1. The kind of time sense that is learned as one goes through the daily routine is called
a.
duration.
b.
pattern.
c.
personal exploration.
d.
sequence.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. “Teacher, when I was a baby I drank out of a bottle,” is an example of the kind of time referred to as
a.
personal experience.
b.
culture.
c.
social activity.
d.
duration.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. The kindergartners mark off the date on the class calendar. This activity familiarizes them with one aspect of
a.
personal time.
b.
culture time.
c.
social time.
d.
time duration.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Storybooks such as The Gingerbread Man, Caps for Sale, and The Three Little Pigs aid in developing the concept of
a.
b.
c.
d.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. The kinds of time a preschool child has to learn do not include which of the following?
a.
Personal experience
b.
The analog clock
c.
Social activity
d.
Culture
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Both the NCTM and Common Core State Standards include the expectation that preschoolers and kindergartners will
a.
not understand that time is a measureable attribute.
b.
understand that time is a measureable attribute.
c.
understand that time is not an important measureable attribute.
d.
measure time using analog clocks and yearly calendars.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Culture time refers to a sequence of predictable events.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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 first sense of time duration comes as an infant, during daily routines.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Young children do not need predictable and regular routines.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Teachers model time-related behavior, such as checking the clock and calendar for times and dates.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. All cultures view time in exactly the same way.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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.
sequence of time
d.
culture time
b.
duration of time
e.
special days and dates
c.
personal experience
12. Time that is fixed by calendars and clocks
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Time that is defined by dates, days of the week, names of months, and seasons
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Involves the child’s own past, present, and future
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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 order of the events
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. How long an event takes
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. “When I grow up” is an example of the kind of time referred to as ___________________________________.
ANSWER:
personal experience
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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. Time in terms of ______________________________ is easier to learn and makes more sense to the young child.
ANSWER:
social activity
LEARNING OBJECTIVES:
MS.CHAR.08.05.03 – Plan, teach, and evaluate time 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