particular number and _______________________________ are often challenging tasks.
Q:
Because students who have not been introduced to integers have only seen the negative sign in the context of subtraction, they can find the negative concept difficult to understand at first.
Q:
Calculator activities can help develop numeral ____________ and familiarity with other symbols on the keypad.
Q:
Students have almost daily interactions with negative numbers in real world examples. Which of the following will NOT involve a discussion of integer operations? a)Debits and credits with accounts
b)The effects of a percentage of discount at a department store
c)Below zero temperatures
d) The yardage earned and lost in a football game
Q:
Which of the following represents a true statement about the number 0?
a) It is a concept that is easily understood by small children without an adult having to intentionally build understanding.
b) Developing students' understanding of it is crucial, due to its important role in the base-ten number system.
c) Because early counting involves touching an object, 0 is usually included in the count.
d) A zero dot plate is not useful in initiating dialogue about the concept.
Q:
Which of the following would NOT help a student understand the concept behind scientific notation?
a) Examining patterns that arise when inputting very large and small numbers into a calculator
b) Researching real-life examples of very large and small numbers
c) Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is
d) Simply telling them "the exponent with the 10 tells how many places to move the decimal point" and nothing else
Q:
Children will learn how to count (matching counting words with objects) before they understand that the last count word represents the amount of the set.
Q:
Representing very large or very small numbers requires exercises in converting from standard form to ____________________ notation.
Q:
Early experience and guidance are major factors in development of mathematical skills. Studies show that many learners who enter school from disadvantaged circumstances and behind their peers never catch up.
Q:
Students can gain an understanding of negative exponents by examining a pattern and seeing how the evaluated product always becomes negative when the exponent becomes negative.
Q:
Which of the following is an example of a tool that will promote instant recognition (subitizing)?
a) Dot plates
b) Spinners
c) Fraction bars
d) Base ten materials
Q:
Students should be aware of the fact that some calculators don"t perform the order of operations and they should know how to compensate for that fact.
Q:
Which of the following is NOT a research-based strategy for helping teachers develop high-quality activities for children ages 3"6?a) Build on students' previous experiences and knowledge.b) Base mathematics curriculum on a solid understanding of child development.c) Greatly limit the amount of play time students have with mathematics to ensure there is ample time to cover the curriculum.d) Regularly assess students' understanding, knowledge, and skills.
Q:
The expression "Please Excuse My Dear Aunt Sally"
a) Is an obscure phrase that is not at all helpful.
b) Refers students somewhat to the order of operations in an expression or equation.
c) Doesnot help students remember which operation comes first.
d) Refers students to the left to rightcomputations of parentheses, exponents, multiplication, division, addition and subtraction.
Q:
Every day, a new form of emerging technology provides a potential source of enhanced mathematical instruction. Describe two specific examples of some of the most recently developed resources, and provide an example of how you might use them in your classroom.
Q:
When developing understanding of exponents
a) It is important to use physical models, such as squares and cubes.
b) The order of operations is not important.
c) Teachers just need to teach students about the symbolic nature of exponents.
d) Students should be taught that exponents are a shortcut for repeated addition.
Q:
When selecting digital resources, teachers should consider all the following EXCEPT
a) Whether the resource will help meet a relevant learning objective
b) Whether the resource is accessible for all students
c) Whether the students will be engaged by the mathematics, rather than just the format of the activity
d) Whether the resource was developed by a textbook company
Q:
Describe two activities that can help develop probability concepts for students.
Q:
Technology is unlikely to provide which of the following benefits on a regular basis?
a) Extensive opportunities to engage in mathematical discourse
b) Opportunities to practice previously learned concepts
c) Simulations of real-life probability events, such as tossing a coin
d) Methods to graph phenomena, other than by pencil and paper
Q:
In a(n) ____________________, a model is designed that has the same probabilities as the real situation and is used when the real situation is too complex to explore.
Q:
Technological tools that could help develop _________________ algebraic thinking include virtual pattern blocks and function graphing tools.
Q:
Which of the following is an example of dependent events?
a) The probability of drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second
b) Drawing two cards from a deck, if, when you draw the first, you leave it out, then draw the second
c) The probability of getting an even number after rolling a die, then rolling it again
d) The probability of obtaining heads after flipping a coin once, then a second time
Q:
One technological tool that could help develop probability concepts is _____________________________, programs that can manipulate rows and columns of numeric data.
Q:
All of the following can be used to model and record the results of two independent events EXCEPT
a) A tree diagram
b) A table
c) A pair of dice
d) A stem-and-leaf plot
Q:
One technological tool that could help develop geometric concepts is dynamic geometry ____________________________.
