Archives

1. Early childhood encompasses three of the four Piagetian stages. Which one of the stages is not reached during early childhood? a. Preoperational b. Concrete operational c. Sensorimotor d. Formal operations ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.01.01 – Define concept development, […]

1. At which grade level is it most appropriate for children to group by more than one attribute? a. Primary b. Kindergarten c. 4 years old d. Preschool ANSWER: a LEARNING OBJECTIVES: MS.CHAR.08.10.01 – Provide an overview of primary-grade science. […]

1. Animal observation and investigations usually begin with a. a guiding question. b. handling the animal. c. feeding the animal. d. an outline of animal behavior. ANSWER: a LEARNING OBJECTIVES: MS.CHAR.08.10.02 – Plan, teach, and evaluate primary-grade life science lessons […]

1. Why teach physical science to young children? a. There are opportunities for discrepant events. b. The experiences are repeatable. c. The hands-on nature of physical science makes it ideal. d. All of these answers ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.10.03 […]

1. Which earth science concepts are appropriate for the primary grades? a. Rocks are formed in different ways. b. Rocks are nonliving things. c. Water and wind change the surface of the Earth. d. All of these answers ANSWER: d […]

1. Which of the following is not a common approach used to teach environmental awareness? a. Conservation approach b. Compensatory approach c. Awareness approach d. Environmental concept approach ANSWER: b LEARNING OBJECTIVES: MS.CHAR.08.11.02 – Plan, teach, and evaluate primary-grade environmental […]

1. Which of the following sets of materials is designed to help children learn about geometric shapes? a. Attribute blocks, play dough, tempera paint b. Floor plans, geoboards, maps c. Geoboards, attribute blocks, puzzles d. Geoboards, attribute blocks, unit blocks […]

1. Which one of the following is not appropriate or essential for young children’s woodworking? a. A workbench that is sturdy b. Good-quality hardwood c. Quality, adult-type tools d. A work area that is carefully supervised ANSWER: b LEARNING OBJECTIVES: […]

1. Parents need to be encouraged to understand that the parents of competitive children a. demand perfection at all times. b. take advantage of opportunities for informal learning experiences. c. believe that children are ready to begin to learn math […]

1. An experience that is selected and initiated by the child is labeled a. informal. b. internally controlled. c. adult guided. d. naturalistic. ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.01.02 – Describe three types of learning experiences, and give an example of […]

1. Planning concept experiences starts with a. selecting objectives. b. selecting materials. c. assessment. d. evaluation. ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.01.03 – Design lessons and activities using the six steps in instruction suggested in this chapter. NATIONAL STANDARDS: United States […]

1. NCTM would not support which one of the following assessment strategies? a. Focusing on specific and isolated skills b. Assessing what students know and think about mathematics c. Developing problem situations that require more than one mathematics concept to […]

1. Which of the following statements uses the process skill of inferring? a. The earth is larger than the moon. b. The elephant is eating hay and grass. c. There is a lot of dew on the ground from the […]

1. The “teachable moment” occurs when children are in a state of a. equilibrium. b. disequilibrium. c. accommodation. d. assimilation. ANSWER: b LEARNING OBJECTIVES: MS.CHAR.08.02.02 – Explain how science concepts are developed and learned. NATIONAL STANDARDS: United States – NAEYC-04c […]

1. Webbing is useful in unit planning because it a. is used in language arts. b. helps organize your thoughts. c. develops concepts in young children. d. meets school district directives. ANSWER: b LEARNING OBJECTIVES: MS.CHAR.08.02.03 – Assess, plan, teach, […]

1. The most fundamental component of the concept of “number” is the process of a. counting. 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 […]

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: […]

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 […]

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 […]

1. Young children begin to learn about geometric concepts of shape through a. drill-and-practice memorization using two-dimensional pictures. b. exploration of pictures of shapes. c. exploration of a variety of three-dimensional shapes. d. none of these answers. ANSWER: c LEARNING […]

1. “Above and below” is an example of which of the following spatial concepts? a. Position b. Construction c. Direction d. Distance ANSWER: a LEARNING OBJECTIVES: MS.CHAR.08.04.02 – Assess, plan, teach, and evaluate spatial concept lesson activities following national standards. […]

