1. Which of the following computation tools should primary-grade children be able to use?
a.
Objects
b.
Mental computation
c.
Paper and pencil
d.
Calculators
e.
All of these answers
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
2. For children to be able to recall the basic addition and subtraction facts by the end of third or fourth grade, instruction
should include which of the following strategies?
a.
Problem solving using children’s already acquired understanding of parts and wholes
b.
Building concrete problem models
c.
Encouraging children to share problem-solving strategies
d.
Providing nonstressful practice with games and computers
e.
All of these answers
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
3. Knowledge of algorithms should be acquired through which of the following strategies?
a.
Start with the children’s own strategies and, through questioning, guide them toward the conventional
methods.
b.
Be sure the children unlearn their unconventional strategies, and then teach the conventional algorithms.
c.
Assess the children’s nonconventional problem-solving strategies and explain that these are not as good as the
conventional algorithms.
d.
Ignore the children’s nonconventional strategies as they are drilled on the steps in the conventional algorithms.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
4. Computational fluency includes
a.
b.
c.
d.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
5. The symbol that indicates the whole number operation of addition is
a.
–.
b.
+.
c.
´.
d.
÷.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. Which of the following statements is not one of Constance Kamii’s beliefs?
a.
Children learn arithmetic by being told about it.
b.
Group games are excellent vehicles for supporting the construction of math concepts.
c.
Paper-and-pencil worksheets should never be used with young children.
d.
Children should work together and support each other in the development of math concepts.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
7. Putting groups together to find out how many there are altogether is called
a.
multiplication.
b.
division.
c.
subtraction.
d.
addition.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. A shorthand method for adding quantities with the same amount is called
a.
multiplication.
b.
division.
c.
subtraction.
d.
addition.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. When children are ready to use notation, start with which of the following procedures?
a.
Assign workbook pages.
b.
Put 5 to 10 problems on the board for them to copy.
c.
Write the notation for them to copy, one problem at a time. Then have the children take a small number of
counters (e.g., five); tell them to experiment by separating the counters into as many different combinations of
groups as they can and write down the results.
d.
Have them put their counters away. Then tell them to write as many combinations as they can in 5 minutes.
Give a prize to the child who writes the most.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. An excellent game for practicing addition and subtraction is which of the following?
a.
Flash Card Bingo
b.
Double War
c.
Combination Lotto
d.
Old Maid
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. A must when introducing each whole number operation is to
a.
begin with flash-card games.
b.
be sure all the students are on the same page in their workbooks.
c.
encourage the students to work fast.
d.
make liberal use of real-life story problems that the students can act out.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
12. Which of the following can be used for developmentally appropriate exploration of all four whole number operations?
a.
Unifix CubesÒ
b.
Spin-the-wheel games
c.
Eliciting and supporting children’s thinking when problem solving
d.
Eliciting, supporting, and extending children’s thinking when problem solving
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. The ACT (Advancing Children’s Thinking) framework involves
a.
eliciting, supporting, and comprehending children’s thinking when problem solving.
b.
providing problems and supporting and extending children’s thinking when solving the problems.
c.
eliciting and supporting children’s thinking when problem solving.
d.
eliciting, supporting, and extending children’s thinking when problem solving.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
14. Assessment of children’s understandings of addition and subtraction requires observing the process and questioning
children regarding what they have done.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
15. Observations to assess children’s understandings of addition, subtraction, and multiplication can be made during
naturalistic and informal activities.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
16. Observations to assess children’s understandings of addition and subtraction can be made during adult-guided
activities.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
17. Instruction for the concepts of addition, subtraction, and division begins with adult-guided experiences.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
18. When a child conceptualizes subtraction, the child understands that subtracting involves taking objects away to find
out how many are left or comparing groups of objects to find out the difference between them.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
19. Before a child can conceptualize multiplication, the child must understand what equal quantities are.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
20. Multiplication is a shorthand way of adding equal quantities.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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. Interviews can be used to assess addition and subtraction, but not multiplication and division.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
22. Word or story problems are an essential ingredient in the instruction of multiplication, but not in the instruction of
addition or subtraction.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
23. Computers and hand calculators are useful tools for supporting the exploration of whole number operations and the
properties of whole numbers.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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.
efficiency
d.
accuracy
b.
computational fluency
e.
action symbols
c.
flexibility
24. Is dependent upon being careful and double-checking results
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
25. Show that some quantities have been or will be acted upon, or changed, in some way
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
26. Involves three ideas: efficiency, accuracy, and flexibility
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
27. The student can proceed without getting distracted from his or her goal.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
28. Being able to try out more than one strategy for solving problems
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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.
eliciting
d.
notation
b.
addition
e.
extending
c.
supporting
29. Involves pointing out problems that are similar, providing background knowledge, supporting students as they review
their strategies, putting symbolic representations of solutions on the board, and encouraging children to ask for help
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
30. Using number symbols
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
31. Requires maintaining high standards and expectations for all children, encouraging the drawing of generalizations,
listing all solutions on the board in order to promote reflection, encouraging children to try alternative solutions and more
effective solutions, and promoting enthusiasm for challenge
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
32. Putting together groups of objects to find out how many there are
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
33. Involves supporting a variety of solutions for any problem by listening to children, encouraging elaboration, being
accepting of errors, promoting collaborative problem solving, and being sure everyone has an opportunity to report
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
34. Effective teaching includes three aspects: ____________________, ____________________, and
____________________ children’s solution methods.
ANSWER:
eliciting, supporting, extending
eliciting, extending, supporting
extending, eliciting, supporting
extending, supporting, eliciting
supporting, extending, eliciting
supporting, eliciting, extending
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
35. Using number symbols is referred to as ____________________.
ANSWER:
notation
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
36. Division is used to solve two types of problems, ____________________ and ____________________.
ANSWER:
grouping, sharing
sharing, grouping
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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
37. Because ________________ and ___________________are related they should be taught at the same time.
ANSWER:
addition, subtraction
subtraction, addition
LEARNING OBJECTIVES:
MS.CHAR.08.08.01 – Assess, plan, teach, and evaluate primary-grade whole number and
algebraic thinking lessons 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