Question 1

Research-based recommendations for high quality learning activities in the first six years of life include all of the following EXCEPT:

Accepted Answer

A) Enhance children's natural interest in mathematics. 
B) Use formal and informal experiences. 
C) Provide experiences for children to become procedural fluent. 
D) Assess children's mathematical knowledge. 
A) Enhance children's natural interest in mathematics. 
B) Use formal and informal experiences. 
C) Provide experiences for children to become procedural fluent. 
D) Assess children's mathematical knowledge. C

Question 2

The concepts of more,less and same are basic relationships that contribute to children's understanding of number.Identify the one relationship that if a child is unable to use they may be at educational risk.

Accepted Answer

A) Choose the set that is equal. 
B) Choose the set that is more. 
C) Choose the set that is less. 
D) Choose the set that can be subitized. 
A) Choose the set that is equal. 
B) Choose the set that is more. 
C) Choose the set that is less. 
D) Choose the set that can be subitized. B

Question 3

Here is a possible list of the kinds of things children should learn about any number up to 20 while in pre-k or kindergarten.All of them are appropriate EXCEPT:

Accepted Answer

A) Count and know the number words in their order. 
B) Reading three digit numbers. 
C) State more and less by one and 2. 
D) Relates to the benchmark numbers. 
A) Count and know the number words in their order. 
B) Reading three digit numbers. 
C) State more and less by one and 2. 
D) Relates to the benchmark numbers. B

Question 4

An important variation of part-part-whole activities is referred to as missing-part activities.Identify the statement below that describes a missing part activity.

Accepted Answer

A) 2-3-4. 
B) Making a bar of two color connecting. 
C) A dot plate showing 5 and say,"I wish I had seven." 
D) Saying a 10 fact six and four equals 10. 
A) 2-3-4. 
B) Making a bar of two color connecting. 
C) A dot plate showing 5 and say,"I wish I had seven." 
D) Saying a 10 fact six and four equals 10.

Question 5

Which one the statements below is not a part of the progression of a child's understanding of ten?

Accepted Answer

A) Child understands 30 as 3 tens. 
B) Child understands ten as ten ones. 
C) Child understands ten as a unit with materials or representations. 
D) Child solves tasks involving tens with using materials or representations. 
A) Child understands 30 as 3 tens. 
B) Child understands ten as ten ones. 
C) Child understands ten as a unit with materials or representations. 
D) Child solves tasks involving tens with using materials or representations.

Question 6

Children explore quantity before they can count.What is the word for children being able to "just" see how many there are without counting?

Accepted Answer

A) Quantifying. 
B) Relating. 
C) Subitzing. 
D) Enumerating 
A) Quantifying. 
B) Relating. 
C) Subitzing. 
D) Enumerating

Question 7

Complete this statement,"The early stages of number development,the use of graphs is primarily for.."

Accepted Answer

A) Learning the counting sequence. 
B) Connecting numbers to real quantities. 
C) Bench mark numbers. 
D) Part-Part-Whole. 
A) Learning the counting sequence. 
B) Connecting numbers to real quantities. 
C) Bench mark numbers. 
D) Part-Part-Whole.

Question 8

A hundreds chart is an essential tool for early exposure to numbers to 100.All of the reasons below are benefits of using hundreds chart EXCEPT:

Accepted Answer

A) Highlight number patterns. 
B) Recognize and count with two digit numbers. 
C) Conceptualize numbers greater than 100. 
D) Locations of numbers. 
A) Highlight number patterns. 
B) Recognize and count with two digit numbers. 
C) Conceptualize numbers greater than 100. 
D) Locations of numbers.

Question 9

Children who can count successfully orally,but do not understand that the last word stated is the amount of the set are not demonstrating what principle?

Accepted Answer

A) Subitize. 
B) Quantify. 
C) Enumerate. 
D) Cardinality. 
A) Subitize. 
B) Quantify. 
C) Enumerate. 
D) Cardinality.

Question 10

Graphs clearly exhibit comparisons between numbers.What question below would require a comparison response?

Accepted Answer

A) Which snack is the most liked? 
B) How many people like apples as a snack? 
C) How much is the difference between apples and oranges? 
D) Which snack is the least liked? 
A) Which snack is the most liked? 
B) How many people like apples as a snack? 
C) How much is the difference between apples and oranges? 
D) Which snack is the least liked?

Question 11

Experience with number relationships will guide children beyond counting by ones to solve problems.Name the relationship 10 plays in developing number sense.

Accepted Answer

A) One and two more. 
B) One and two less. 
C) Part-part-whole. 
D) Benchmark numbers. 
A) One and two more. 
B) One and two less. 
C) Part-part-whole. 
D) Benchmark numbers.

Question 12

Verbal counting requires separate skills.Identify the statement that represents one of them.

Accepted Answer

A) One-to-one correspondence. 
B) Last word names the quantity. 
C) Greater than,less than and equal to relationships. 
D) Anchor numbers. 
A) One-to-one correspondence. 
B) Last word names the quantity. 
C) Greater than,less than and equal to relationships. 
D) Anchor numbers.

Question 13

Reading and writing numerals is similar to teaching children the alphabet and reading.Identify the statement below that would be developmentally inappropriate for early learners.

Accepted Answer

A) Worksheets with numbers to trace. 
B) Writing numbers on interactive whiteboard. 
C) Tracing numbers with shaving cream. 
D) Pushing numbers on calculator. 
A) Worksheets with numbers to trace. 
B) Writing numbers on interactive whiteboard. 
C) Tracing numbers with shaving cream. 
D) Pushing numbers on calculator.

Question 14

One of the best ways for children to think of real quantities is to associate numbers with measure of things.What concept would not emerge from using estimation?

Accepted Answer

A) More or less than ____. 
B) Closer to ___ or to ___. 
C) Is ____ reasonable? 
D) Exactly how many____. 
A) More or less than ____. 
B) Closer to ___ or to ___. 
C) Is ____ reasonable? 
D) Exactly how many____.

Question 15

A blank number line and numeral cards can be used to support the development of numeral identification and what other concept?

Accepted Answer

A) Counting sequence. 
B) Place value. 
C) One-to-one correspondence. 
D) Cardinality. 
A) Counting sequence. 
B) Place value. 
C) One-to-one correspondence. 
D) Cardinality.

Question 16

Which of the following represents a true statement about the concept of 0?

Accepted Answer

A) Understanding of 0 comes easily understood by small children. 
B) Developing understanding of 0 is important with its role in the base-ten number system. 
C) Counting involves touching an object,0 is rarely included in the count. 
D) Discovering 0 is not useful for small children. 
A) Understanding of 0 comes easily understood by small children. 
B) Developing understanding of 0 is important with its role in the base-ten number system. 
C) Counting involves touching an object,0 is rarely included in the count. 
D) Discovering 0 is not useful for small children.

Question 17

Identify the first three levels of thinking from the trajectory for counting and give an example of what the child demonstrate at that level.

Accepted Answer

First three levels o

Question 18

While developing students' understanding of the relationships for numbers 10 through 20,all of the following should be kept in mind EXCEPT:

Accepted Answer

A) Even though students experience numbers up to 20 regularly in real life,it should not be assumed that they would automatically extend the relationships they learned for numbers 1 to 10 to bigger numbers. 
B) These relationships are just as important as the ones involving numbers 1 to 10. 
C) Children should learn that there is a set of ten involved in any number between 10 and 20. 
D) While learning about these relationships,students should develop a complete understanding of the concept of place value. 
A) Even though students experience numbers up to 20 regularly in real life,it should not be assumed that they would automatically extend the relationships they learned for numbers 1 to 10 to bigger numbers. 
B) These relationships are just as important as the ones involving numbers 1 to 10. 
C) Children should learn that there is a set of ten involved in any number between 10 and 20. 
D) While learning about these relationships,students should develop a complete understanding of the concept of place value.

Question 19

The National Research Council identified three foundational areas in mathematics content for early learners.Identify the core that is more applicable for experienced learners.

Accepted Answer

A) Operations core. 
B) Relations' core. 
C) Number core. 
D) Reasoning core. 
A) Operations core. 
B) Relations' core. 
C) Number core. 
D) Reasoning core.

Question 20

The learning trajectory for counting has levels of thinking.What level below would represent a child that can count objects and know which have been counted and which have not,and respond to random arrangements.

Accepted Answer

A) Corresponder. 
B) Reciter. 
C) Counter and Producer. 
D) Skip Counter. 
A) Corresponder. 
B) Reciter. 
C) Counter and Producer. 
D) Skip Counter.

Exam 8: Developing Early Number Concepts and Number Sense

Research-based recommendations for high quality learning activities in the first six years of life include all of the following EXCEPT:

The concepts of more,less and same are basic relationships that contribute to children's understanding of number.Identify the one relationship that if a child is unable to use they may be at educational risk.

Here is a possible list of the kinds of things children should learn about any number up to 20 while in pre-k or kindergarten.All of them are appropriate EXCEPT:

An important variation of part-part-whole activities is referred to as missing-part activities.Identify the statement below that describes a missing part activity.

Which one the statements below is not a part of the progression of a child's understanding of ten?

Children explore quantity before they can count.What is the word for children being able to "just" see how many there are without counting?

Complete this statement,"The early stages of number development,the use of graphs is primarily for.."

A hundreds chart is an essential tool for early exposure to numbers to 100.All of the reasons below are benefits of using hundreds chart EXCEPT:

Children who can count successfully orally,but do not understand that the last word stated is the amount of the set are not demonstrating what principle?

Graphs clearly exhibit comparisons between numbers.What question below would require a comparison response?

Experience with number relationships will guide children beyond counting by ones to solve problems.Name the relationship 10 plays in developing number sense.

Verbal counting requires separate skills.Identify the statement that represents one of them.

Reading and writing numerals is similar to teaching children the alphabet and reading.Identify the statement below that would be developmentally inappropriate for early learners.

One of the best ways for children to think of real quantities is to associate numbers with measure of things.What concept would not emerge from using estimation?

A blank number line and numeral cards can be used to support the development of numeral identification and what other concept?

Which of the following represents a true statement about the concept of 0?

Identify the first three levels of thinking from the trajectory for counting and give an example of what the child demonstrate at that level.

While developing students' understanding of the relationships for numbers 10 through 20,all of the following should be kept in mind EXCEPT:

The National Research Council identified three foundational areas in mathematics content for early learners.Identify the core that is more applicable for experienced learners.

The learning trajectory for counting has levels of thinking.What level below would represent a child that can count objects and know which have been counted and which have not,and respond to random arrangements.

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

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