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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
2. The steps involved in planning concept experiences begin with assessment, choosing objectives, planning experiences,
and
a.
selecting materials.
b.
teaching.
c.
evaluation.
d.
all of these answers.
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
3. Conducting the planned experiences with a child is called
a.
planning activities.
b.
selecting materials.
c.
assessment
d.
teaching.
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
4. Problem solving in mathematics involves application of all the process standards, which are
a.
rationalizing, collecting, representing, and thinking.
b.
reasoning, communicating, connections, and representation.
c.
reasoning, communicating, and connections.
d.
collecting, representing, and thinking.
ANSWER:
b
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 – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
5. Identify the nonroutine problem.
a.
b.
c.
d.
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
6. Which one of the following is not characteristic of nonroutine problems?
a.
They have extra information or lack some information.
b.
They are straightforward and follow a simple pattern.
c.
They may involve estimation or may not have a clearly right or wrong answer.
d.
They should be applied to situations that interest children.
ANSWER:
b
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
7. The conventional problem-solving strategies usually taught have been
a.
act out the problem, make a drawing or diagram, and solve the problem.
b.
look for a pattern, construct a table, solve the problem, and look back.
c.
understand the problem, devise a plan, carry out the plan, and look back.
d.
understand the problem, devise a plan, act it out, and look back.
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
8. With her 5- to 7-year-old students, Skinner moved through a sequence of activities that resulted in the students’ being
able to
a.
do their workbook pages without any assistance.
b.
write and illustrate their own problems.
c.
do all their work in cooperative groups.
d.
listen carefully and follow directions.
ANSWER:
b
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
9. Representations used by children to explain their ideas exclude which of the following?
a.
Oral and written language
b.
Drawings
c.
Physical gestures
d.
None of these answers
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
10. The four steps in problem solving include which of the following?
a.
Identifying a problem
b.
Determining the possible outcome of solving the problem.
c.
Exploring possible solutions and applying them to the problem.
d.
All of these answers
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
11. Planning concept experiences starts with selecting materials.
a.
True
b.
False
ANSWER:
False
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
12. The focus of instruction in science and mathematics should be problem solving and inquiry.
a.
True
b.
False
ANSWER:
True
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
13. A focus on problem solving and inquiry emphasizes the teacher as a facilitator and guide.
a.
True
b.
False
ANSWER:
True
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
14. The reasoning of preoperational children is different from the reasoning of older children and adults.
a.
True
b.
False
ANSWER:
True
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 – NAEYC.01b – Use developmental knowledge to create healthy learning
environments for young children.
KEYWORDS:
Bloom’s Taxonomy: Understanding
15. Problems used in problem-solving experiences should relate to the children’s own experiences.
a.
True
b.
False
ANSWER:
True
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
16. There are two major types of problems: routine and imagined.
a.
True
b.
False
ANSWER:
False
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
17. Teachers must create an environment in which problems can be solved.
a.
True
b.
False
ANSWER:
True
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
18. Evaluating the possible solutions to a problem and revising the solutions is the second step of problem solving.
a.
True
b.
False
ANSWER:
False
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
19. The process called heuristics can be taught to children.
a.
True
b.
False
ANSWER:
False
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
20. Most textbook problems are of the nonroutine variety.
a.
True
b.
False
ANSWER:
False
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
Match each item with the correct statement below.
a.
curiosity
b.
representations used by children to express their ideas
c.
heuristics
d.
working with concrete materials and drawing and/or writing explanations of solutions for
problems
e.
interviews
21. The best support for improving problem-solving skills
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
22. An excellent way to look at problem-solving behavior
ANSWER:
e
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
23. The driving force behind problem solving in science
ANSWER:
a
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
24. Oral language, written language, conventional and invented symbols, drawings, and physical gestures
ANSWER:
b
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
25. A process of self-generated questions
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
Match each item with the correct statement below.
a.
example of assessment by observation
d.
calculators
b.
example of a task assessment
e.
estimation
c.
example of a nonroutine problem
26. Nancy’s mother has five cookies. She wants to give both Nancy and her friend Jody the same number of cookies. How
many will each receive?
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
27. A helpful tool for problem solving
ANSWER:
d
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
28. Can a 5-year-old divide a bag of candy so that each of his friends receives an equal share?
ANSWER:
a
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
29. Arriving at an approximation of the answer to a problem
ANSWER:
e
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
30. Show a child two groups of buttons, one group of four and one group of eight. Ask, “Which group has more buttons?”
ANSWER:
b
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Applying
31. Planning concept experiences starts with _________________________.
ANSWER:
assessment
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
32. Children use representations to explain their ideas in the form of oral and written language, physical gestures, invented
and conventional symbols, and ____________________.
ANSWER:
drawings
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
33. A focus on problem solving and inquiry emphasizes the teacher as a(n) _________________________ and a guide.
ANSWER:
facilitator
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
34. Two major types of problems are ____________________ and ____________________.
ANSWER:
routine, nonroutine
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
35. A process of self-generated questions is called ____________________.
ANSWER:
heuristics
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
36. ____________________ are an excellent way to observe problem-solving behavior.
ANSWER:
Interviews
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
37. ____________________ is the driving force behind problem solving in science.
ANSWER:
Curiosity
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 – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding