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 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.
structured.
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.
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.
Naturalistic
b.
Informal
c.
Adult-guided
d.
All of these answers
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: Understanding
5. Which of the following does not make matching groups more difficult during adult-guided activities?
a.
A lot of objects are in each group.
b.
The groups are different.
c.
The objects look similar.
d.
None of these answers.
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
6. A child places one toy car into each box garage. This is an example of an informal activity.
a.
True
b.
False
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.
a.
True
b.
False
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.
a.
True
b.
False
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.
a.
True
b.
False
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.
a.
True
b.
False
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.
a.
True
b.
False
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.
rational counting
d.
naturalistic activities
b.
concreteness
e.
evaluation
c.
one-to-one correspondence
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
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
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