EC 400 EC400 QUIZ 5 ANSWERS - ASHWORTH

EC 400 EC400 QUIZ 5 ANSWERS - ASHWORTH

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EC400 Early Childhood Maths and Science Quiz 5 Answers (Ashworth)

Question 21

2.5 / 2.5 points

A must when introducing each whole number operation is to:

Question options:

	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.
Question 22		2.5 / 2.5 points

Ordering, or putting things into a sequence, is basic to:

Question options:

	a)  addition.
	b)  patterning.
	c)  subtraction.
	d)  geometry.
Question 23		0 / 2.5 points

Sam folds rectangular pieces of paper in half and then in half again and cuts accurately on each line. This fraction activity is called:

Question options:

	a)  partitioning into sets.
	b)  dividing a whole object into parts.
	c)  fractionating.
	d)  dividing a liquid into parts.
Question 24		0 / 2.5 points

Observations to assess children's understandings of addition, subtraction, and multiplication can be made during:

Question options:

	a)  naturalistic activities.
	b)  informal activities.
	c)  formal activities.
	d)  naturalistic and informal activities.
Question 25		2.5 / 2.5 points

At the presymbolic level, primary children can work with which concepts?

Question options:

	a)  Volume
	b)  Volume and regions
	c)  Volume, regions, and lengths
	d)  Volume, regions, lengths, and groups
Question 26		2.5 / 2.5 points

For children to be able to recall the basic addition and subtraction facts by the end of third or fourth grade, instruction should NOT include which of the following strategies?

Question options:

	a)  Problem solving using children's already acquired understanding of parts and wholes
	b)  Building abstract problem models
	c)  Encouraging children to share problem-solving strategies
	d)  Providing nonstressful practice with games and computers
Question 27		0 / 2.5 points

Primary-grade children still need exploratory experiences before they are presented with:

Question options:

	a)  adult-guided fraction activities.
	b)  informal fraction activities.
	c)  formal fraction activities.
	d)  naturalistic fraction activities.
Question 28		0 / 2.5 points

A challenging way to extend a number pattern (such as 1, 3, 5, __, __,) is by:

Question options:

	a)  counting on your fingers.
	b)  using a pocket calculator.
	c)  using a number chart combination.
	d)  using a flash card.
Question 29		2.5 / 2.5 points

Patterning is an appropriate activity for children in the concrete operations stage because:

Question options:

	a)  they need to understand the concept of patterning to succeed in elementary-level mathematics.
	b)  it is always included in primary-level workbooks.
	c)  they are very rigid in their thinking and enjoy repetition.
	d)  they are naturally seeking the rules and regulations in the world.
Question 30		0 / 2.5 points

Food experiences are excellent opportunities for children to work with which concept?

Question options:

	a)  Volume
	b)  Regions
	c)  Lengths
	d)  Groups
Question 31		0 / 2.5 points

Brent examines some patterns drawn on a card. Then he takes some UnifixCubes and makes the same designs and adds two more designs. This type of activity is called:

Question options:

	a)  copy and extend patterns using objects.
	b)  copy and extend patterns using task cards.
	c)  observe and describe patterns in natural materials.
	d)  make a division pattern.
Question 32		2.5 / 2.5 points

Computer software:

Question options:

	a)  does not provide appropriate patterning experiences for young children.
	b)  can provide patterning experiences only for the slowest-learning children.
	c)  has several advantages for young children's explorations of patterning.
	d)  is not recommended as a means for exploration of patterns.
Question 33		2.5 / 2.5 points

An excellent game for practicing addition and subtraction is:

Question options:

	a)  Flash Card Bingo.
	b)  Double War.
	c)  Combination Lotto.
	d)  Old Maid.
Question 34		2.5 / 2.5 points

Which is NOT an example of working with fractions involving volume?

Question options:

	a)  Cutting up a carrot
	b)  Using measuring cups while cooking
	c)  Cutting up a melon
	d)  Experimenting with the Fit-a-Fraction set
Question 35		2.5 / 2.5 points

Computational fluency includes:

Question options:

	a)  efficiency, flexibility, and attention.
	b)  accuracy, effectiveness, and flexibility.
	c)  efficiency, accuracy, flexibility.
	d)  flexibility, effectiveness, and efficiency.
Question 36		0 / 2.5 points

Ann has six crackers. She wants to be sure that she and both of her friends receive an equal number. She decides that they should each have two crackers. This fraction activity is called:

Question options:

	a)  objects can be partitioned into groups.
	b)  dividing a whole object into parts.
	c)  fractionating.
	d)  dividing a liquid into parts.
Question 37		2.5 / 2.5 points

Assessment of children's understandings of addition and subtraction requires:

Question options:

	a)  observing the process.
	b)  questioning children regarding what they have done.
	c)  observing the process and questioning children regarding what they have done.
	d)  the use of informal assessments.
Question 38		0 / 2.5 points

At the presymbolic level, work with fractions should be limited to:

Question options:

	a)  halves, thirds, and fourths.
	b)  halves, thirds, and fifths.
	c)  halves and thirds.
	d)  thirds and fourths.
Question 39		2.5 / 2.5 points

Knowledge of algorithms should be acquired through which of the following strategies?

Question options:

	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)  The children's nonconventional strategies can be ignored as they are drilled on the steps in the conventional algorithms.
Question 40		0 / 2.5 points

Jason has a 1-cup measure of milk. Ms. Hebert tells him that they will need one-half cup of milk for their recipe. Jason selects a smaller cup that says "½" on the handle and fills it with milk from the larger cup. This fraction activity is called:

Question options:

	a)  objects can be partitioned into groups.
	b)  dividing a whole object into parts.
	c)  fractionating.
	d)  dividing a liquid into parts.