Q:
_______________________ is the set of all possible outcomes in a probability experiment.
Q:
Advantages of virtual manipulatives over physical ones can include all of the following EXCEPT
a) Unlimited amounts of material
b) No cleanup
c) The ability to easily teach a mathematical process to a student step by step, with no other forms of support
d) More explicit connections to mathematical symbols
Q:
There are many reasons to use the experimental approach to lessons with probability, including all of the following EXCEPTa) It provides an experimental background for examining theoretical models.b) It eliminates the need for procedures on probabilities.c) It develops an appreciation for a simulation approach to problem solving.d) It is significantly more intuitive and fun
Q:
A number of devices now exist that can collect physical data, such as motion and temperature, which can be used for mathematical analysis.
Q:
As a probability experiment is carried out more and more times, its experimental probability will be closer to its theoretical probability. This phenomenon is called
a) The law of averages
b) Certainty
c) The law of large numbers
d) A simulation
Q:
Graphing calculators are not applicable to elementary school curriculum.
Q:
When the probability of an event is measured through data collection, it is referred to asa) Experimental probability.b) Theoretical probability.c) Relative frequency.d) An observed occurrence.
Q:
Which of the following is NOT a common effect of using a calculator?
a) Enhanced development of concepts.
b) Increased motivation.
c) Students can practice computation by checking answers quickly.
d) Students become dependent on a tool they will not be able to readily access out in the real world.
Q:
It is important for students to understand that, in real life, probability experiments don"t always follow what should happen theoretically.
Q:
NCTM's position on calculator use in elementary school includes which of the following ideas?
a) Calculators are good only for helping students practice procedural skills.
b) Calculators should not be used until after students have developed mastery of basic facts.
c) Calculators can promote higher-level thinking and reasoning.
d) Because calculators are so widely available, it is no longer essential that students learn their basic facts.
Q:
To help solidify for students the idea that some events are more probable than others, teachers should introduce the idea of a continuum of probability between ___________________ and _______________.
Q:
Technology
a) Is useful as an "add-on" part of your curriculum, when you are looking for a way to heighten student engagement.
b) Can cause students to become too dependent on tools besides their own ability to reason mathematically.
c) Is regarded by NCTM as an essential tool for teaching and learning mathematics.
d) Is more useful for helping students practice concepts than it is for helping them learn new ones.
Q:
Tools that can be used to model probability experiments for young children include of the
following EXCEPT
a) Spinners (virtual and manual)
b) Baseball statistics
c) Coin tosses
d) Marbles that can be pulled out of a bag
Q:
________________________ activities are those that go beyond the topic of study to content that is not specifically a part of the grade-level curriculum.
Q:
When assessing young students on probability knowledge, the most important understanding is their ability to
a) Explain their confidence in a theory result.
b) Determine the probability of an experiment.
c) Tell whether an event is likely or not.
d) Write reports about the probability of an real situation.
Q:
The best reward for students who finish work more quickly than other students is providing them with free time.
Q:
Many virtual manipulatives can quickly perform a large number of experiments and record the results for students.
Q:
Provide at least two examples of potential writing prompts and how they could enhance students' thinking about mathematics or be used for assessment.
Q:
Consider the case of James, who is young, impulsive, and difficult (in temperament), with low self-esteem. James also has parents who use little reasoning and focus on power as a means of control. Using the research noted in the text, explain the outcomes one would expect for James in terms of moral development and behavior.
Q:
Describe how Gilligan's perspective on morality is different from Kohlberg's. Include in your answer terms used by Gilligan.
Q:
Compare and contrast the perspective of an individual in Kohlberg's preconventional level with that of an individual at the postconventional level.
Q:
Using Piaget's theory of morality, describe how children interpret rules differently according to their developmental level.
Q:
Imagine you are giving a class presentation on Piaget and Kohlberg. Describe the three dimensions of morality and give examples of each.
Q:
Describe how cultural variations foster competitiveness and/or cooperation. Include in your answer classic research studies found in your text.
Q:
Provide an overview of the impact of biology on the development of altruistic behavior. Include in your essay discussion of Freud, Hoffman, and brain development.
Q:
List the mesosystem factors contributing to antisocial behavior. Pick one and argue why it might be most influential.
Q:
Describe the studies of Bandura and colleagues, and highlight their significance in explaining the development of aggression in children.
Q:
Compare and contrast biological theories of aggression with those that are sociocultural.
Q:
Research shows that children with gay or lesbian parents exhibit ____________________ gender norms.
Q:
The _________theory deals with how one comes to behave as a male or female.
Q:
Gender role is more of a(n) __________________construct, whereas sex is more of a physical one.
Q:
The presence of more than one belief system is called _________.
Q:
Hitting, stealing, and refusing to share are examples of _________ transgressions.
Q:
A(n) ___________________situation involves other people's rights or welfare.
Q:
The _________ moral perspective emphasizes the rights of the individual.