1. Fraction symbols can usually be safely introduced by which grade level?
a.
Near the end of first grade
b.
At the beginning of second grade
c.
At the beginning of third grade
d.
Near the end of third grade
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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
2. Identify the statement that is not correct.
a.
At the presymbolic level, work with fractions should be limited to 1/2, 1/3, and 1/4.
b.
At the presymbolic level, primary-level children can work with volume, regions, lengths, and sets.
c.
Fraction technology should be introduced along with fraction notation.
d.
Primary children still need exploratory experiences before being presented with the structured fraction
activities.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Liu Pei folds rectangular pieces of paper in half and then in half again and cuts accurately on each line. This fraction
activity is called
a.
partitioning into sets.
b.
dividing a whole object into parts.
c.
fractionating.
d.
dividing a liquid into parts.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Trang Fung is experimenting with the Fit-a-Fraction set. This fraction activity is called
a.
partitioning into sets.
b.
dividing a whole object into parts.
c.
fractionating.
d.
dividing a liquid into parts.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Notation and symbols for fractions cannot be introduced too soon.
a.
b.
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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
6. Nine-year-olds have no difficulty with fractions at the symbolic level.
a.
b.
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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
7. At the presymbolic level, work with fractions should be limited to halves, thirds, and fourths.
a.
b.
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Fractions become a Focal Point in grade 2.
a.
b.
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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 speaking to a child with a hearing disability, always look directly at the child’s face.
a.
b.
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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.
aspects of the part/whole concept
d.
cutting up a carrot
b.
halves, thirds, and fourths
e.
part, pieces, whole, and almost whole
c.
the fundamental concept of parts and
wholes
10. The basis for the understanding of fractions
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Terms used by primary children when working with fractions
ANSWER:
e
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. An example of working with fractions involving volume
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Things have special parts, a whole object can be divided into parts, and sets of things can be divided into smaller sets.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. The fractions we deal with most frequently in life
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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. Primary-age children can work with volume, regions, lengths, and ____________________.
ANSWER:
sets
LEARNING OBJECTIVES:
MS.CHAR.08.08.03 – Assess, plan, teach, and evaluate fraction 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