1. Select the item that is not a level of higher-order classification.
a.
Divergence classification
b.
Class inclusion
c.
Hierarchical classification
d.
Multiple classification
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. A diagram with mammals at the top, then dogs, monkeys, cats, cows, and elephants is a(n)
a.
divergence classification.
b.
class inclusion.
c.
hierarchical classification.
d.
multiple classification.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
3. Matrices are used to represent
a.
divergence classification.
b.
class inclusion.
c.
hierarchical classification.
d.
multiple classification.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
4. Which one of the following higher levels of classification involves the concept that a smaller group may be included
within a larger group?
a.
Divergence classification
b.
Class inclusion
c.
Hierarchical classification
d.
Multiple classification
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
5. Which of the following is not a prerequisite for concrete whole number operations?
a.
One-to-one correspondence
b.
Multiple classification
c.
Numbers and counting
d.
Comparing
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
6. John has three miniature cars. His mother buys him two more. “Now I have three and two more. That’s four, five—five
cars.” John’s age is probably about
a.
b.
c.
d.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. Select the choice that is not a necessary prerequisite to solving addition and subtraction problems at the symbolic level.
a.
The ability to connect groups and symbols
b.
The ability to write symbols 0 to 10
c.
The ability to do concrete addition and subtraction problems
d.
The ability to identify numerals 0 to 9
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. If children can count 10 objects accurately, can identify the numerals 1 to 10, have a good grasp of one-to-one
correspondence, and can rote count accurately past 10, they are ready to
a.
use the first-grade workbook.
b.
count quantities above 10.
c.
do written addition and subtraction problems.
d.
memorize more basic facts.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. Which three of the following concepts do children not need to develop in order to make reasonable estimates of
quantities or amounts?
a.
Number sense
b.
Spatial sense
c.
Measurement sense
d.
Sequence sense
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. Children need to develop sequence sense in order to make reasonable estimates of quantities or amounts.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. Matrices are used to represent multiple classifications.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
12. The ability to identify symbols 0 to 10 is not a necessary prerequisite to solving addition and subtraction problems at
the symbolic level.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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. By the end of kindergarten children should understand that arrangement in space is independent of amount.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with 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.
symbolic level
d.
multiple classification
b.
algebra
e.
estimation
c.
geoboard
14. Requires the child to classify things in more than one way and to solve matrix problems.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
15. Process of thinking about a “how many” or “how much” problem and possible solutions
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
16. Children who can connect groups and symbols, identify numerals 0 to 9, and do concrete addition and subtraction
problems are ready for this.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
17. A way of thinking, a method of seeing and expressing relationships
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
18. A square board with headed screws or pegs sticking up at equal intervals.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
19. Matrices are used to represent ____________________ classification.
ANSWER:
multiple
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
20. _________________________ is a higher level of classification that involves the concept that a smaller group may be
included within a larger group.
ANSWER:
Class inclusion
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
21. By ages ___ or ___ children may take on more advanced design technology problems.
ANSWER:
5; 6
LEARNING OBJECTIVES:
MS.CHAR.08.07.03 – Assess, plan, and teach 13 higher-level concepts included in this
chapter, in line with national standards.
NATIONAL STANDARDS:
United States – NAEYC. 05a – Understand content knowledge and resources in language,
math, and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding