1. Earlychildhoodteachersfacethechallengeofopeningyoungchildren’seyestotheworldofmathematicsbyfinding
exciting workbooks and textbooks appropriate for them.
a. True
b. False
2. Everything we know about young children tells us that early math experiences must be hands-on, filled with play and
exploration.
a. True
b. False
3. Children need formal lessons to learn the basics of mathematics.
a. True
b. False
4. The dramatic play center abounds with mathematics opportunities.
a. True
b. False
5. Counting without true meaning is called rote counting.
a. True
b. False
6. Rational counting is counting correctly.
a. True
b. False
7. Ordinal number refers to the place of an object in a series of numbers.
a. True
b. False
8. Classification and sorting are higher-level mathematical skills.
a. True
b. False
9. Before children can classify and sort, they need to have experience measuring.
a. True
b. False
10. A mathematical idea vital to a complete number concept formation is the idea of seriation.
a. True
b. False
11. Learning the names of shapes is the first step in understanding shape and form.
a. True
b. False
12. Most students in 8th grade have a great interest in mathematics.
a. True
b. False
13. Calculators are appropriate in grades 3 and higher.
a. True
b. False
14. Comparing is a mathematical process appropriate for upper- and middle-elementary levels.
a. True
b. False
15. The Principles and Standards for Children in Mathematics propose mathematical content and processes for children
in kindergarten through grade 8.
a. True
b. False
16. Itisgenerallytoodifficulttousechildren’sliteraturetoteachmathematics.
a. True
b. False
17. Children’sbookswithmathfactsstatedclearlyaremostappropriateforolderchildren.
a. True
b. False
18. Theroleofparentsinachild’slearningofmathematicconceptsisnotasimportantasthatofthechild’steacher.
a. True
b. False
19. Parents of young babies do not have to be concerned about mathematical concepts at this early age.
a. True
b. False
20. Teachers and parents can work together to develop mathematical concepts in infants and toddlers.
a. True
b. False
21. Encouraging parents to place toddlers in different positions helps develop mathematical concepts.
a. True
b. False
22. Using words about space, size, and number should be a daily practice with toddlers.
a. True
b. False
23. The National Standards of Mathematics for grades pre-K-12 include:
a. connections, representation, measurement, reasoning and proof, and problem solving.
b. representation, problem solving, reasoning and proof, communication, and connections.
c. reasoning and questioning, problem solving, communication, connections, and representation.
d. reasoning and questioning, communication, connections, and representation.
24. Content standards in the National Standards of Mathematics for grades pre-K-12 are:
a. measurement, geometry and spatial sense, patterns, functions and algebra, number, data analysis, statistics,
and probability.
b. geometry and spatial sense, data analysis, statistics, measurement, patterns, functions and algebra, and number
and operation.
c. number and operation, patterns, functions and algebra, geometry and spatial sense, measurement, data
analysis, statistics, and probability.
d. problem solving, patterns, functions and algebra, geometry and spatial sense, measurement, data analysis,
statistics, and probability.
25. A societal need for mathematics is:
a. mathematics for the computer literate.
b. mathematics for cultural literacy.
c. greater than in any other time in history.
d. obvious in the preschool.
26. Learning experiences in the movement center fall under the three National Standards of Mathematics content
standards of:
a. problem solving, reasoning and proof, and measurement.
b. number and operation, measurement, and communication.
c. problem solving, communication, and connections.
d. number and operation, measurement, and spatial sense.
27. To encourage rich and varied mathematical experiences in the block center, you need:
a. a good supply of blocks.
b. blocks of many sizes, shapes, and textures.
c. to carefully plan the appropriate equipment.
d. none of the above.
28. Before a child is 3 years old, he or she often:
a. has little interest in counting.
b. cannot do rote counting.
c. can count to 10 in proper order.
d. can count rationally.
29. Being able to pick up the third object from a series:
a. demonstrates good listening skills.
b. is an example of the ordinal number understanding.
c. is an example of numerical understanding of a series.
d. demonstrates rational counting.
30. In order to classify, children:
a. need practice with paper-and-pencil tasks.
b. must be able to observe objects.
c. must be able to observe objects for likenesses and differences.
d. must be able to observe objects for likenesses.
31. When teaching young children about shapes and form:
a. it is best to use only blocks large enough to see.
b. use brightly colored shapes.
c. use only the basic geometric shapes.
d. introduce one new shape at a time.
32. Long before children formally use numerals, they:
a. are aware of them through daily experiences.
b. have no awareness of them.
c. must have experience with rote counting.
d. none of the above.
33. All young children need:
a. developmentally appropriate mathematics workbooks.
b. opportunities to explore their world and experience math through their play.
c. opportunities to learn their numbers.
d. developmentally appropriate mathematics textbooks.
34. Rote counting:
a. is counting without true meaning.
b. is counting with true meaning.
c. occurs mostly in grades 3-5.
d. is common with classification.
35. Cardinal numbers:
a. refer to counting birds.
b. refer to counting with understanding.
c. are not appropriate for young children.
d. are the numbers one, two, three, and so on.
36. Inachild’slearningofmathematics,parentsneedto:
a. supporttheteacher’slessons.
b. checkthechild’smathhomework.
c. use mathematical words and concepts every day.
d. reinforce the math lessons from the early childhood curriculum.
37. Encouraging parents to place infants in different positions:
a. provides them good exercise.
b. encourages attention to spatial relationships.
c. aids overall physical development.
d. provides them good exercise and encourages attention to spatial relationships.
38. When parents use words to describe events or tasks in order, in mathematics learning, this is:
a. enhancingthechild’ssequentialdevelopment.
b. enhancingthechild’sspatialconceptsdevelopment.
c. enhancingthechild’slanguagedevelopment.
d. all of the above.
39. Having a child touch each object as he or she counts is one way to encourage _________.
40. A number that refers to the place of an object in a series of numbers is called __________.
41. Understanding that the last number tells the total amount of objects is ___________.
42. Putting objects into a series is called ___________.
43. The pattern of mathematical development is from ________ to _________.
44. Mathematics is a subject liked most by students in grades _________.
45. Children begin to learn mathematics ____________.
46. Early childhood teachers can explain to parents that physical activities help a child learn ________________.
47. When parents use words to describe events or tasks in their order of occurrence, they are helping the child develop
_____________.