1. Which of the following materials is not designed for teaching parts and wholes? a. A lotto game called What’s Missing? b. Dividing groups into smaller groups c. Magnetic numerals d. Cutting up a banana ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.04.03 […]

1. When children arrange and organize objects and describe them, they are using the concept of a. space. b. sets. c. shape. d. one-to-one correspondence. ANSWER: a LEARNING OBJECTIVES: MS.CHAR.08.04.02 – Assess, plan, teach, and evaluate spatial concept lesson activities […]

1. Which one of the following processes involves ranking three or more objects in a sequence based on one or more attributes such as length, weight, or height? a. Contrasting b. Comparing c. Measuring d. Ordering ANSWER: d LEARNING OBJECTIVES: […]

1. When children are developing the concept of measurement they, go through several stages. The first stage is a. seeing that standard units are more accurate than arbitrary units. b. pretending to measure by imitating older peers and adults. c. […]

1. The kind of time sense that is learned as one goes through the daily routine is called a. duration. b. pattern. c. personal exploration. d. sequence. ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.05.03 – Plan, teach, and evaluate time concept lesson […]

1. Making graphs proceeds in stages from concrete to abstract. A first-stage activity might be a. taking paper squares and gluing them on a chart. b. drawing pictures on the chart. c. stacking blocks to represent a vote. d. coloring […]

1. Ordering and patterning build on the skills of a. graphing. b. measuring. c. comparing. d. seriation. ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.05.05 – Plan and teach science concept lesson activities, following national standards. NATIONAL STANDARDS: United States – NAEYC.05c – […]

1. Thematic units, projects, and dramatic play are the means for developing a curriculum that is a. lecture based. b. skills based. c. integrated. d. organized. ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.06.01 – Explain how the national standards, play, and thematic […]

1. Which of the following language-related processes is not specifically listed in the NCTM standards? a. Reasoning b. Connections c. Communication d. Associations ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.06.02 – Explain the importance of language and literacy to math, science, and […]

1. The symbols that stand for amounts are called a. digits. b. numbers. c. numerals. d. numeric. ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.07.01 – Assess, plan, teach, and evaluate number symbol concepts in line with national standards. NATIONAL STANDARDS: United States […]

1. Which of the following are basic materials for matching groups to symbols? a. Board games b. Lotto games c. Containers with numerals written on them and chips to count matching sets d. Bingo games ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.07.02 […]

1. Select the item that is not a level of higher-order classification. a. Divergence classification b. Class inclusion c. Hierarchical classification d. Multiple classification ANSWER: a LEARNING OBJECTIVES: MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this […]

1. For children to understand and notice what is going on inside their bodies, as well as their outside body parts, they need to develop the concept of a. measurement. b. spatial relations. c. graphing. d. symbols. ANSWER: b LEARNING […]

1. Which of the following computation tools should primary-grade children be able to use? a. Objects b. Mental computation c. Paper and pencil d. Calculators e. All of these answers ANSWER: e LEARNING OBJECTIVES: MS.CHAR.08.08.01 – Assess, plan, teach, and […]

1. Patterning is an appropriate activity for children in the concrete operations stage because a. they need to understand the concept of patterning to succeed in elementary-level mathematics. b. it is always included in primary-level workbooks. c. they are very […]

1. Fraction symbols can usually be safely introduced by which grade level? 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 […]

1. The understanding that the same numeral can represent several amounts depending on which position it is in is called a. renaming. b. regrouping. c. place value. d. borrowing. ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.09.01 – Assess, plan, teach, and evaluate […]

1. The space made by the meeting of two straight lines is a(n) a. point. b. line. c. curve. d. angle. ANSWER: d LEARNING OBJECTIVES: MS.CHAR.08.09.02 – Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons […]

1. To really be able to understand and apply standard units of measure, children need to have entered which cognitive developmental level? a. Sensorimotor b. Preoperational c. Concrete operations d. Formal operations ANSWER: c LEARNING OBJECTIVES: MS.CHAR.08.09.03 – Assess, plan, […]