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.
making comparisons of sizes and amounts.
d.
learning how to use arbitrary units.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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
2. Primary-grade students will be moving into which of the following stages?
a.
Seeing a need for standard units
b.
Playing and imitation
c.
The process of making comparisons
d.
Using arbitrary units
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Sarah, Vera, and Joe pour water into and out of various containers. They are at the stage of
a.
seeing a need for standard units.
b.
playing and imitation.
c.
the process of making comparisons.
d.
using arbitrary units.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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: Applying
4. Which one of the following activities does not teach the child something about temperature?
a.
b.
c.
d.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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: Applying
5. Children with special needs can benefit from doing measurement activities
a.
on their own.
b.
working with paper-and-pencil problems.
c.
working in pairs.
d.
using rulers.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The concept of measurement develops through four stages.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The second stage in the development of the concept of measurement is that of making comparisons.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The second stage in the development of the concept of measurement comes at the end of the preoperational period and
at the beginning of concrete operations.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. During the second stage of the concept of measurement development, children learn to use arbitrary units.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Young children in the sensorimotor and preoperational stages do not understand standard units.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The teacher is responsible for providing opportunities to explore and discover measurement concepts.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Most of young children’s concepts of measurement come from adult-guided activities.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The curriculum Focal Point for measurement in prekindergarten is identifying measurable attributes and comparing
objects using these attributes.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. In line with the Focal Point for measurement in kindergarten, sequencing straws by length would be an important
activity.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The Common Core State Standard for Mathematics in the area of measurement at the end of kindergarten is being able
to describe and compare measurable attributes.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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.
standard units
b.
volume, weight, length, and temperature
c.
arbitrary units
d.
measurement
e.
pints, quarts, liters, and yards, meters, pounds, grams, and degrees
16. Attributes to which numbers can be assigned
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Connects geometry and number and builds on children’s experiences with comparisons
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Anything that can be used as a unit of measure, such as a coffee cup
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. Standard units
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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
20. Tell us exactly how much;, how heavy; how long, wide, or deep; and how hot or cold
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. _________________________ is an important measurement tool in the early stages.
ANSWER:
Estimation
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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. The use of a toothpick to measure the height of a book is an example of using ____________________ units.
ANSWER:
arbitrary
LEARNING OBJECTIVES:
MS.CHAR.08.05.02 – Plan, teach, and evaluate measurement (volume, weight, length, and
temperature) 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