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 OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05 – Use content knowledge to build meaningful curriculum.
KEYWORDS:
Bloom’s Taxonomy: Understanding
2. Which one of the following is not a material that provides for developmentally appropriate exploration of the geometric
concept of shape?
a.
Unit blocks
b.
Printed matching sheet
c.
Attribute blocks
d.
Legos®
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
3. Definitions of shapes are probably solidified around which one of the following ages?
a.
Three
b.
Four
c.
Five
d.
Six
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
4. Which of the following statements is not true?
a.
The shape curriculum for preschoolers should include a limited number of similar models.
b.
The shape curriculum for preschoolers should include opportunities to support and build using a variety of
shapes.
c.
The shape curriculum for preschoolers should include identifying shapes in the classroom, school, and
community.
d.
The shape curriculum for preschoolers should include a variety of models.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
5. Being able to tell that one object has a different shape from another is called
a.
matching.
b.
labeling.
c.
sorting.
d.
discriminating.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
6. Mrs. Fox shows Tim a circle. Tim picks up another circle. Tim can do this task because he is able to
a.
match.
b.
discriminate.
c.
sort.
d.
label.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
7. Rex says, “I see a circle.” Rex is able to
a.
discriminate.
b.
sort.
c.
label.
d.
match.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
8. Ray busily separates a pile of mixed shapes into groups of circles, squares, and triangles. Ray is able to
a.
label.
b.
discriminate.
c.
match.
d.
sort.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
9. Mai closes her eyes and reaches into a bag to find a triangle. This task requires the use of the sense of touch, or
a.
visual discrimination.
b.
haptic discrimination.
c.
auditory discrimination.
d.
visual-motor skill.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
10. Multicultural experiences with shape can be had through
a.
art and music.
b.
house shapes and science.
c.
art and the shapes of homes.
d.
none of these answers.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
11. Each object in the environment has its own shape.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
12. Much of an infant’s play and activity centers on learning about shape.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
13. Teachers should pay attention and respond when a child calls their attention to shapes in the environment.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
14. Adult-guided activities are the most important in learning about shape.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
15. Children need opportunities to freely explore most two- and three-dimensional shapes.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
16. A Focal Point for prekindergarten is shape identification.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
17. Shape templates can be useful aids for children with perceptual-motor challenges.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
18. Identifying shape in the art of a variety of cultures can provide multicultural shape experiences.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
19. By the end of kindergarten children should be able to describe and identify shapes as well as be able to analyze,
compare, create, and compose shapes.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
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.
shape
d.
discrimination task
b.
matching
e.
sorting
c.
labeling task
20. Requires the child to find a shape like the one shown to him or her
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
21. The child must separate a mixed group of shapes into groups.
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
22. Assesses whether the child can see that one form has a different shape from another form
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
23. Often used as the basis for matching and classifying things
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
24. Assesses whether the child can find a shape when the name is given and whether the child can name a shape when a
picture is shown to him or her
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
25. Much of an infant’s play and activity centers on learning about ____________________.
ANSWER:
shape
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
26. Being able to tell that one object has a different shape from another is called _________________________.
ANSWER:
discriminating
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
27. ____________________ discrimination is being able to reach into a bag and find a circle through the sense of touch.
ANSWER:
Haptic
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
28. ____________________ activities are designed to help children see the attributes that are critical to each type of
shape.
ANSWER:
Adult-guided
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
29. __________________ such as unit blocks, attribute blocks, puzzles, and Legos® provide opportunities for exploring
shape.
ANSWER:
Manipulatives
LEARNING OBJECTIVES:
MS.CHAR.08.04.01 – Assess, plan, teach, and evaluate shape concept lesson activities
following national standards.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding