Test Bank For Math and Science for Young Children 9th Edition by Rosalind Charlesworth, Ph.D Chapter

Test Bank For Math and Science for Young Children 9th Edition by Rosalind Charlesworth, Ph.D Chapter 1-12 Chapter 01: Development, Acquisition, Problem Solving, and Assessment 1. Early childhood encompasses three of the four Piagetian stages. Which one of the stages is not reached during early childhood? a. Preoperational b. Concrete operational c. Sensorimotor d. Formal operations ANSWER: d POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:38 AM DATE MODIFIED: 4/23/2024 5:04 AM 2. A child goes through a regular sequence of events such as arriving at school, participating in free play, eating a snack, painting or hearing a story, toileting, washing, eating lunch, taking a nap, having a snack, playing outdoors, and going home. The concept this child is learning is a. size. b. space. c. time. d. classification.

ANSWER: c POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:41 AM DATE MODIFIED: 4/23/2024 5:04 AM 3. Concepts can be characterized as a. the building blocks of knowledge. b. thoughts that are incomplete until adulthood.

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c. ideas that young children do not yet have. d. basic to math but not to science.

ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 4:41 AM DATE MODIFIED: 4/23/2024 5:04 AM 4. Which of the following is the crux of the interrelationship between mathematics and science? a. One must learn basic mathematics first in order to understand science. b. The basic concepts of mathematics are the basic process skills of science. c. The basic concepts of science must be learned before math skills. d. About half of the basic math concepts are related to science concepts.

ANSWER: b POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:42 AM DATE MODIFIED: 4/23/2024 5:04 AM 5. Principles and standards for school mathematics have been set forth by the a. National Council of Teachers of Mathematics. b. National Association for the Education of Young Children. c. National Science Teachers Association. d. National Research Council.

ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Remember Page 2

DATE CREATED: DATE MODIFIED:

4/18/2024 4:42 AM 4/23/2024 5:04 AM

6. The basic rules that guide mathematics instruction are referred to as a. standards. b. principles. c. curriculum guides. d. teaching guides.

ANSWER: b POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:43 AM DATE MODIFIED: 4/23/2024 5:04 AM 7. Guides to expectations as to what children should know and be able to do at different ages and stages are referred to as a. standards. b. principles. c. curriculum guides. d. teaching guides.

ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:43 AM DATE MODIFIED: 4/23/2024 5:04 AM 8. Lev Vygotsky, a contemporary of Jean Piaget’s, differed from Piaget in that a. he did not agree that development occurs in stages. b. his work did not focus on mental activity. c. he put less emphasis on the importance of language. d. he put more emphasis on the importance of interaction with adults and peers as critical for concept development.

ANSWER: d POINTS: 1 Page 3

REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 4:44 AM DATE MODIFIED: 4/23/2024 5:04 AM 9. The area between where the child is now operating independently in mental development and where the child might go with assistance from an adult or a more mature child is called a. best instruction. b. important development. c. the zone of proximal development. d. proximity.

ANSWER: c POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:44 AM DATE MODIFIED: 4/23/2024 5:04 AM 10. The Next Generation Science Standards focus on a. inquiry and exploration. b. language and communication. c. technology and tools. d. computation.

ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:45 AM DATE MODIFIED: 4/23/2024 5:04 AM 11. The concept of object permanence is developed by the end of the _______ period.

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a. sensorimotor b. preoperational c. concrete operations d. formal operations ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:46 AM DATE MODIFIED: 4/23/2024 5:04 AM 12. The steps of the Learning Cycle include Observation and Assessment, Reflect and Plan, Implement Strategies, and _______. a. Generalization b. Reflect on Implementation c. Discussion d. Research and revision ANSWER: b POINTS: 1 REFERENCES: Six steps in instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:46 AM DATE MODIFIED: 4/23/2024 5:04 AM 13. The concept of Developmentally Appropriate Practice (DAP) in all areas of the early childhood curriculum has been the major focus of the National Association for the Education of Young Children. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

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NATIONAL STANDARDS: United States - DAP-06 - Demonstrating Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:47 AM DATE MODIFIED: 4/23/2024 5:04 AM 14. Concepts can be characterized as thoughts that are incomplete until adulthood. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:48 AM DATE MODIFIED: 4/23/2024 5:04 AM 15. Guides that describe standards for what children should know and be able to do at different ages and stages are referred to as curriculum guides. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - DAP-06 - Demonstrating Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 4:48 AM DATE MODIFIED: 4/23/2024 5:04 AM 16. The term inquiry refers to a child’s natural curiosity. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False Page 6

LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:49 AM DATE MODIFIED: 4/23/2024 5:04 AM 17. Piaget’s sensorimotor period is a time when children begin to learn about the world. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:49 AM DATE MODIFIED: 4/23/2024 5:04 AM 18. The preoperational period extends from ages 2 to 7. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:50 AM DATE MODIFIED: 4/23/2024 5:04 AM 19. An important characteristic of preoperational children is centration. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False Page 7

LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:50 AM DATE MODIFIED: 4/23/2024 5:04 AM 20. During the formal operations period, children learn to solve problems in a logical and systematic manner. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:50 AM DATE MODIFIED: 4/23/2024 5:04 AM 21. Preoperational children work on classification and seriation. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:50 AM DATE MODIFIED: 4/23/2024 5:04 AM 22. A critical inability of preoperational children is the inability to conserve. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts Page 8

children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:51 AM DATE MODIFIED: 4/23/2024 5:04 AM 23. Concrete operations children are not conservers. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 4:51 AM DATE MODIFIED: 4/23/2024 5:04 AM 24. The four processes of the learning cycle as adapted for early childhood are Awareness, Exploration, Inquiry, and _____. a. Questioning b. Reflection c. Revision d. Utilization ANSWER: d POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:52 AM DATE MODIFIED: 4/23/2024 5:04 AM 25. The current emphasis in mathematics and science instruction is a movement toward the constructivist approach. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Concept Development Page 9

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:52 AM DATE MODIFIED: 4/23/2024 5:04 AM 26. Setting the table, with one napkin for each place, reflects a child’s understanding of _____. a. counting b. one-to-one correspondence c. seriation d. classification ANSWER: b POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:52 AM DATE MODIFIED: 4/23/2024 5:04 AM 27. Lining up sticks from shortest to tallest reflects a child’s understanding of _____. a. counting b. one-to-one correspondence c. seriation d. classification ANSWER: c POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:53 AM DATE MODIFIED: 4/23/2024 5:04 AM 28. Reciting numbers in order reflects a child’s understanding of _____. a. counting b. one-to-one correspondence Page 10

c. seriation d. classification ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:54 AM DATE MODIFIED: 4/23/2024 5:04 AM 29. The ability to realize that objects exist, even when out of sight, reflects a child’s grasp of _____. a. object permanence b. conservation c. centration d. representational thought ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:54 AM DATE MODIFIED: 4/23/2024 5:04 AM 30. The ability to hold the original picture in mind and reverse physical change mentally, reflects a child’s grasp of _____. a. object permanence b. conservation c. centration d. representational thought ANSWER: b POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:55 AM Page 11

DATE MODIFIED:

4/23/2024 5:04 AM

31. The ability to think through a solution before attacking a problem reflects a child’s grasp of _____. a. object permanence b. conservation c. centration d. representational thought ANSWER: d POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:55 AM DATE MODIFIED: 4/23/2024 5:04 AM 32. The ability to realize that objects exist, even when out of sight, reflects a child’s grasp of _____. a. object permanence b. conservation c. reversibility d. representational thought ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:56 AM DATE MODIFIED: 4/23/2024 5:04 AM 33. Basic rules that frame mathematics instruction are referred to as ____. a. principles b. curriculum c. standards d. concepts ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False Page 12

LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 4:56 AM DATE MODIFIED: 4/23/2024 5:04 AM 34. Guides that identify basic expectations as to what typically developing children should know and be able to do at different points in development are referred to as ____. a. principles b. curriculum c. standards d. concepts ANSWER: c POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 4:57 AM DATE MODIFIED: 4/23/2024 5:04 AM 35. Precursors of conservation include counting, one-to-one correspondence, and ___________. a. inquiry b. comparing c. skills d. concepts ANSWER: b POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: apply DATE CREATED: 4/18/2024 4:57 AM DATE MODIFIED: 4/23/2024 5:04 AM 36. An experience that is selected and initiated by the child is labeled a. informal. b. internally controlled.

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c. adult guided. d. naturalistic.

ANSWER: d POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:58 AM DATE MODIFIED: 4/23/2024 5:04 AM 37. Instances when an adult takes advantage of a teaching opportunity by intervening in the child’s activity are referred to as a. informal. b. teacher initiated. c. adult guided. d. naturalistic.

ANSWER: a POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:59 AM DATE MODIFIED: 4/23/2024 5:04 AM 38. Concept activities preplanned by an adult are called a. informal. b. child initiated. c. adult guided. d. naturalistic.

ANSWER: c POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

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NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 4:59 AM DATE MODIFIED: 4/23/2024 5:04 AM 39. Equity must be considered relative to children’s a. cultural background, home language, and socioeconomic status. b. everyday experiences, cultural background, home language, and socioeconomic status. c. everyday experiences, cultural background, and home language. d. teacher’s interests, everyday experiences, cultural background, and home language.

ANSWER: b POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 5:00 AM DATE MODIFIED: 4/23/2024 5:04 AM 40. When considering technology for young children, adults should consider the Internet, software, and types of devices. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:00 AM DATE MODIFIED: 4/23/2024 5:04 AM 41. Informal and adult-guided learning experiences are reflective with Vygotsky’s social constructivist view. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Three Types of Learning Experiences Page 15

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:01 AM DATE MODIFIED: 4/23/2024 5:04 AM 42. Convergent questions and directions allow children to think and act for themselves. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:01 AM DATE MODIFIED: 4/23/2024 5:04 AM 43. Divergent questions and directions encourage creativity and the willingness to guess and experiment. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Three Types of Learning Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:01 AM DATE MODIFIED: 4/23/2024 5:04 AM 44. Varying the difficulty of questions asked can help the teacher reach children of different ability levels. a. True b. False ANSWER: True POINTS: 1 Page 16

REFERENCES: Three Types of Learning Experiences QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.02 - Describe three types of learning experiences, and give an example of each.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:01 AM DATE MODIFIED: 4/23/2024 5:04 AM 45. By integrating across domains and various areas of the curriculum, teachers can facilitate a variety of learning styles. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 5:02 AM DATE MODIFIED: 4/23/2024 5:04 AM 46. Mathematics learned outside of school through culturally relevant tasks is known as ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. ethnomathematics ANSWER: d POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:02 AM DATE MODIFIED: 4/23/2024 5:04 AM 47. Learning experiences interjected by an adult as the child is engaged in a naturalistic experience is known as ________ a. naturalistic experiences.

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b. adult-guided learning. c. informal learning. d. ethnomathematics.

ANSWER: c POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:02 AM DATE MODIFIED: 4/23/2024 5:04 AM 48. Learning experiences in which the child controls choice and action are known as ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. ethnomathematics ANSWER: a POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:03 AM DATE MODIFIED: 4/23/2024 5:04 AM 49. Preplanning lessons or activities by the teacher are known as ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. ethnomathematics ANSWER: b POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

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NATIONAL STANDARDS: United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:04 AM DATE MODIFIED: 4/23/2024 5:04 AM 50. A 3-year-old holds up three fingers and tells the teacher, “I’m five.” The teacher says, “Let’s count your fingers. One, two, three fingers. How old are you?” This is an example of ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. assistive technology ANSWER: c POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:04 AM DATE MODIFIED: 4/23/2024 5:04 AM 51. The teacher has decided that a 4-year-old needs practice counting. The teacher says, “I have some buttons for you to count. How many buttons are in this pile?” This is an example of ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. assistive technology ANSWER: b POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:05 AM DATE MODIFIED: 4/23/2024 5:04 AM 52. A child holds up a block, saying “This one is big.” This is an example of ________. a. naturalistic experiences b. adult-guided learning c. informal learning Page 19

d. assistive technology ANSWER: a POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:05 AM DATE MODIFIED: 4/23/2024 5:04 AM 53. A device that supports the learning of children with disabilities is an example of ________. a. naturalistic experiences b. adult-guided learning c. informal learning d. assistive technology ANSWER: d POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS–MP4 - Model with mathematics.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:06 AM DATE MODIFIED: 4/23/2024 5:04 AM 54. Planning concept experiences starts with _______. a. selecting objectives b. selecting materials c. assessment d. evaluation ANSWER: c POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:06 AM DATE MODIFIED: 4/23/2024 5:04 AM Page 20

55. Conducting the planned experiences with a child is called ________. a. planning activities b. selecting materials c. assessment d. teaching ANSWER: d POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:07 AM DATE MODIFIED: 4/23/2024 5:04 AM 56. Problem solving in mathematics involves application of all the process standards, which are ___________ a. rationalizing, collecting, representing, and thinking. b. reasoning, communicating, connections, and representation. c. reasoning, communicating, and connections. d. collecting, representing, and thinking.

ANSWER: b POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS-MP1 - Make sense of problems and persevere in solving them.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:07 AM DATE MODIFIED: 4/23/2024 5:04 AM 57. Which of the following is a nonroutine problem? a. A child has four pennies, and a parent gives the child five more pennies. How many pennies does the child have now? b. One child has five dolls. The second child has three dolls. How many more dolls does the first child have than the second child? c. One child has five small racing cars and gives two to his friend. How many racing cars does the child have now? d. A child has five cookies and wants to give two friends the same number of cookies. How many will each receive?

ANSWER: d Page 21

POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS-MP1 - Make sense of problems and persevere in solving them.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:08 AM DATE MODIFIED: 4/23/2024 5:04 AM 58. Which one of the following is not characteristic of nonroutine problems? a. They have extra information or lack some information. b. They are straightforward and follow a simple pattern. c. They may involve estimation or may not have a clearly right or wrong answer. d. They should be applied to situations that interest children.

ANSWER: b POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS-MP1 - Make sense of problems and persevere in solving them.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 5:09 AM DATE MODIFIED: 4/23/2024 5:04 AM 59. The four steps in problem solving are identifying a problem, determining the possible outcome of solving the problem, exploring possible solutions and applying them to the problem, and ________ . a. using a calculator. b. asking the teacher for help. c. explaining the possible solutions and revising the solutions if they don’t work. d. moving to another problem ANSWER: c POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - CCSS-MP1 - Make sense of problems and persevere in solving them.

KEYWORDS: Bloom’s Taxonomy: Remember Page 22

DATE CREATED: DATE MODIFIED:

4/18/2024 5:09 AM 4/23/2024 5:04 AM

60. Planning concept experiences starts with selecting materials. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:10 AM DATE MODIFIED: 4/23/2024 5:04 AM 61. The focus of instruction in science and mathematics should be problem solving and inquiry. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:10 AM DATE MODIFIED: 4/23/2024 5:04 AM 62. A focus on problem solving and inquiry emphasizes the teacher as a facilitator and guide. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Understand 4/18/2024 5:11 AM 4/23/2024 5:04 AM

63. The reasoning of preoperational children is different from the reasoning of older children and adults. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-01 - Child development and learning in context.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:11 AM DATE MODIFIED: 4/23/2024 5:04 AM 64. Problems used in problem-solving experiences should NOT relate to the children’s own experiences. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 5:11 AM DATE MODIFIED: 4/23/2024 5:04 AM 65. Teachers must create an environment in which problems can be solved. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Six Steps in Instruction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic Page 24

KEYWORDS: DATE CREATED: DATE MODIFIED:

content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/18/2024 5:12 AM 4/23/2024 5:04 AM

66. The teacher watches a group of 5-year-olds to determine if they can divide a bag of candy so that each one receives an equal share. This is an example of ________. a. Assessment by observation. b. Task assessment. c. A nonroutine problem. d. Estimation.

ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:12 AM DATE MODIFIED: 4/23/2024 5:04 AM 67. Arriving at an approximation of the answer to a problem is an example of ________ a. assessment by observation b. task assessment c. a nonroutine problem d. estimation ANSWER: d POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:12 AM DATE MODIFIED: 4/23/2024 5:04 AM 68. Showing a child two groups of buttons, one group of four and one group of eight, and asking, “Which group has more buttons?” is an example of ________. a. assessment by observation b. task assessment c. a nonroutine problem d. estimation Page 25

ANSWER: b POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:13 AM DATE MODIFIED: 4/23/2024 5:04 AM 69. Children use representations to explain their ideas in the form of oral and written language, physical gestures, invented and conventional symbols, and ____________________. a. drawings b. playing c. maps d. worksheets ANSWER: a POINTS: 1 REFERENCES: Concept Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.01 - Define concept development, and identify the concepts children are developing in early childhood.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:14 AM DATE MODIFIED: 4/23/2024 5:04 AM 70. NCTM would not support which one of the following assessment strategies? a. Focusing on specific and isolated skills b. Assessing what students know and think about mathematics c. Developing problem situations that require more than one mathematics concept to solve d. Using calculators, computers, and manipulatives during assessment ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 5:15 AM Page 26

DATE MODIFIED:

4/23/2024 5:04 AM

71. According to the NCTM Assessment Principle, which one of the following is not an element that should be included in appropriate assessment? a. Assessment is something that should always be done at the end of instruction. b. Assessment should be part of everyday instruction. c. Assessment tasks should be similar to instructional tasks. d. Assessment should involve observations, conversations, interviews, oral reports, and journals.

ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:15 AM DATE MODIFIED: 4/23/2024 5:04 AM 72. A child’s record folder contains a. checklists and anecdotal records. b. completed workbook pages. c. completed ditto sheets. d. end-of-chapter tests.

ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:16 AM DATE MODIFIED: 4/23/2024 5:04 AM 73. A child’s portfolio does NOT contain a. photographs. b. videotapes. c. writing and drawing samples. d. worksheets and workbook pages.

ANSWER: d POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice Page 27

HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:16 AM DATE MODIFIED: 4/23/2024 5:04 AM 74. The individual child interview is a useful method for a. identifying students with learning disabilities. b. finding out specific information about the child’s level of concept development. c. identifying intellectually gifted students. d. discovering areas in which the student may need extra help.

ANSWER: b POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 5:17 AM DATE MODIFIED: 4/23/2024 5:04 AM 75. Asking a child to take 15 pieces of candy and give the same number of pieces to each of five children is an appropriate assessment task for a. a 3-year-old. b. any preoperational child. c. a 4- or 5-year-old. d. a 6- or 7-year-old.

ANSWER: d POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.03 - Create and integrate lessons and activities using the six steps in instruction suggested in this chapter.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 5:17 AM DATE MODIFIED: 4/23/2024 5:04 AM 76. Observation and interview are assessment methods used to determine the child's level of development. a. True Page 28

b. False ANSWER: True POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:18 AM DATE MODIFIED: 4/23/2024 5:04 AM 77. Initial screening instruments can be used to assess a child's level of development. a. True b. False ANSWER: False POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03a - Understand the goals, benefits and uses of assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:18 AM DATE MODIFIED: 4/23/2024 5:04 AM 78. An appropriate method of conducting an assessment using teacher-developed tasks and dialogue is ________ a. assessment. b. conversation. c. holistic evaluation. d. checklist.

ANSWER: b POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:19 AM DATE MODIFIED: 4/23/2024 5:04 AM Page 29

79. The method used when grades are being assigned is known as ________. a. assessment. b. conversation. c. holistic evaluation d. checklist ANSWER: c POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:19 AM DATE MODIFIED: 4/23/2024 5:04 AM 80. The gathering of information and evidence about student knowledge, skills, and attitudes regarding mathematics and science is known as ________. a. assessment b. conversation c. holistic evaluation d. checklist ANSWER: a POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:20 AM DATE MODIFIED: 4/23/2024 5:04 AM 81. A tool that can be used to record observational information is known as ________. a. assessment b. conversation c. holistic evaluation d. checklist ANSWER: d POINTS: 1 REFERENCES: National Assessment Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.01.04 - Understand the reasons for development of the National Page 30

Assessment Standards.

NATIONAL STANDARDS: United States - NAEYC-03 - Child observation, documentation, and assessment.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 5:20 AM DATE MODIFIED: 4/23/2024 5:04 AM

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Chapter 02: Basics of Science, Technology, and Engineering 1. Which of the following statements uses the process skill of inferring? a. The Earth is larger than the moon. b. The elephant is eating hay and grass. c. There is a lot of dew on the ground from the fog. d. We used three gallons of detergent to make bubble mixture.

ANSWER: c POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 6:14 AM DATE MODIFIED: 4/23/2024 5:29 AM 2. Asking children to construct a graph to show how many beans have sprouted is an example of what process skill that is most relevant for older (grade 4+) students? a. Communication b. Predicting c. Inferring d. Classifying ANSWER: a POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 6:21 AM DATE MODIFIED: 4/23/2024 5:29 AM 3. Which of the following is NOT an example of a scientific attitude? a. Withholding judgment b. Skepticism Copyright Cengage Learning. Powered by Cognero.

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c. Curiosity d. Cause and effect ANSWER: d POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:03 AM DATE MODIFIED: 4/23/2024 5:29 AM 4. Which of these process skills is most appropriate for use with older children (Grade 4+), rather than PreK–3children? a. Observing b. Predicting c. Measuring d. Classifying ANSWER: b POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 7:04 AM DATE MODIFIED: 4/23/2024 5:29 AM 5. The process skills that are most appropriate for use with PreK–3 children include Observing, Comparing, Classifying, Measuring, and __________. a. Listening b. Reading c. Drawing d. Communicating ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:05 AM DATE MODIFIED: 4/23/2024 5:29 AM 6. Which of the following is considered to be the most fundamental of the scientific thinking process skills? a. Predicting b. Observing c. Measuring d. Comparing ANSWER: b POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:07 AM DATE MODIFIED: 4/23/2024 5:29 AM 7. Which of the following is NOT a valid statement describing the process of inferring? a. It is most appropriate for middle-level children. b. It is arrived at indirectly. c. It is a reasonable assumption of prior knowledge d. It is easy for young children.

ANSWER: d POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False

Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 7:08 AM DATE MODIFIED: 4/23/2024 5:29 AM 8. Which of the following is NOT considered to be a scientific “attitude”? a. Positive approach to failure and self-image b. Apathy c. Skepticism d. Curiosity ANSWER: b POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:10 AM DATE MODIFIED: 4/23/2024 5:29 AM 9. The four main areas of science emphasis common in primary grades include which ONE of the following? a. Life Science b. Chemistry c. Physics d. Aeronautics ANSWER: a POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Remember 4/18/2024 7:12 AM 4/23/2024 5:29 AM

10. The comparing process is the first step toward classification. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:13 AM DATE MODIFIED: 4/23/2024 5:29 AM 11. Experiments are most appropriate with PreK–3 children. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 7:14 AM DATE MODIFIED: 4/23/2024 5:29 AM 12. One of the most valuable attitudes possessed by anyone is curiosity. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:15 AM DATE MODIFIED: 4/23/2024 5:29 AM 13. Science provides opportunities to determine cause-and-effect relationships. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:16 AM DATE MODIFIED: 4/23/2024 5:29 AM 14. Four main areas of science emphasis common in primary grades are Life Science; Physical Science; Earth and Space Science; and Engineering, Technology, and Applications of Science. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Remember 4/18/2024 7:17 AM 4/23/2024 5:29 AM

15. The study of physical sciences is about matter, motion, energy, and waves. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:18 AM DATE MODIFIED: 4/23/2024 5:29 AM 16. Grouping and sorting real objects is an example of: a. comparing. b. observing. c. classifying. d. measuring.

ANSWER: c POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:19 AM DATE MODIFIED: 4/23/2024 5:29 AM 17. Quantifying the size or weight of a substance or object is an example of: a. comparing.

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b. observing. c. classifying. d. measuring.

ANSWER: d POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:20 AM DATE MODIFIED: 4/23/2024 5:29 AM 18. Identifying likenesses and differences between objects is an example of: a. comparing. b. observing. c. classifying. d. measuring.

ANSWER: a POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:22 AM DATE MODIFIED: 4/23/2024 5:29 AM 19. The first step in gathering information to solve a problem is: a. comparing. b. observing. c. classifying. d. measuring.

ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 7:23 AM DATE MODIFIED: 4/23/2024 5:29 AM 20. Hands-on science programs aid in the development of reading skills and: a. language. b. motor skills. c. social-emotional development. d. health and wellness.

ANSWER: a POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 7:24 AM DATE MODIFIED: 4/23/2024 5:29 AM 21. One of the most valuable science attitudes possessed by anyone is: a. comparing. b. intelligence. c. curiosity. d. humor.

ANSWER: c POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:26 AM DATE MODIFIED: 4/23/2024 5:29 AM 22. Numbers, distance, time, volume, and temperature are fundamental components of: a. listening. b. observation. c. learning. d. measuring.

ANSWER: d POINTS: 1 REFERENCES: Science Framework, Literacy, Inquiry, Engineering, and Content QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.01 - Recognize and explain the importance of the science framework and standards, the relationship of science and literacy, science as inquiry and as engineering design, and the content areas of science.

NATIONAL STANDARDS: United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:27 AM DATE MODIFIED: 4/23/2024 5:29 AM 23. The “teachable moment” occurs when children are in a state of a. equilibrium. b. disequilibrium. c. accommodation. d. assimilation.

ANSWER: b POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/18/2024 7:28 AM 4/23/2024 5:29 AM

24. Which of the following is NOT a stage of the learning cycle adapted for science experiences? a. Exploration b. Concept building c. Concept application d. Documentation ANSWER: d POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:30 AM DATE MODIFIED: 4/23/2024 5:29 AM 25. The children in a third grade class expect a glass of water to overflow when an ice cube melts and are surprised when the water level does not change. Which term explains what they have experienced? a. A discrepant event b. Problem solving c. A learning cycle d. Misconception ANSWER: a POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 7:31 AM DATE MODIFIED: 4/23/2024 5:29 AM 26. Awareness can be enhanced by using visual depictions, observation, drawing, and a. reading.

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b. singing. c. testing. d. discussion.

ANSWER: d POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:33 AM DATE MODIFIED: 4/23/2024 5:29 AM 27. Hands-on experiences with materials are essential for learning. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:34 AM DATE MODIFIED: 4/23/2024 5:29 AM 28. Children need time to manipulate and explore materials. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

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NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:35 AM DATE MODIFIED: 4/23/2024 5:29 AM 29. Discrepant events that prepare them for learning put children into ________. a. equilibrium b. disequilibrium ANSWER: b POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/18/2024 7:36 AM DATE MODIFIED: 4/23/2024 5:29 AM 30. The learning cycle adapted for science experiences combines aspects of naturalistic, informal, and structured activity methods into a way of presenting a lesson. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/18/2024 7:38 AM DATE MODIFIED: 4/23/2024 5:29 AM 31. The learning cycle adapted for scientific exploration begins with the phase of concept introduction. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:39 AM DATE MODIFIED: 4/23/2024 5:29 AM 32. Sometimes, a lesson should be taught without a formal investigation using the learning cycle, but simply through exploration and observation. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/18/2024 7:40 AM DATE MODIFIED: 4/23/2024 5:29 AM 33. A state in which children have enough information to satisfy their curiosity and to create a new cognitive structure that explains most or all of the facts is known as _______. a. self-regulation b. a discrepant event c. cognitive structure d. equilibrium ANSWER: d POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

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NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:41 AM DATE MODIFIED: 4/23/2024 5:29 AM 34. An experience that puts children into disequilibrium and prepares them for learning is known as _______. a. self-regulation b. discrepant event c. cognitive structure d. equilibrium ANSWER: b POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:42 AM DATE MODIFIED: 4/23/2024 5:29 AM 35. A grouping of closely related facts and phenomena related to a concept is known as _______. a. self-regulation b. a discrepant event c. cognitive structure or scheme d. equilibrium ANSWER: c POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:43 AM DATE MODIFIED: 4/23/2024 5:29 AM Copyright Cengage Learning. Powered by Cognero.

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36. The active mental process of forming concepts in one’s own mind is known as _______. a. self-regulation b. a discrepant event c. cognitive structure d. equilibrium ANSWER: a POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/18/2024 7:44 AM DATE MODIFIED: 4/23/2024 5:29 AM 37. The process of modifying a scheme/cognitive structure or making a new one is known as _______. a. self-regulation b. accommodation c. assimilation d. equilibrium ANSWER: b POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 1:48 AM DATE MODIFIED: 4/23/2024 5:29 AM 38. Children should have ample time to manipulate and explore materials. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 2:37 AM DATE MODIFIED: 4/23/2024 5:29 AM 39. During which phase of the adapted learning cycle is children’s prior knowledge assessed? a. Exploration b. Concept introduction c. Concept application d. Reflect and plan ANSWER: a POINTS: 1 REFERENCES: Development of Science Concepts and Learning in Practice QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.02 - Understand how science concepts are developed and learned, and incorporate this understanding in your practice.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:38 AM DATE MODIFIED: 4/23/2024 5:29 AM 40. Webbing is useful in unit planning because it a. is used in language arts. b. helps organize your thoughts. c. develops concepts in young children. d. meets school district directives.

ANSWER: b POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -2 - Crosscutting concepts Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Understand 4/20/2024 2:39 AM 4/23/2024 5:29 AM

41. Limited yes/no student responses are likely _________ a. with narrow questions. b. with open-ended questions. c. during initiating activities. d. during observational activities.

ANSWER: a POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 2:41 AM DATE MODIFIED: 4/23/2024 5:29 AM 42. After assessing your students, what question should you ask as you start organizing for teaching? a. What do my students know about this science topic? b. What is the appropriate science content that my students need to know? c. What do my students want to know about this science topic? d. What materials do my students like to use?

ANSWER: b POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Apply 4/20/2024 2:42 AM 4/23/2024 5:29 AM

43. Which of the following is the best way for PreK- and primary-age children to show their knowledge and understanding of a concept? a. Explain, predict, show, tell b. Draw, describe, construct c. Explain, predict, show, tell and draw, describe, construct d. Build, play ANSWER: c POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:44 AM DATE MODIFIED: 4/23/2024 5:29 AM 44. Children are more likely to retain concepts if they are presented in a variety of ways and extended over a period of time. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:45 AM DATE MODIFIED: 4/23/2024 5:29 AM Copyright Cengage Learning. Powered by Cognero.

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45. Very young children have already developed definite patterns in which they learn. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 2:46 AM DATE MODIFIED: 4/23/2024 5:29 AM 46. A web depicts a variety of possible concepts and curricular experiences. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 2:47 AM DATE MODIFIED: 4/23/2024 5:29 AM 47. Most PreK- and primary-age children will generally not be able to verbalize their true understanding of a concept. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:48 AM DATE MODIFIED: 4/23/2024 5:29 AM 48. To teach a lesson effectively, you must plan for assessment. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-03 - Child observation, documentation, and assessment.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:50 AM DATE MODIFIED: 4/23/2024 5:29 AM 49. Ongoing assessment of your own teaching should only be done at the end of each year. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-03 - Child observation, documentation, and assessment.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:51 AM DATE MODIFIED: 4/23/2024 5:29 AM 50. You should reflect on and evaluate your unit plan before you begin teaching the unit.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-03 - Child observation, documentation, and assessment.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 2:52 AM DATE MODIFIED: 4/23/2024 5:29 AM 51. A statement that defines how you plan to achieve your goals is known as _____. a. webbing b. objectives c. lesson plan d. performance-based assessment ANSWER: b POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:53 AM DATE MODIFIED: 4/23/2024 5:29 AM 52. A technique that helps you organize your thoughts before writing a lesson plan is known as _____. a. webbing b. objectives c. creating d. performance-based assessment ANSWER: a POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:54 AM DATE MODIFIED: 4/23/2024 5:29 AM 53. Giving students a task to do that will indicate their level of understanding of science concepts and thinking skills is known as _____. a. webbing b. objectives c. lesson plan d. performance-based assessment ANSWER: d POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:55 AM DATE MODIFIED: 4/23/2024 5:29 AM 54. The written document that defines the objectives and goals and articulates the steps and materials for a classroom experience is known as _____. a. webbing b. objectives c. lesson plan d. performance-based assessment ANSWER: c POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

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Page 23

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:57 AM DATE MODIFIED: 4/23/2024 5:29 AM 55. A collection of examples of individual student work that indicates progress, improvement, and accomplishments is known as a(n)_____. a. teaching plan b. resource file c. anecdotal record d. portfolio ANSWER: d POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-03 - Child observation, documentation, and assessment.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:58 AM DATE MODIFIED: 4/23/2024 5:29 AM 56. Observations that are written down in an organized way are known as _____. a. teaching plans b. resource files c. anecdotal records d. portfolios ANSWER: c POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-03 - Child observation, documentation, and assessment.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 2:59 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/23/2024 5:29 AM

57. An extensive collection of activities and suggestions that focus on a single science topic is known as _____ a. a teaching plan. b. a resource file. c. an anecdotal record. d. a portfolio.

ANSWER: b POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 3:01 AM DATE MODIFIED: 4/23/2024 5:29 AM 58. A written document that is used to develop a science concept, objectives, materials, activities, and evaluation procedures for a specific group of children is known as a(n)_____. a. teaching plan b. resource file c. anecdotal record d. portfolio ANSWER: c POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 3:02 AM DATE MODIFIED: 4/23/2024 5:29 AM 59. Open-ended questions stimulate discussion and offer opportunities for thinking. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 3:04 AM DATE MODIFIED: 4/23/2024 5:29 AM 60. A crucial step in effective science teaching is evaluating the effectiveness of the investigation or experience after it is done. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Instruction and National Standards QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.02.03 - Assess, plan, teach, and evaluate science instruction in line with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 3:05 AM DATE MODIFIED: 4/23/2024 5:29 AM

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Chapter 03: Prekindergarten and Kindergarten Concepts and Skills Mathematics—One-to-One Correspondence, Number Sense, Logic/Classification, Comparison, Early Geometry 1. The most fundamental component of the concept of “number” is the process of a. counting. b. ordering. c. ranking. d. one-to-one correspondence.

ANSWER: d REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 2. A child lines some wooden blocks in a row, then puts a wooden figure on each block. This activity is a. structured. b. informal. c. naturalistic. d. traditional.

ANSWER: c REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 3. Learning to hit the computer keys one at a time is an example of a. substituting. b. concreteness. c. one-to-one correspondence. d. seriating.

ANSWER: c REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

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Page 1

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 4. One-to-one correspondence does NOT occur naturally in which of the following activities? a. Naturalistic b. Informal c. Adult-guided d. Storytelling ANSWER: d REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 5. Which of the following makes matching groups more difficult during adult-guided activities? a. A lot of objects are in each group. b. The groups are similar. c. The objects in two groups match equally. d. Objects are concrete.

ANSWER: a REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.01 - Assess, plan, teach, and evaluate one-to-one correspondence concept lesson activities following national standards.

NATIONAL STANDARDS: United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 6. A child passes out napkins to each child at the snack table. This is an example of an informal activity. a. True b. False ANSWER: True REFERENCES: One-to-one Correspondence QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

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Page 2

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 7. The easiest and first one-to-one correspondence activities should involve real and familiar objects. a. True b. False ANSWER: True REFERENCES: One-to-one Correspondence QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 8. Symbols and patterns are the easiest objects to match in one-to-one correspondence. a. True b. False ANSWER: False REFERENCES: One-to-one Correspondence QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 9. It is more difficult to match unequal groups in one-to-one correspondence than to match equal groups. a. True b. False ANSWER: True REFERENCES: One-to-one Correspondence QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

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Page 3

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 10. Being able to state how many items are in a group without actually counting them is known as ______. a. conceptual subitizing b. perceptual subitizing c. one-to-one correspondence d. rational counting ANSWER: b REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 11. Seeing number patterns in a group and stating how many there are separately and together is known as ______. a. conceptual subitizing b. perceptual subitizing c. one-to-one correspondence d. rational counting ANSWER: a REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 12. The most fundamental concept of the concept of number is known as ______. a. evaluation b. concreteness c. one-to-one correspondence d. rational counting Copyright Cengage Learning. Powered by Cognero.

Page 4

ANSWER: c REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 13. Attaching a number to each object named is known as ______. a. evaluation b. concreteness c. one-to-one correspondence d. rational counting ANSWER: d REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 14. A process that can be done informally by noticing a child’s response during adult-guided activities is known as ______. a. evaluation b. concreteness c. one-to-one correspondence d. rational counting ANSWER: a REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand Copyright Cengage Learning. Powered by Cognero.

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15. How close objects are to real in one-to-one correspondence is known as ______. a. evaluation b. concreteness c. one-to-one correspondence d. rational counting ANSWER: b REFERENCES: One-to-one Correspondence QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.01 - Understand, assess, plan, teach, and evaluate one-to-one correspondence concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 16. When a child passes out napkins to each child at a snack table, it is an example of a ______. a. naturalistic activity b. informal activity c. formal activity d. adult-guided activity ANSWER: b REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 17. A child sits on the floor stacking blocks and humming a little song: “One, two, three, four, five, six, I would like to pick up sticks.” This child is ________. a. matching b. rote counting c. rational counting d. ordering ANSWER: b REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

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Page 6

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 18. One child says they have more pennies than another. Each one picks up one penny at a time, saying a different number name each time they pick up a penny: “One, two, three, four, five.” The children are _________. a. matching b. rote counting c. rational counting d. ordering ANSWER: c REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 19. Counting is acquired through activities that _______. a. emphasize repetitive drills b. are structured c. center on workbooks d. are naturalistic and informal ANSWER: d REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 20. CCSSM expectations for children in prekindergarten through grade 2 DOES NOT include _______. a. counting with understanding b. developing understanding of the relative position and size of whole numbers, ordinal and cardinal numbers, and their connections to each other Copyright Cengage Learning. Powered by Cognero.

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c. developing a sense of whole numbers and being able to represent and use them in many ways d. an understanding of complex mathematical computation ANSWER: d REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 21. Understanding number or number sense does NOT _______. a. make the connection between quantities and counting b. underlie the understanding of more and less c. underlie the understanding of relative amounts d. focus only on counting ANSWER: d REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 22. Counting is acquired through activities that are naturalistic and informal. a. True b. False ANSWER: True REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand Copyright Cengage Learning. Powered by Cognero.

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23. SERIATING is the term that refers to looking at a group of items and instantly knowing how many items are in the group. a. True b. False ANSWER: False REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 24. Understanding that the last number named is the quantity in the group is a critical fundamental concept. a. True b. False ANSWER: True REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 25. When assessing children's counting, record both naturalistic and informal events. a. True b. False ANSWER: True REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply Copyright Cengage Learning. Powered by Cognero.

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26. Number conservation is the relationship between space and quantity. a. True b. False ANSWER: True REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 27. Children with special needs may benefit from extra structured experiences such as finger plays and rhymes and counting concrete objects in order to develop the concept of a number. a. True b. False ANSWER: True REFERENCES: Number and Number Sense Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 28. Understanding that the last number named is the number of objects in the group is known as _______. a. number sense b. rational counting c. cardinality rule d. rote counting ANSWER: c REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Copyright Cengage Learning. Powered by Cognero.

Page 10

KEYWORDS:

Bloom’s Taxonomy: Remember

29. Matching each numeral name in order to an object in a group is known as _______. a. number sense b. rational counting c. cardinality rule d. rote counting ANSWER: b REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 30. Being able to make the connection between quantities and counting is known as _______. a. number sense b. rational counting c. cardinality rule d. rote counting ANSWER: a REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 31. Reciting the names of numerals in order from memory is known as _______. a. number sense b. rational counting c. cardinality rule d. rote counting ANSWER: d REFERENCES: Number and Number Sense Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.02 - Understand, assess, plan, teach, and evaluate number and number sense concepts aligned with national standards.

Copyright Cengage Learning. Powered by Cognero.

Page 11

NATIONAL STANDARDS: United States - CCSSM-K.CC.A.1 - Count to 100 by 1s and 10s.

United States - CCSSM-K.CC.A.3 - Write numbers 0 to 20.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 32. Objects put together in a group based on common criteria such as color or shape are known as _____. a. look-alikes b. a logical group c. matchups d. the same name ANSWER: b REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 33. Separating and joining groups of things is known as _____. a. playing b. sequencing c. making matches d. classifying ANSWER: d REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 34. When items are grouped together because they are the same shape or size, this is called grouping by function. a. True b. False ANSWER: False REFERENCES: Logic and Classification Concepts Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 35. To separate a group into smaller groups is to subtract. a. True b. False ANSWER: True REFERENCES: Logic and Classification Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 36. Which criteria children select to group items is as important as the process of logical thinking. a. True b. False ANSWER: False REFERENCES: Logic and Classification Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 37. An example of a naturalistic activity in sorting occurs when children select the items needed for what they want to do. a. True b. False ANSWER: True REFERENCES: Logic and Classification Concepts QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 38. Classification activities provide opportunities for vocabulary development for all students, including students who are English Language Learners. a. True b. False ANSWER: True REFERENCES: Logic and Classification Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 39. The Common Core State Standards for Mathematics state that at the end of kindergarten, children should be able to classify objects and count the number of objects in each group. a. True b. False ANSWER: True REFERENCES: Logic and Classification Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 40. A feature for grouping in which some things do a job together or come from the same place or belong to a special person is known as ______. a. adding b. logical grouping c. association Copyright Cengage Learning. Powered by Cognero.

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d. function ANSWER: c REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 41. Joining groups together is known as ______. a. adding b. logical grouping c. association d. function ANSWER: a REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 42. A feature for grouping in which some items do the same thing or are used for the same thing is known as ______. a. adding b. logical grouping c. association d. function ANSWER: d REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand Copyright Cengage Learning. Powered by Cognero.

Page 15

43. Putting objects together in a group based on common criteria such as color or shape is known as ______ a. adding b. logical grouping c. association d. function ANSWER: b REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 44. An activity that involves sorting and grouping is known as ______. a. classification b. counting c. comparing d. seriation ANSWER: a REFERENCES: Logic and Classification Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.03.03 - Understand, assess, plan, teach, and evaluate logic and classification concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.B.3 - Classify objects into given categories; count the number of objects in each category.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 45. One child’s juice is in a tall glass and another’s is in a short glass. The first child says, “I have more juice than you do.” This child is ______. a. ordering b. rote counting c. comparing d. making a match ANSWER: c REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

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Page 16

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 46. Which of the following is a quantity comparison? a. “I have five rocks and you have three rocks.” b. “The white rock is bigger than the gray rock.” c. “This rock is heavier than that rock.” d. “This rock is smooth and that rock is rough.”

ANSWER: a REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 47. Development of measurement relationships begins with simple comparisons of physical materials and pictures. a. True b. False ANSWER: True REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand Copyright Cengage Learning. Powered by Cognero.

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48. Comparing is the basis of ordering and measurement. a. True b. False ANSWER: True REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding 49. The comparison of blue and little is a basic comparison. a. True b. False ANSWER: False REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 50. The comparison of thick and thin is a basic comparison. a. True b. False ANSWER: True REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

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Page 18

KEYWORDS:

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand

51. Providing auditory experiences and tactile comparison can be helpful for some children with special needs. a. True b. False ANSWER: True REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 52. Comparing on the basis of an attribute such as size, length, height, weight, or speed is known as ______. a. a naturalistic activity b. an informal comparison activity c. informal measurement d. quantity comparison ANSWER: c REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze

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Page 19

53. A process that requires the child to look at two groups of objects and decide if they have the same number of items or if one group has more is known as ______. a. a naturalistic activity b. an informal comparison activity c. informal measurement d. quantity comparison ANSWER: d REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 54. A child using objects and noticing that they have different attributes is an example of ______. a. a naturalistic activity b. an informal comparison activity c. informal measurement d. quantity comparison ANSWER: a REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 55. An adult helping a child compare the lengths of different blocks is an example of ______. a. a naturalistic activity b. an informal comparison activity c. informal measurement d. quantity comparison ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Comparison Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 56. A teacher asking a child questions during an interview task to see if the child understands and uses basic comparison words is an example of an assessment technique. a. True b. False ANSWER: True REFERENCES: Comparison Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.08.03.04 - Understand, assess, plan, teach, and evaluate comparison concepts aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 57. Young children begin to learn about geometric concepts of shape through _______. a. drill-and-practice memorization using two-dimensional pictures b. counting c. sensory exploration of a variety of three-dimensional objects of different shapes d. large motor activities such as running and jumping ANSWER: c REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

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KEYWORDS:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Remember

58. Which one of the following is NOT a material that provides for developmentally appropriate exploration of the geometric concept of shape? a. Unit blocks b. Printed matching sheet c. Attribute blocks d. Puzzles ANSWER: b REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 59. Definitions of shapes for a typically developing child are generally mastered around which age? a. 2 years b. 3 years c. 4 years d. 6 years ANSWER: d REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding 60. Which of the following statements is NOT true? a. The shape curriculum for preschoolers should include a limited number of similar models. b. The shape curriculum for preschoolers should include opportunities to support and build using a variety of shapes. c. The shape curriculum for preschoolers should include identifying shapes in the classroom, school, and community. d. The shape curriculum for preschoolers should include a variety of models.

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ANSWER: a REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 61. Being able to tell that one object has a different shape from another is called _______. a. matching b. labeling c. sorting d. discriminating ANSWER: d REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 62. A teacher shows a child a circle. The child picks up another circle. Children can do this task because they are able to _____. a. match b. discriminate c. sort d. label ANSWER: a REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply Copyright Cengage Learning. Powered by Cognero.

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63. A child says, “I see a circle.” This child is able to _____. a. discriminate b. sort c. label d. match ANSWER: c REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 64. A child busily separates a pile of mixed shapes into groups of circles, squares, and triangles. This child is able to _____. a. label b. discriminate c. match d. sort ANSWER: d REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 65. A child closes their eyes and reaches into a bag to find a triangle. This task requires the use of the sense of touch, also known as _____. a. visual discrimination b. haptic discrimination c. auditory discrimination d. visual-motor skill ANSWER: b REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice

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LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 66. Culturally responsive experiences with shape can be had through ______. a. counting b. science c. art and the shapes of homes d. music ANSWER: c REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 67. Each object in the environment has its own shape. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 68. Much of an infant's play and activity centers on learning about shape. a. True b. False ANSWER: True REFERENCES: Shape Concepts Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 69. Teachers should pay attention and respond when a child calls their attention to shapes in the environment. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 70. Adult-guided activities are the most important in learning about shape. a. True b. False ANSWER: False REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 71. Children need opportunities to freely explore most two- and three-dimensional shapes. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 72. Shape templates can be useful aids for children with perceptual-motor challenges. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 73. Identifying shape in the art of a variety of cultures can provide culturally relevant shape experiences. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 74. By the end of kindergarten, children should be able to describe and identify shapes as well as be able to analyze, compare, create, and compose shapes. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 75. Asking a child to find a shape that is like one shown to them applies the concept of ______. a. discrimination task b. labeling task c. matching d. sorting ANSWER: c REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 76. Asking a child to separate a collection of shapes into groups applies the concept of ______. a. discrimination task b. labeling task c. matching d. sorting ANSWER: d REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 77. A task that assesses whether a child can see that one form has a different shape from another form is known as a ______. a. discrimination task Copyright Cengage Learning. Powered by Cognero.

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b. labeling task c. matching d. sorting ANSWER: a REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 78. A task that assesses whether a child can find a shape when a name is given and whether a child can name a shape when looking at a picture is known as a ______. a. discrimination task b. labeling task c. matching d. sorting ANSWER: b REFERENCES: Shape Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 79. Recognizing that one object has a different shape from another is known as discriminating. a. True b. False ANSWER: True REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS:

Bloom’s Taxonomy: Remember

80. Visual discrimination is being able to reach into a bag and find a circle through the sense of touch. a. True b. False ANSWER: False REFERENCES: Shape Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.05 - Understand, assess, plan, teach, and evaluate shape concepts and early geometry aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-KGA.2 - Correctly name shapes regardless of their orientation or overall size.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember

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Chapter 04: Prekindergarten and Kindergarten Concepts and Skills Spatial Sense, Parts and Wholes, and Applications of Fundamental Concepts to Science and Engineering 1. “Above and below” is an example of which of the following spatial concepts? a. Position b. Construction c. Direction d. Distance ANSWER: a REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 2. “Close and far away” is an example of which of the following spatial concepts? a. Position b. Construction c. Direction d. Distance ANSWER: d REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 3. “How is space made?” is an example of which of the following spatial concepts? a. Position b. Organization c. Construction d. Distance ANSWER: c REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards Copyright Cengage Learning. Powered by Cognero.

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NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 4. Accessible playgrounds are designed a. to provide safer outdoor space for physically typical children. b. to provide meaningful outdoor experiences for children with physical challenges. c. in a way that is inappropriate for children with physical challenges. d. to only be used by physically typical children.

ANSWER: b REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 5. The ability of a person to sense where they are in physical relation to other people or objects in the environment is known as ______. a. cognitive development b. motor skill c. haptic experiences d. proprioception ANSWER: d REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 6. Children in the sensorimotor and preoperational stages learn about space by moving their bodies in space. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 7. Early matching activities help children begin to integrate position, direction, distance, organization, pattern, and construction. a. True b. False ANSWER: True REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 8. Mapping activities include building houses and making roads. a. True b. False ANSWER: True REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 9. Preoperational children should NOT use blocks as construction materials to explore. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 10. Three kinds of space relations are position, direction, and construction. a. True b. False ANSWER: False REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 11. Children benefit very little from learning songs and dances of other cultures. a. True b. False ANSWER: False REFERENCES: Spatial Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate Copyright Cengage Learning. Powered by Cognero.

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12. This area of engineering integrates math, science, and technology is known as ______. a. position b. direction c. design technology d. organization and pattern ANSWER: c REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 13. On/off, on top of/over/under, into/out of, top/bottom, and above/below are words that describe ______. a. position b. direction c. design technology d. organization and pattern ANSWER: a REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 14. Arranging things until they please the eye is known as ___________. a. position b. direction c. design technology d. organization and pattern ANSWER: d REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Remember

15. Up/down, forward/backward, around/through, to/from, toward/away from, and across/near/far are words that describe ______. a. position b. direction c. design technology d. organization and pattern ANSWER: b REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 16. Two ways of using space are construction and ________. a. organization and pattern b. play and learning c. design and creation d. reading and listening ANSWER: a REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember 17. Which of the following is the most prominent type of construction material for children to use? a. Books b. Fabric c. Blocks d. Sand Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 18. Young children learn to verbally label which two concepts in building a spatial sense vocabulary? a. Organization and pattern b. Direction and position c. Listening and speaking d. Construction and creation ANSWER: b REFERENCES: Spatial Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.01 - Assess, plan, teach, and evaluate spatial concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 19. Which of the following materials is NOT designed for teaching parts and wholes? a. A lotto game in which children identify what is missing b. Dividing groups into smaller groups c. Magnetic numerals d. Cutting up a banana ANSWER: c REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS:

Bloom’s Taxonomy: Evaluate

20. Which of the following is an example of “things, people, and animals that have parts”? a. A child shares a cupcake. b. A child takes half of the lump of dough. c. A child takes some of another child’s crayons. d. The wheel on a toy car falls off.

ANSWER: d REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 21. Young children are NOT interested in the concepts of part and whole. a. True b. False ANSWER: False REFERENCES: Parts and Whole Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 22. Learning about body parts helps children begin to understand that the whole is the sum of its parts. a. True b. False ANSWER: True REFERENCES: Parts and Whole Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply

23. Breaking cookies in half helps children learn that whole things can be divided into parts. a. True b. False ANSWER: True REFERENCES: Parts and Whole Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 24. Very young children think that a cracker broken into smaller pieces is more than a whole cracker. a. True b. False ANSWER: True REFERENCES: Parts and Whole Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 25. Children with lack of behavioral control may have difficulty in sharing activities designed to teach parts and wholes of groups. a. True b. False ANSWER: True REFERENCES: Parts and Whole Concepts QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Evaluate

26. An example of an activity that integrates parts and wholes into language arts is _____. a. moving separate body parts b. dividing a large group of people into teams c. examining parts of plant and animals d. reading a book about a group of friends ANSWER: d REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 27. An example of an activity that integrates parts and wholes into social studies is _____. a. moving separate body parts b. dividing a large group of people into teams c. examining parts of plant and animals d. reading a book about a group of friends ANSWER: b REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 28. An example of an activity that integrates parts and wholes into science is _____. a. moving separate body parts b. dividing a large group of people into teams c. examining parts of plant and animals d. reading a book about a group of friends ANSWER: c REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -2 - Crosscutting concepts United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 29. An example of an activity that integrates parts and wholes into music and movement is _____. a. moving separate body parts b. dividing a large group of people into teams c. examining parts of plant and animals d. reading a book about a group of friends ANSWER: a REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 30. Understanding that the whole is only the sum of its parts helps children move away from the process of _____. a. construction b. centering c. evaluating d. counting ANSWER: b REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 31. Learning about parts and whole creates a foundation for later study of _____. a. construction b. centering Copyright Cengage Learning. Powered by Cognero.

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c. fractions d. counting ANSWER: c REFERENCES: Parts and Whole Concepts QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.02 - Assess, plan, teach, and evaluate parts and wholes concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply 32. When children arrange and organize objects and describe them, they are using the concept of _____. a. space b. sets c. shape d. one-to-one correspondence ANSWER: a REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand 33. The Next Generation Science Standards emphasize that, for children, the essence of learning lies in _____. a. memorizing fact b. carrying out the processes of inquiry c. none of these answers d. worksheets ANSWER: b REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS:

Bloom’s Taxonomy: Remember

34. The fundamental concepts and skills basic to developing the abilities needed for scientific inquiry include comparing, shape, space, parts and wholes, and _____. a. basic math concepts and skills b. basic literacy skills c. basic motor skills d. basic social emotional skills ANSWER: a REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 35. The learning of fundamental concepts and skills are basic to developing the abilities needed for scientific inquiry. a. True b. False ANSWER: True REFERENCES: Science Concept Lesson Activities QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate 36. An understanding of spatial relationships is important when children describe physical environments. a. True b. False ANSWER: True REFERENCES: Science Concept Lesson Activities QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand

37. Young children are ready for the abstract level of formal thinking. a. True b. False ANSWER: False REFERENCES: Science Concept Lesson Activities QUESTION TYPE: True / False LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 38. Cutting out pictures of machines found at home, school, and community is an example of _____. a. one-to-one correspondence in science topics b. number sense and counting in science topics c. sets and classifying in science topics d. comparing for science topics ANSWER: c REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 39. Discussing hair color, children’s height, weather, and animals is an example of _____. a. one-to-one correspondence in science topics b. number sense and counting in science topics c. sets and classifying in science topics d. comparing for science topics ANSWER: d REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards Copyright Cengage Learning. Powered by Cognero.

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NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 40. Matching animals with their homes is an example of _____. a. one-to-one correspondence in science topics b. number sense and counting in science topics c. sets and classifying in science topics d. comparing for science topics ANSWER: a REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze 41. Counting the number of apples before making applesauce is an example of _____. a. one-to-one correspondence in science topics b. number sense and counting in science topics c. sets and classifying in science topics d. comparing for science topics ANSWER: b REFERENCES: Science Concept Lesson Activities QUESTION TYPE: Multiple Choice LEARNING OBJECTIVES: MS.CHAR.09.04.03 - Assess, plan, teach, and evaluate science concept lesson activities aligned with national standards NATIONAL STANDARDS: United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze

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Chapter 05: Pre-K–K: Ordering, Measurement, and Data Collection and Analysis 1. Which one of the following processes involves ranking three or more objects in a sequence based on one or more attributes such as length, weight, or height? a. Contrasting b. Comparing c. Measuring d. Ordering ANSWER: d POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/19/2024 11:35 PM DATE MODIFIED: 4/24/2024 12:46 AM 2. First, biggest, and last are words used when describing the process of _____. a. contrasting b. comparing c. measuring d. ordering ANSWER: d POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Understand 4/19/2024 11:53 PM 4/24/2024 12:46 AM

3. Which of the following activities would probably lend itself best to ordering and patterning? a. Putting a puzzle together b. Playing with clay c. Stringing beads of different sizes and colors d. Roller blading ANSWER: c POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/19/2024 11:55 PM DATE MODIFIED: 4/24/2024 12:46 AM 4. Another term for ordering is _____. a. seriation b. measuring c. organizing d. contrasting ANSWER: a POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Remember 4/20/2024 12:04 AM 4/24/2024 12:46 AM

5. Ordering is a higher level of comparing. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:06 AM DATE MODIFIED: 4/24/2024 12:46 AM 6. Manipulating nesting toys is a good example of the child using the concept of organizing. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Understand 4/20/2024 12:07 AM 4/24/2024 12:46 AM

7. Evidence of patterning behavior may appear in a child's artwork. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:08 AM DATE MODIFIED: 4/24/2024 12:46 AM 8. Children's natural development does not guide them to order items or place them in patterns. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to Copyright Cengage Learning. Powered by Cognero.

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achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Understand 4/20/2024 12:09 AM 4/24/2024 12:46 AM

9. Children use ordering words such as first, last, and biggest as their language ability increases. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:11 AM DATE MODIFIED: 4/24/2024 12:46 AM 10. Opportunities for informal activities occur rarely during the normal preschool class time. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Apply 4/20/2024 12:12 AM 4/24/2024 12:46 AM

11. The art of many cultures provides patterns for study and ideas for children’s pattern making. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:15 AM DATE MODIFIED: 4/24/2024 12:46 AM 12. Children with visual impairments can benefit from auditory patterning. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Analyze 4/20/2024 12:16 AM 4/24/2024 12:46 AM

13. The process of ordering and seriation doesn’t begin until the concrete operational stage. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:17 AM DATE MODIFIED: 4/24/2024 12:46 AM 14. “Patterning” involves making or discovering auditory, visual, and motor regularities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Apply 4/20/2024 12:18 AM 4/24/2024 12:46 AM

15. The term “seriation” come from the work of ______. a. Vygotsky b. Piaget c. Maslow d. Erickson ANSWER: b POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:19 AM DATE MODIFIED: 4/24/2024 12:46 AM 16. Patterning in the prekindergarten and kindergarten is foundational to a later understanding of ______ in math. a. motor development b. measuring c. algebra d. learning how to use arbitrary units ANSWER: c POINTS: 1 REFERENCES: Ordering, Patterning, and Seriation Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.01 - Plan, teach, and evaluate ordering, seriation, and patterning concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the Copyright Cengage Learning. Powered by Cognero.

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attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Remember 4/20/2024 12:20 AM 4/24/2024 12:46 AM

17. When children are developing the concept of measurement, they go through several stages. The first stage is a. seeing that standard units are more accurate than arbitrary units. b. pretending to measure by imitating older peers and adults during play. c. making comparisons of sizes and amounts. d. learning how to use arbitrary (nonstandard) units.

ANSWER: b POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:22 AM DATE MODIFIED: 4/24/2024 12:46 AM 18. Primary-grade students will be moving into which of the following stages? a. Seeing a need for standard units b. Playing and imitation c. The process of making comparisons d. Using arbitrary units ANSWER: a POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:23 AM DATE MODIFIED: 4/24/2024 12:46 AM 19. Some children pour water into and out of measuring cups and other containers. They are at the stage of _____. a. seeing a need for standard units b. playing and imitation c. the process of making comparisons d. using arbitrary units ANSWER: b POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Applying DATE CREATED: 4/20/2024 12:24 AM DATE MODIFIED: 4/24/2024 12:46 AM 20. Which one of the following activities does NOT teach a child something about temperature? a. Making a list of items of clothing appropriate for different weather conditions b. Comparing indoor, outdoor, and medical thermometers c. Weighing various quantities of rocks d. Comparing water from the hot and cold faucets ANSWER: c POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Applying DATE CREATED: 4/20/2024 12:25 AM DATE MODIFIED: 4/24/2024 12:46 AM 21. Children with special needs or non-typical development can benefit from doing measurement activities by _____. a. working on their own b. working with paper-and-pencil problems c. working in pairs d. using rulers ANSWER: c POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:27 AM DATE MODIFIED: 4/24/2024 12:46 AM 22. The second stage in the development of the concept of measurement is that of making comparisons. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:28 AM DATE MODIFIED: 4/24/2024 12:46 AM 23. During the third stage of the concept of measurement development, children learn to use arbitrary units. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:34 AM DATE MODIFIED: 4/24/2024 12:46 AM 24. Young children in the sensorimotor and preoperational stages generally do not understand standard units. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:35 AM DATE MODIFIED: 4/24/2024 12:46 AM 25. Most of young children's concepts of measurement come from adult-guided activities. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 12:38 AM DATE MODIFIED: 4/24/2024 12:46 AM 26. Sequencing straws by length would be a good activity for children transitioning from preoperational to concrete operational development. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Evaluate 4/20/2024 12:39 AM 4/24/2024 12:46 AM

27. Examples of attributes to which numbers can be assigned are _____. a. volume, weight, length, and temperature b. arbitrary units c. measurement d. pints, quarts, liters, and yards, meters, pounds, grams, and degrees ANSWER: a POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:40 AM DATE MODIFIED: 4/24/2024 12:46 AM 28. The process that connects geometry and number and builds on children’s experiences with comparisons is _____. a. volume, weight, length, and temperature b. arbitrary units c. measurement d. pints, quarts, liters, and yards, meters, pounds, grams, and degrees ANSWER: c POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:41 AM DATE MODIFIED: 4/24/2024 12:46 AM 29. Items that can be used as a nonstandard unit of measurement are called _____. a. volume, weight, length, and temperature b. arbitrary units c. measurement d. pints, quarts, liters, and yards, meters, pounds, grams, and degrees ANSWER: b POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:42 AM DATE MODIFIED: 4/24/2024 12:46 AM 30. Examples of standard units of measurement are _____. a. volume, weight, length, and temperature b. arbitrary units c. measurement d. pints, quarts, liters, and yards, meters, pounds, grams, and degrees ANSWER: d POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:43 AM DATE MODIFIED: 4/24/2024 12:46 AM 31. Estimation is an important measurement tool in the early stages. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:44 AM DATE MODIFIED: 4/24/2024 12:46 AM 32. The use of a toothpick to measure the height of a book is an example of using a standard unit of measurement. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 12:45 AM DATE MODIFIED: 4/24/2024 12:46 AM 33. Standardized measurement tools with large, easily legible marks or raised numbers that can be identified by touch are important accommodations for children with visual impairments. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Measurement Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.02 - Plan, teach, and evaluate measurement (volume, weight, length, and temperature) concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-K.MD.A.1 - Describe measurable attributes of objects, such as length or weight.

United States - CCSSM-K.MD.A.2 - Directly compare two objects with a measurable attribute in common, to see which object has “more” or “less” of the attribute, and describe the difference.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/20/2024 12:46 AM DATE MODIFIED: 4/24/2024 12:46 AM 34. The kind of time sense that is learned as one goes through the daily routine is called _____. a. duration b. pattern c. personal exploration d. sequence ANSWER: d POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:47 AM DATE MODIFIED: 4/24/2024 12:46 AM 35. “Teacher, when I was a baby, I drank out of a bottle,” is an example of the kind of time referred to as _____. a. personal experience b. culture c. social activity d. duration ANSWER: a POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:48 AM DATE MODIFIED: 4/24/2024 12:46 AM 36. Children mark off the date on the class calendar, which is a standard calendar type used in the United States. This activity familiarizes them with one aspect of _____. a. personal time b. culture time c. social time d. time duration ANSWER: b POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Analyze 4/20/2024 12:49 AM 4/24/2024 12:46 AM

37. Storybooks that have a clear and repetitive sequence of events aid in developing the concept of _____. a. time sequence b. culture sequence c. social sequence d. time duration ANSWER: a POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:51 AM DATE MODIFIED: 4/24/2024 12:46 AM 38. The kinds of time a preschool child has to learn does NOT include which of the following? a. Personal experience b. The analog clock c. Social activity d. Culture ANSWER: b POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:52 AM DATE MODIFIED: 4/24/2024 12:46 AM 39. National science standards and the CCSSM both include the expectation that preschoolers and kindergartners will _____.

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a. not understand that time is a measurable attribute b. understand that time is a measurable attribute c. understand that time is not an important measurable attribute d. measure time using analog clocks and yearly calendars ANSWER: b POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:53 AM DATE MODIFIED: 4/24/2024 12:46 AM 40. All cultures share a common understanding of, and means of measuring, time. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/20/2024 12:54 AM DATE MODIFIED: 4/24/2024 12:46 AM 41. The first sense of time duration comes as an infant during daily routines. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 12:55 AM DATE MODIFIED: 4/24/2024 12:46 AM 42. Young children first begin to learn about time through predictable and regular routines. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 12:56 AM DATE MODIFIED: 4/24/2024 12:46 AM 43. Names of days, months, and seasons are examples of _____. a. specific time words b. relational time words c. duration time words d. special days/time words ANSWER: c POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/20/2024 12:57 AM 4/24/2024 12:46 AM

44. Morning, afternoon, day, and night are examples of _____. a. specific time words b. relational time words c. duration time words d. special days/time words ANSWER: a POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:58 AM DATE MODIFIED: 4/24/2024 12:46 AM 45. Birthdays, holiday names, vacation, and weekend are examples of _____. a. specific time words b. relational time words c. duration time words d. special days/time words ANSWER: d POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 12:59 AM DATE MODIFIED: 4/24/2024 12:46 AM 46. Soon, tomorrow, sometimes, before, always, third, and now are examples of _____. a. specific time words Copyright Cengage Learning. Powered by Cognero.

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b. relational time words c. duration time words d. special days/time words ANSWER: b POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 1:00 AM DATE MODIFIED: 4/24/2024 12:46 AM 47. Thinking about time in terms of a social activity is easier to learn and makes more sense to the young child. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Time Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.03 - Plan, teach, and evaluate time concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 1:02 AM DATE MODIFIED: 4/24/2024 12:46 AM 48. Making graphs proceeds in stages from concrete to abstract. A first-stage activity might be _____. a. taking paper squares and gluing them on a chart b. drawing pictures on the chart c. stacking blocks to represent a vote on color preference d. coloring in squares on graph paper ANSWER: c POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 1:03 AM DATE MODIFIED: 4/24/2024 12:46 AM 49. In the first stage of graphing, which one of the following would NOT be an appropriate material? a. Beads b. Interlocking blocks c. Cube blocks d. Graph paper ANSWER: d POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 1:05 AM DATE MODIFIED: 4/24/2024 12:46 AM 50. Which basic skills does a child use when making a graph? a. Speaking, drawing, and reading b. Rote counting and rational counting c. Shape recognition and naming d. Classification, counting, comparing quantities, one-to-one matching, and communication ANSWER: d POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 1:07 AM DATE MODIFIED: 4/24/2024 12:46 AM 51. The main source of topics for graphing should be which of the following? a. Teacher’s ideas b. Teacher’s ideas c. Children’s questions d. Informational books ANSWER: c POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 1:09 AM DATE MODIFIED: 4/24/2024 12:46 AM 52. A washer or curtain ring placed on a dowel can be used to construct a first graph. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: True / False HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 1:10 AM DATE MODIFIED: 4/24/2024 12:46 AM 53. The kind of information that can be placed on a graph is very limited. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 1:11 AM DATE MODIFIED: 4/24/2024 12:46 AM 54. When children use items such as blocks or beads to make a graph, it’s an example of an object graph. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Data and Graphing Standards and Expectations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/20/2024 1:13 AM 4/29/2024 5:32 AM

55. Picture graphs require children to work more independently. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 1:14 AM DATE MODIFIED: 4/24/2024 12:46 AM 56. Concept words, such as less than, some, higher, most, or shorter, are important for children to know and use when talking about what graphs depict. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Data and Graph Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.04 - Plan and teach data and graph concept lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP4 - Model with mathematics.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/20/2024 1:15 AM 4/24/2024 12:46 AM

57. The science standards for ordering and patterning build on the skills of _____. a. graphing b. measuring c. comparing d. seriation ANSWER: c POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 1:17 AM DATE MODIFIED: 4/24/2024 12:46 AM 58. Which of the following concepts involves how much space a solid, liquid, or gas occupies? a. Volume b. Temperature c. Weight d. Length ANSWER: a POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/20/2024 1:19 AM 4/24/2024 12:46 AM

59. Which one of the following skills visually shows the comparison between things so that inferences can be made? a. Graphing b. Measuring c. Conservation d. Patterning ANSWER: a POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/20/2024 1:20 AM DATE MODIFIED: 4/24/2024 12:46 AM 60. Which activity focuses on rhythmic or auditory patterning? a. Finding ways to fill containers b. Tapping sticks together while singing and moving c. Dyeing manipulatives d. Making a calendar ANSWER: b POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 1:21 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/24/2024 12:46 AM

61. If children have not had prior experience in comparing, they will not be ready to order and find patterns. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 1:23 AM DATE MODIFIED: 4/24/2024 12:46 AM 62. Patterns are visual, aural, and motor regularities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/20/2024 1:24 AM DATE MODIFIED: 4/24/2024 12:46 AM 63. Rhythmic patterns can be found in poems and songs. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/20/2024 1:26 AM DATE MODIFIED: 4/24/2024 12:46 AM 64. Children must be actively involved with materials if they are to understand measurement. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/20/2024 1:27 AM DATE MODIFIED: 4/24/2024 12:46 AM 65. It is not important for the meaning of the completed graph to be made clear to young children. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Science Concept Application QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.05.05 - Plan and teach science concept application lesson activities, aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-MP1 - Make sense of problems and persevere in solving them.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding DATE CREATED: 4/20/2024 1:28 AM DATE MODIFIED: 4/24/2024 12:46 AM

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Chapter 06: Integrating the Curriculum 1. Thematic units, projects, and dramatic play are the means for developing a curriculum that is _____. a. lecture based b. skills based c. integrated d. organized ANSWER: c POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 2:27 AM DATE MODIFIED: 4/24/2024 12:46 AM 2. Several children are in an area of the room that is set up like a restaurant. Some children are customers studying the day's menu and checking the prices; others are servers taking orders and collecting money; and others are the cooks pretending to measure and mix ingredients. This type of activity in early childhood classrooms would be considered to be _____. a. an excellent setup for applying mathematics and science understandings b. a waste of time for children, who should be memorizing math facts c. a waste of time for children, who should be reading their science textbooks d. far from being in line with national standards for mathematics and science instruction ANSWER: a POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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Page 1

KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Analyze 4/22/2024 2:29 AM 4/24/2024 12:46 AM

3. In a first-grade classroom, children are putting dirt in containers and planting seeds, writing stories about plants, reading books about plants, drawing pictures of plants, and comparing and measuring the leaves from a variety of plants.

There is a graph of My Favorite Plant on the bulletin board. This type of curriculum planning is called teaching through _____. a. textbooks b. variety of ideas c. workbooks d. a thematic unit or a project ANSWER: d POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:30 AM DATE MODIFIED: 4/24/2024 12:46 AM 4. Which of the following is an example of an activity through which problem solving, reasoning, communication, connections, and hands-on learning can be applied and experienced? a. Dramatic play b. Worksheets c. Formal instruction d. Testing ANSWER: a POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

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Page 2

KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Evaluate 4/22/2024 2:32 AM 4/24/2024 12:46 AM

5. In an integrated and culturally responsive curriculum, it is appropriate for children to learn about a variety of culturally specific foods. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 2:33 AM DATE MODIFIED: 4/24/2024 12:46 AM 6. Field trips are a good way to learn about adult roles. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/22/2024 2:38 AM 4/24/2024 12:46 AM

7. Thematic units, projects, emergent curriculum, and dramatic play are the means for developing a curriculum that is integrated. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 2:39 AM DATE MODIFIED: 4/24/2024 12:46 AM 8. Problem solving, reasoning, communication, connections, and hands-on learning cannot be applied and experienced through projects. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 2:40 AM DATE MODIFIED: 4/24/2024 12:46 AM Copyright Cengage Learning. Powered by Cognero.

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9. A curriculum plan built around themes selected by the teacher or children is known as _____. a. integrated curriculum b. thematic units c. emergent curriculum d. project curriculum ANSWER: b POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:41 AM DATE MODIFIED: 4/24/2024 12:46 AM 10. The application of content-area skills, understandings, and processes across the curriculum and developmental domains is known as _____. a. integrated curriculum b. thematic units c. emergent curriculum d. project curriculum ANSWER: a POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:44 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/24/2024 12:46 AM

11. An extended exploration of a topic is known as _____. a. integrated curriculum b. thematic units c. emergent curriculum d. project curriculum ANSWER: d POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:46 AM DATE MODIFIED: 4/24/2024 12:46 AM 12. A curriculum plan built around the interests, backgrounds, and experiences of the children is known as _____. a. integrated curriculum b. thematic units c. emergent curriculum d. project curriculum ANSWER: c POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:48 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/24/2024 12:46 AM

13. Play is the major medium through which children learn. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Standards, Play, Thematic Units, Projects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.01 - Understand how standards, play, and thematic units and projects relate to STEM and STEAM. NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 2:49 AM DATE MODIFIED: 4/24/2024 12:46 AM 14. Which of the following language-related processes is NOT one of the five process areas noted in the NCTM standards? a. Reasoning b. Connections c. Communication d. Associations ANSWER: d POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/22/2024 2:50 AM 4/24/2024 12:46 AM

15. In order to draw logical conclusions, explain their thinking, justify their answers and solutions process, apply patterns and relationships to arrive at solutions, and make sense out of mathematics as well as science, which of the following processes must children use? a. Reasoning b. Connections c. Communication d. Associations ANSWER: a POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 2:52 AM DATE MODIFIED: 4/24/2024 12:46 AM 16. To use mathematics in everyday life requires that we _____. a. reason b. make connections c. communicate d. make associations ANSWER: b POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

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NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 2:53 AM DATE MODIFIED: 4/24/2024 12:46 AM 17. Reasoning enables students to draw logical conclusions, apply logical classification skills, explain their thinking, justify their problem solutions and processes, apply patterns and relationships to arrive at solutions, and make sense of mathematics and science. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 2:55 AM DATE MODIFIED: 4/24/2024 12:46 AM 18. Concrete objects cannot serve as a bridge between informal and formal mathematics. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 2:56 AM DATE MODIFIED: 4/24/2024 12:46 AM 19. Paying close attention to the language used by children and the way they use it is a valuable method for a teacher to employ to assess the conceptual development of the child. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 2:58 AM DATE MODIFIED: 4/24/2024 12:46 AM 20. The use of a concept word automatically indicates an understanding of the concept. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 3:07 AM DATE MODIFIED: 4/24/2024 12:46 AM 21. Children with hearing disabilities can augment their communication with American Sign Language. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 3:09 AM DATE MODIFIED: 4/24/2024 12:46 AM 22. The process that best provides the means for explaining problem-solving and reasoning is known as _____. a. logical reasoning Copyright Cengage Learning. Powered by Cognero.

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b. assessment interview c. communication d. naturally occurring learning experiences ANSWER: c POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 3:10 AM DATE MODIFIED: 4/24/2024 12:46 AM 23. The process that develops in the early years and is especially important in working with classification and with patterning is known as _____. a. logical reasoning b. assessment interview c. communication d. naturally occurring learning experiences ANSWER: a POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/22/2024 3:11 AM 4/24/2024 12:46 AM

24. A method used to determine a child’s real understanding of a concept is known as _____. a. logical reasoning b. assessment interview c. communication d. naturally occurring learning experiences ANSWER: b POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 3:13 AM DATE MODIFIED: 4/24/2024 12:46 AM 25. The most effective means for ELLs to learn and understand STEM concepts and vocabulary is _____. a. logical reasoning b. assessment interview c. communication d. naturally occurring learning experiences ANSWER: c POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

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Page 13

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 3:14 AM DATE MODIFIED: 4/24/2024 12:46 AM 26. Communication provides the means for explaining problem-solving and reasoning processes. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 4:32 AM DATE MODIFIED: 4/24/2024 12:46 AM 27. All cultures teach math the same way. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Language, Literacy, and STEM Concept Formation QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.06.02 - Explain and analyze the importance of language and literacy to STEM concept formation, and create meaningful practices to implement integrated experiences.

NATIONAL STANDARDS: United States - CCSSM-MP01 - Make sense of problems and persevere in solving them.

United States - CCSSM-MP04 - Model with mathematics.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 4:34 AM DATE MODIFIED: 4/24/2024 12:46 AM

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Chapter 07: Transitioning from Preschool to Kindergarten to Primary 1. The symbols that stand for amounts are called _____. a. digits b. numbers c. numerals d. numeric ANSWER: c POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 4:46 AM DATE MODIFIED: 4/24/2024 12:47 AM 2. Children just learning number symbol skills might be observed to _____. a. match numerals that look alike b. recognize a numeral and name it c. place magnetic numerals in order d. match numerals and groups ANSWER: a POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

Page 1

KEYWORDS: DATE CREATED: DATE MODIFIED:

appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/22/2024 4:48 AM 4/24/2024 12:47 AM

3. Which one of these materials would NOT be appropriate for use in informal number symbol activities? a. Puzzle matchups b. A counting book c. A worksheet d. Computer software ANSWER: c POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 4:50 AM DATE MODIFIED: 4/24/2024 12:47 AM 4. Which of the following is NOT one of the six number symbol skills that young children learn during the preoperational period? a. Learning to associate numerals with groups b. Learning to add “one plus two equals three” with written symbols c. Learning to place numerals in order d. Learning to reproduce numerals ANSWER: b POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

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NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 4:51 AM DATE MODIFIED: 4/24/2024 12:47 AM 5. Between the ages of 3 and 6, children learn to name the numerals from 0 to 10. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 4:52 AM DATE MODIFIED: 4/24/2024 12:47 AM 6. During the preoperational period, young children learn to recognize and say the name of each numeral. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 4:53 AM DATE MODIFIED: 4/24/2024 12:47 AM 7. Most experiences with numerals for the young child should be adult-guided activities. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 4:54 AM DATE MODIFIED: 4/24/2024 12:47 AM 8. A teacher of a mixed class of Spanish- and English-speaking children can support the success of both groups by learning and using some Spanish in the classroom. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Number Symbol Concepts Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 4:55 AM DATE MODIFIED: 4/24/2024 12:47 AM 9. According to the Common Core State Standards for Mathematics, children should know the numeral number names and count sequence from 1 to 10 by the end of kindergarten. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 4:56 AM DATE MODIFIED: 4/24/2024 12:47 AM 10. Which of the following can be used without adult assistance to solve a problem by trial and error? a. Numerals b. Cardinal meaning c. Self-correcting materials Copyright Cengage Learning. Powered by Cognero.

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d. Manipulative materials ANSWER: c POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 4:57 AM DATE MODIFIED: 4/24/2024 12:47 AM 11. Which of the following has parts and pieces that can be picked up and moved to solve the problem presented by the materials? a. Numerals b. Cardinal meaning c. Self-correcting materials d. Manipulative materials ANSWER: d POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 4:59 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/24/2024 12:47 AM

12. Which of the following represents number symbols? a. Numerals b. Cardinal meaning c. Self-correcting materials d. Manipulative materials ANSWER: a POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:00 AM DATE MODIFIED: 4/24/2024 12:47 AM 13. Which of the following represents the concept that “5” stands for five objects? a. Numerals b. Cardinal meaning c. Self-correcting materials d. Manipulative materials ANSWER: b POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/22/2024 5:02 AM 4/24/2024 12:47 AM

14. Most experiences with numerals for young children should be naturalistic and formal activities. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 5:03 AM DATE MODIFIED: 4/24/2024 12:47 AM 15. A child picks up a toy phone and dials, saying “Five, two, three.” This is an example of a child engaged in a naturalistic activity. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Number Symbol Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.01 - Understand, assess, plan, teach, and evaluate number symbol concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC - Know number names and count sequence United States - CCSSM-K.CC.3 - Write numbers from 0 to 20 United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/22/2024 5:04 AM 4/24/2024 12:47 AM

16. Which of the following are the most appropriate basic materials for matching groups to symbols? a. Board games that use a spinner b. Race cars and blocks c. Containers with numerals written on them and chips to count matching sets d. Rice in a sensory tray ANSWER: c POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 5:05 AM DATE MODIFIED: 4/24/2024 12:47 AM 17. Which of the following four criteria is NOT one to be used when selecting a counting book? a. The numeral names should always refer to how many items are on the page. b. The numerals should be in reverse counting order. c. The concept of one-to-one correspondence should be emphasized. d. Illustrations of things to be counted should be clear and distinct.

ANSWER: b POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/22/2024 5:07 AM DATE MODIFIED: 4/24/2024 12:47 AM 18. An example of a material that may be helpful for children with visual impairments to support them in developing an understanding of groups and number symbols is _____. a. number matching cards with large, easy-to-see or tactile numerals b. making children work alone c. cut-and-paste worksheets d. photos ANSWER: a POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:08 AM DATE MODIFIED: 4/24/2024 12:47 AM 19. The preoperational period is a good time to begin formal numeral-writing lessons. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 5:10 AM DATE MODIFIED: 4/24/2024 12:47 AM 20. One criterion for selecting counting books is to make sure the numeral names always refer to how many. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:11 AM DATE MODIFIED: 4/24/2024 12:47 AM 21. Computers, calculators, and digital touch screens cannot be used for helping children acquire the groups and symbols connection. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding DATE CREATED: 4/22/2024 5:16 AM DATE MODIFIED: 4/24/2024 12:47 AM 22. A child asking a teacher how to use a counting tray is an example of a(n) _____. a. naturalistic activity b. informal activity c. adult-guided activity d. sorting activity ANSWER: b POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:17 AM DATE MODIFIED: 4/24/2024 12:47 AM Copyright Cengage Learning. Powered by Cognero.

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23. The teacher playing a bingo game with the whole class is an example of a(n) _____. a. naturalistic activity b. informal activity c. adult-guided activity d. sorting activity ANSWER: c POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:19 AM DATE MODIFIED: 4/24/2024 12:47 AM 24. Children using what they have learned in ways they have seen adults use the skills and concepts is an example of a(n) _____. a. naturalistic activity b. informal activity c. adult-guided activity d. sorting activity ANSWER: a POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/22/2024 5:28 AM 4/24/2024 12:47 AM

25. A child placing counting blocks in containers by color rather than by number is an example of a(n) _____. a. naturalistic activity b. informal activity c. adult-guided activity d. sorting activity ANSWER: d POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 5:29 AM DATE MODIFIED: 4/24/2024 12:47 AM 26. The evaluation of the math skills of young children can usually be effectively carried out through observation of their use of the materials for informal activities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Groups and Number Symbols QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.02 - Understand, assess, plan, teach, and evaluate groups and number symbols aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.1 - Count to 100 by 1s and 10s United States - CCSSM-K.OA - Understand addition and subtraction United States - DAP-04 - Teaching to enhance each child’s development and Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/22/2024 5:31 AM 4/24/2024 12:47 AM

27. Which of the following items is NOT a level of higher-order classification? a. Divergence classification b. Class inclusion c. Hierarchical classification d. Multiple classification ANSWER: a POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 5:32 AM DATE MODIFIED: 4/24/2024 12:47 AM 28. A diagram with mammals at the top, then dogs, monkeys, cats, cows, and elephants is an example of _____. a. divergence classification b. class inclusion c. hierarchical classification d. multiple classification ANSWER: c POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 5:33 AM DATE MODIFIED: 4/24/2024 12:47 AM 29. Matrices are used to represent _____. a. divergence classification b. class inclusion c. hierarchical classification d. multiple classification ANSWER: d POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 6:15 AM DATE MODIFIED: 4/24/2024 12:47 AM

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30. 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 POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 6:16 AM DATE MODIFIED: 4/24/2024 12:47 AM 31. Which of the following is NOT a preliminary skill required for concrete whole number operations? a. One-to-one correspondence b. Multiple classification c. Numbers and counting d. Comparing ANSWER: b POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/22/2024 6:18 AM 4/24/2024 12:47 AM

32. Which of the following is NOT a preliminary skill to solving addition and subtraction problems at the symbolic level? a. The ability to connect groups and symbols b. The ability to count to 100 c. The ability to do addition and subtraction problems with concrete objects d. The ability to identify numerals 0 to 9 ANSWER: b POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/22/2024 6:19 AM DATE MODIFIED: 4/24/2024 12:47 AM 33. 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 POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/22/2024 6:21 AM DATE MODIFIED: 4/24/2024 12:47 AM 34. Which 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: c POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 6:52 AM DATE MODIFIED: 4/24/2024 12:47 AM Copyright Cengage Learning. Powered by Cognero.

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35. Children need to develop measurement sense in order to make reasonable estimates of quantities or amounts. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 6:54 AM DATE MODIFIED: 4/24/2024 12:47 AM 36. Matrices are used to represent multiple classifications. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/22/2024 6:55 AM 4/24/2024 12:47 AM

37. The ability to recognize numerals 0 to 9 is NOT a necessary prerequisite to solving addition and subtraction problems at the symbolic level. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 6:58 AM DATE MODIFIED: 4/24/2024 12:47 AM 38. By the end of kindergarten, children should understand that arrangement in space is independent of amount. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/22/2024 7:00 AM 4/24/2024 12:47 AM

39. Which of the following requires the child to classify things in more than one way and to solve matrix problems? a. Symbolic level thinking b. Algebraic thinking c. Multiple classification d. Estimation ANSWER: c POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 7:01 AM DATE MODIFIED: 4/24/2024 12:47 AM 40. Which of the following refers to the process of thinking about a “how much” or “how many” problem and possible solutions? a. Symbolic level thinking b. Algebraic thinking c. Multiple classification d. Estimation ANSWER: d POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 7:03 AM DATE MODIFIED: 4/24/2024 12:47 AM 41. Which of the following refers to the process of being able to connect groups and symbols, identify numerals 0 to 9, and do addition and subtraction problems with concrete objects? a. Symbolic level thinking b. Algebraic thinking c. Multiple classification d. Estimation ANSWER: a POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 7:04 AM DATE MODIFIED: 4/24/2024 12:47 AM Copyright Cengage Learning. Powered by Cognero.

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42. Which of the following refers to a way of thinking and being able to use a method of seeing and expressing numerical relationships? a. Symbolic level thinking b. Algebraic thinking c. Multiple classification d. Estimation ANSWER: b POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 7:22 AM DATE MODIFIED: 4/24/2024 12:47 AM 43. Matrices are used to represent multiple classification. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/22/2024 7:23 AM 4/24/2024 12:47 AM

44. Divergence classification is a higher level of classification that involves the concept that a smaller group may be included within a larger group. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Higher-Level Concepts QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.03 - Understand, assess, plan, and teach nine higher-level concepts aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - CCSSM-K.CC.2 - Count forward beginning from a given number within the known sequence United States - CCSSM-K.NBT - Work with numbers 11–19 to gain foundation for place value United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 7:24 AM DATE MODIFIED: 4/24/2024 12:47 AM 45. When typically developing children are approaching the transition from pre-operational to concrete operational thinking (around age 5 or 6), they are ready to take on more advanced design technology problems. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

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Page 25

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 7:25 AM DATE MODIFIED: 4/24/2024 12:47 AM 46. For children to understand and notice what is going on inside their bodies as well as their outside body parts, they need to develop the concept of _____. a. measurement b. spatial relations c. graphing d. symbols ANSWER: b POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 7:27 AM DATE MODIFIED: 4/24/2024 12:47 AM 47. Which activity is NOT an example of using groups and symbols? a. Recording the rate at which vegetables grow b. Planting flower seeds c. Measuring how far seeds will travel d. Graphing favorite cookie ingredients ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/22/2024 7:29 AM DATE MODIFIED: 4/24/2024 12:47 AM 48. Which of the following experiences must children have to successfully use symbols on maps? a. Drawing maps b. Studying and exploring real maps c. Classifying d. Patterning ANSWER: b POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding DATE CREATED: 4/22/2024 7:30 AM DATE MODIFIED: 4/24/2024 12:47 AM 49. Which of the following is NOT a criterion for guiding the choice of appropriate software for children? a. It is colorful and visually busy.

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b. It is interactive. c. The graphics are reflective of diversity. d. The activities have a range of complexity.

ANSWER: a POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understanding DATE CREATED: 4/22/2024 7:32 AM DATE MODIFIED: 4/24/2024 12:47 AM 50. The everyday experience of reading maps is abstract and takes practice to develop. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 7:33 AM DATE MODIFIED: 4/24/2024 12:47 AM Copyright Cengage Learning. Powered by Cognero.

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51. A base map is a detailed map of an area known by the child. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/22/2024 11:56 PM DATE MODIFIED: 4/24/2024 12:47 AM 52. Technology cannot enhance the understanding of beginning math and science concepts. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/22/2024 11:57 PM Copyright Cengage Learning. Powered by Cognero.

Page 29

DATE MODIFIED:

4/24/2024 12:47 AM

53. Which of the following is a valuable tool that allows children to gather information and explore and illustrate science concepts? a. Transitional stage b. Robotics c. Internet and digital devices d. Tangible maps ANSWER: c POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/22/2024 11:58 PM DATE MODIFIED: 4/24/2024 12:47 AM 54. When children create roads, valleys, and villages in a sandbox, they are making _____. a. transitional stage b. robotics c. Internet and digital devices d. tangible maps ANSWER: d POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Remember 4/23/2024 12:00 AM 4/24/2024 12:47 AM

55. A time when children apply and develop fundamental concepts in groups and symbols, classification, shape, spatial relations, measurement, and graphs through exposure to higher-level experiences is known as _____. a. transitional stage b. robotics c. Internet and digital devices d. tangible maps ANSWER: a POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:01 AM DATE MODIFIED: 4/24/2024 12:47 AM 56. Which of the following provides children with the opportunity to practice logical sequencing in programming? a. Transitional stage b. Robotics c. Internet and digital devices d. Tangible maps ANSWER: b POINTS: 1 REFERENCES: Science Investigations QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.07.04 - Plan science investigations aligned with national standards that reflect transitional development for children from pre-operational to concrete operations stages.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 12:03 AM DATE MODIFIED: 4/24/2024 12:47 AM 57. Which of the following is NOT an example of a common artifact that can be used as a tool to support the transition of a child from pre-operational to concrete operational? a. Picture books b. Toys and games c. Sandbox d. Superheroes ANSWER: c POINTS: 1 REFERENCES: Artifacts in Transition QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.05 - Analyze, create, and implement activities using common artifacts as tools to support the transition from pre-operational to concrete operational.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:04 AM DATE MODIFIED: 4/24/2024 12:47 AM 58. Teachers should only use non-fiction picture books to help support STEM concepts. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Artifacts in Transition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.05 - Analyze, create, and implement activities using common artifacts as tools to support the transition from pre-operational to concrete operational.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 12:06 AM DATE MODIFIED: 4/24/2024 12:47 AM 59. Children and teachers can find or make their own toys and games to explore STEM concepts. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Artifacts in Transition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.05 - Analyze, create, and implement activities using common artifacts as tools to support the transition from pre-operational to concrete operational.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:07 AM DATE MODIFIED: 4/24/2024 12:47 AM 60. As children transition from pre-operational to concrete operational, the superpowers of superheroes can provide a bridge to STEM inquiries into physics. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 REFERENCES: Artifacts in Transition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.05 - Analyze, create, and implement activities using common artifacts as tools to support the transition from pre-operational to concrete operational.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 12:08 AM DATE MODIFIED: 4/24/2024 12:47 AM 61. During the transitional stage, children bring together STEM skills and ideas that they learned earlier. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Artifacts in Transition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.07.05 - Analyze, create, and implement activities using common artifacts as tools to support the transition from pre-operational to concrete operational.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework-01 - Scientific and Engineering Practices United States - Framework-02 - Crosscutting Concepts United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:09 AM DATE MODIFIED: 4/24/2024 12:47 AM

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Chapter 08: Whole Number Operations, Patterns, and Fractions 1. Which of the following computation tools should primary-grade children be able to use? a. Concrete objects and calculators b. Pencils and worksheets c. Cars and marbles d. Shape sorters and puzzles ANSWER: a POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:20 AM DATE MODIFIED: 4/24/2024 1:04 AM 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. Guessing b. Drawing c. Playing soccer d. Providing non-stressful practice with games and computers ANSWER: d POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/23/2024 12:23 AM DATE MODIFIED: 4/24/2024 1:04 AM 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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/23/2024 12:25 AM 4/24/2024 1:04 AM

4. Putting groups together to find out how many there are altogether is called _____. a. multiplication b. division c. subtraction d. addition ANSWER: d POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Remember 4/23/2024 12:26 AM 4/24/2024 1:04 AM

5. A shorthand method for adding quantities of the same amount is called a. multiplication. b. division. c. subtraction. d. addition.

ANSWER: a POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:29 AM DATE MODIFIED: 4/24/2024 1:04 AM 6. 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.

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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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 12:30 AM DATE MODIFIED: 4/24/2024 1:04 AM 7. When introducing each whole number operation, an important technique 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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/23/2024 12:33 AM 4/24/2024 1:04 AM

8. Which of the following can be used for developmentally appropriate exploration of all four whole number operations? a. Counting cubes b. Spin-the-wheel games c. Standardized test d. Eliciting, supporting, and extending children's thinking when problem solving ANSWER: d POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Evaluate 4/23/2024 12:35 AM 4/24/2024 1:04 AM

9. Which of the following is a recent trend in mathematics instruction that emphasizes recognizing and experiencing math in daily life and using mathematical language to explain and describe everyday situations and experiences? a. Rote memorization b. Mathematizing c. Algebraic thinking d. Adult-guided activities ANSWER: b POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:36 AM DATE MODIFIED: 4/24/2024 1:04 AM 10. Which of the following is NOT one of the three areas involved in computational fluency?

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a. Efficiency b. Accuracy c. Memorization d. Flexibility ANSWER: c POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:38 AM DATE MODIFIED: 4/24/2024 1:04 AM 11. 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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:40 AM DATE MODIFIED: 4/24/2024 1:04 AM 12. 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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using Copyright Cengage Learning. Powered by Cognero.

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strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/23/2024 12:41 AM 4/24/2024 1:04 AM

13. Observations to assess children's understandings of addition and subtraction can be made during adult-guided activities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:45 AM DATE MODIFIED: 4/24/2024 1:04 AM 14. Instruction for the concepts of addition, subtraction, and division begins with adult-guided experiences. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:48 AM DATE MODIFIED: 4/24/2024 1:04 AM 15. 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 POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, Copyright Cengage Learning. Powered by Cognero.

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and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/23/2024 12:49 AM 4/24/2024 1:04 AM

16. Before a child can conceptualize multiplication, the child must understand what equal quantities are. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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Bloom’s Taxonomy: Remember 4/23/2024 12:50 AM 4/24/2024 1:04 AM

17. Multiplication is a shorthand way of adding equal quantities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:52 AM DATE MODIFIED: 4/24/2024 1:04 AM 18. Interviews can be used to assess addition and subtraction, but not multiplication and division. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:53 AM DATE MODIFIED: 4/24/2024 1:04 AM 19. Word or story problems are an essential ingredient in the instruction of multiplication. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

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United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/23/2024 12:54 AM 4/24/2024 1:04 AM

20. Modeling with concrete objects is an effective instruction technique to help children understand multiplication and division. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 12:56 AM DATE MODIFIED: 4/24/2024 1:04 AM 21. Whole number operations exploration should NOT be integrated with other content areas. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 12:57 AM DATE MODIFIED: 4/24/2024 1:04 AM 22. Which of the following describes an area of computational fluency that is dependent upon being careful and doublechecking results? a. Efficiency b. Accuracy c. Action symbols d. Flexibility ANSWER: b POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to Copyright Cengage Learning. Powered by Cognero.

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add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/23/2024 1:02 AM 4/24/2024 1:04 AM

23. Which of the following describes an area of computational fluency that is dependent upon a child being able to proceed with problem solving without getting distracted from their goal? a. Efficiency b. Accuracy c. Action symbols d. Flexibility ANSWER: a POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using Copyright Cengage Learning. Powered by Cognero.

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strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/23/2024 1:05 AM 4/24/2024 1:04 AM

24. Which of the following describes an area of computational fluency that is dependent upon a child being willing to try more than one strategy for solving problems? a. Efficiency b. Accuracy c. Action symbols d. Flexibility ANSWER: d POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:07 AM DATE MODIFIED: 4/24/2024 1:04 AM

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25. “Supporting” is an instructional strategy that involves pointing out problems that are similar, providing background knowledge, assisting students as they review their strategies, putting symbolic representations of solutions on the board, and encouraging children to ask for help. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:08 AM DATE MODIFIED: 4/24/2024 1:04 AM 26. “Notation” is an instructional strategy that 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. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

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NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:10 AM DATE MODIFIED: 4/24/2024 1:04 AM 27. Using number symbols is referred to as _____. a. efficiency b. algebra c. addition d. notation ANSWER: d POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/23/2024 1:11 AM 4/24/2024 1:04 AM

28. Primary children who are not ready for formal algebraic equations can learn algebraic patterns by using _____ as variables. a. dice b. geometric shapes c. pencils d. fingers ANSWER: b POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:13 AM DATE MODIFIED: 4/24/2024 1:04 AM Copyright Cengage Learning. Powered by Cognero.

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29. Division is used to solve two types of problems: sharing and _____. a. grouping b. patterning c. measuring d. counting ANSWER: a POINTS: 1 REFERENCES: Whole Number and Algebraic Thinking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.01 - Assess, plan, teach, and evaluate grades 1–3 whole number and algebraic thinking activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-1.OA.3 - Apply properties of operations as strategies to add and subtract.

United States - CCSSM-2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word problems, for example, by using drawings and equations, and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-2.OA.2 - Fluently add and subtract within 20 using mental strategies. By the end of grade 2, know from memory all sums of two 1-digit numbers.

United States - CCSSM-3.OA.A.1 - Interpret products of whole numbers.

United States - CCSSM-3.OA.A.3 - Use multiplication and division within 100 to solve word problems, for example, by using drawings and equations with a symbol for the unknown number to represent the problem.

United States - CCSSM-3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two 1-digit numbers.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:15 AM DATE MODIFIED: 4/24/2024 1:04 AM 30. Patterning is an appropriate activity for children in the concrete operations stage because _____ 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.

ANSWER: d POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 1:19 AM DATE MODIFIED: 4/24/2024 1:04 AM 31. A child carefully draws the pattern that appears in half of an orange. This activity is an example of _____. a. copying and extending patterns using objects b. copying and extending patterns using task cards c. observing and describing patterns in natural materials d. making a division pattern ANSWER: c POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:20 AM DATE MODIFIED: 4/24/2024 1:04 AM 32. A child examines some patterns drawn on a card, takes some cubes to make the same designs, and then adds two more designs. This activity is an example of _____. a. copying and extending patterns using objects b. copying and extending patterns using task cards c. observing and describing patterns in natural materials d. making a division pattern ANSWER: b POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/23/2024 1:21 AM 4/24/2024 1:04 AM

33. Computer software and apps for digital devices ____. a. have several advantages for young children's explorations of patterning b. can provide patterning experiences only for the slowest-learning children c. do not provide appropriate patterning experiences for young children d. are not recommended as a means for exploration of patterns ANSWER: a POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 1:22 AM DATE MODIFIED: 4/24/2024 1:04 AM 34. Ordering, or putting things into a sequence, is basic to patterning. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:23 AM DATE MODIFIED: 4/24/2024 1:04 AM 35. Primary-age children cannot copy and extend patterns easily. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:24 AM DATE MODIFIED: 4/24/2024 1:04 AM 36. Interviews can be used to assess children's patterning skills. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:25 AM DATE MODIFIED: 4/24/2024 1:04 AM 37. During the primary grades the curriculum continues to make connections with pre-algebra. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

Copyright Cengage Learning. Powered by Cognero.

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NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:26 AM DATE MODIFIED: 4/24/2024 1:04 AM 38. Which of the following is a basic preliminary skill for patterning? a. Division b. Evaluation c. Interviews d. Ordering ANSWER: d POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/23/2024 1:27 AM DATE MODIFIED: 4/24/2024 1:04 AM 39. Which of the following refers to the process of discovering auditory, visual, and motor regularities? a. Patterning b. Numbering c. Interviews d. Ordering ANSWER: a POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/23/2024 1:28 AM 4/24/2024 1:04 AM

40. Which of the following can be used to assess children’s patterning skills? a. Patterning b. Number c. Interviews d. Ordering ANSWER: c POINTS: 1 REFERENCES: Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:29 AM DATE MODIFIED: 4/24/2024 1:04 AM 41. Primary-age children begin to identify and work with patterns in the number system as they connect numerals to patterns. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:30 AM DATE MODIFIED: 4/24/2024 1:04 AM 42. Children should not begin to use 1–100 number charts to learn about number patterns until third grade. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:31 AM DATE MODIFIED: 4/24/2024 1:04 AM 43. Patterning activities can be done online using virtual manipulatives. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:32 AM DATE MODIFIED: 4/24/2024 1:04 AM 44. Children with visual impairments can benefit from tasks that utilize sound and touch. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.02 - Assess, plan, teach, and evaluate grades 1-3 pattern activities and lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3.OA.D.9 - Identify arithmetic patterns United States - DAP-04 - Teaching to enhance each child’s development and learning.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/23/2024 1:33 AM 4/24/2024 1:04 AM

45. 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 POINTS: 1 REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:34 AM DATE MODIFIED: 4/24/2024 1:04 AM 46. A child 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 POINTS: 1 REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/23/2024 1:35 AM 4/24/2024 1:04 AM

47. Notation and symbols for fractions cannot be introduced too soon. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Fractions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:36 AM DATE MODIFIED: 4/24/2024 1:04 AM 48. Nine-year-olds have no difficulty with fractions at the symbolic level. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Fractions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/23/2024 1:37 AM DATE MODIFIED: 4/24/2024 1:04 AM Copyright Cengage Learning. Powered by Cognero.

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49. At the pre-symbolic level, work with fractions should be limited to halves, thirds, and fourths. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Fractions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:38 AM DATE MODIFIED: 4/24/2024 1:04 AM 50. When speaking to a child with a hearing impairment, make sure the child can clearly see your face. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Fractions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:39 AM DATE MODIFIED: 4/24/2024 1:04 AM 51. The basis for the understanding of fractions is _____. a. aspects of the part-whole concept b. halves, thirds, and fourths c. the fundamental concept of parts and wholes d. parts, pieces, whole, and almost whole ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:40 AM DATE MODIFIED: 4/24/2024 1:04 AM 52. Examples of terms used by primary children when working with fractions are _____. a. aspects of the part-whole concept b. halves, thirds, and fourths c. the fundamental concept of parts and wholes d. parts, pieces, whole, and almost whole ANSWER: d POINTS: 1 REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/23/2024 1:44 AM DATE MODIFIED: 4/24/2024 1:04 AM 53. Which of the following could be explained as “things have special parts, a whole object can be divided into parts, and sets of things can be divided into smaller sets”? a. Aspects of the part-whole concept b. Halves, thirds, and fourths c. The fundamental concept of parts and wholes d. Parts, pieces, whole, and almost whole ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/23/2024 1:46 AM DATE MODIFIED: 4/24/2024 1:04 AM 54. The fractions we deal with most frequently in life are _____ a. aspects of the part-whole concept b. halves, thirds, and fourths c. the fundamental concept of parts and wholes d. parts, pieces, whole, and almost whole ANSWER: b POINTS: 1 REFERENCES: Fractions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.08.03 - Assess, plan, teach, and evaluate grades 1-3 fraction lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-3NFA.1 - Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by parts of size 1/b.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/23/2024 1:47 AM DATE MODIFIED: 4/24/2024 1:04 AM

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Chapter 09: Place Value, Geometry, Data Analysis, and Measurement 1. The understanding that the same numeral can represent several amounts depending on which position it is in is called _____. a. renaming b. regrouping c. place value d. borrowing ANSWER: c POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 1:59 AM DATE MODIFIED: 4/24/2024 1:04 AM 2. Understanding that when a 1 is taken from the 10’s column to the 1’s column, it’s actually 10 that has been moved demonstrates a knowledge of _____. a. regrouping b. renaming c. place value d. naming ANSWER: a POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

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Page 1

KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Understand 4/23/2024 2:01 AM 4/24/2024 1:04 AM

3. Which of the following is an example that fits the discourse method of teaching place value that is described in the text: a. A second-grade teacher has given students 35 cubes and asked them to make as many groups of 10 as they can. b. A primary teacher is beginning instruction on two-digit addition with simple problems such as 12 + 41 so that the students will not have to regroup and rename right away. c. Some primary children are exploring with calculators. Their teacher has suggested that they make a list of the numbers 19, 29, 39, and 49 and predict what will happen if 1 is added to each. Then they are to try these operations with their calculators, the teacher will write down their answers on the board, and the children will discuss the answers to determine which is correct.

ANSWER: c POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Evaluate DATE CREATED: 4/23/2024 2:02 AM DATE MODIFIED: 4/24/2024 1:04 AM 4. Children in the preoperational period are too young to move on to working with quantities above 10. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Place Value QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

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Page 2

KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Understand 4/23/2024 2:04 AM 4/24/2024 1:04 AM

5. Understanding place value is an easy task for young children. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Place Value QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understanding DATE CREATED: 4/23/2024 2:05 AM DATE MODIFIED: 4/24/2024 1:04 AM 6. When assessing place value, it is important to determine whether children understand one-digit numbers before going on to two-digit, two before three, and so on. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Place Value QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s Copyright Cengage Learning. Powered by Cognero.

Page 3

KEYWORDS: DATE CREATED: DATE MODIFIED:

development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Apply 4/23/2024 2:06 AM 4/24/2024 1:04 AM

7. The Common Core State Standards for Mathematics for Number and Operations for first grade include developing an understanding of whole numbers from 10 to 100. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Place Value QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:07 AM DATE MODIFIED: 4/24/2024 1:04 AM 8. Understanding that ten 1s can be traded for one 10, or one 10 can be traded for ten 1s, is an example of _____. a. regrouping b. renaming c. place value d. trading rules ANSWER: d POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s Copyright Cengage Learning. Powered by Cognero.

Page 4

KEYWORDS: DATE CREATED: DATE MODIFIED:

development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Apply 4/23/2024 2:08 AM 4/24/2024 1:04 AM

9. Understanding that the numbers of a group change after regrouping is an example of _____. a. regrouping b. renaming c. place value d. trading rules ANSWER: b POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:10 AM DATE MODIFIED: 4/24/2024 1:04 AM 10. Understanding that the same numeral represents different amounts depending on which position it is in is an example of _____. a. regrouping b. renaming c. place value d. trading rules ANSWER: c POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Apply 4/23/2024 2:12 AM 4/24/2024 1:04 AM

11. Which of the following used to be referred to as “borrowing and carrying”? a. Regrouping b. Renaming c. Place value d. Trading rules ANSWER: a POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:13 AM DATE MODIFIED: 4/24/2024 1:04 AM 12. Which of the following may be helpful to support place value understanding in children who have a perceptual processing impairment? a. Reading b. Worksheets c. Color coding columns d. Graphs ANSWER: c POINTS: 1 REFERENCES: Place Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.01 - Assess, plan, teach, and evaluate primary grade place value lessons aligned with national standards.

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Page 6

NATIONAL STANDARDS: United States - CCSSM-1.OA.1 - Count to 120, starting at any number less than 120.

United States - CCSSM-2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of 100s, 10s, and 1s.

United States - CCSSM-3.NBT.A.2 - Fluently add and subtract within 1000.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:15 AM DATE MODIFIED: 4/24/2024 1:04 AM 13. The space made by the meeting of two straight lines is a(n) _____. a. point b. line c. curve d. angle ANSWER: d POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:17 AM DATE MODIFIED: 4/24/2024 1:04 AM 14. A line that is smooth but not straight is a(n) _____. a. point b. line c. curve d. angle ANSWER: c POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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Page 7

LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:18 AM DATE MODIFIED: 4/24/2024 1:04 AM 15. Equal correspondence of parts of the figure on opposite sides of a point, line, or plane is called _____. a. symmetry b. linearity c. congruency d. angularity ANSWER: a POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:20 AM DATE MODIFIED: 4/24/2024 1:04 AM 16. Sameness of size and shape is called _____. a. symmetry b. linearity c. congruency d. angularity ANSWER: c POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 8

LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:23 AM DATE MODIFIED: 4/24/2024 1:04 AM 17. Young children can engage in pre-coding activities that involve _____. a. writing lines of zeroes and ones b. painting robots c. algebra d. movement games with verbal directions ANSWER: d POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:24 AM DATE MODIFIED: 4/24/2024 1:04 AM 18. The Robotics Programming Cycle begins with _____. a. testing the code b. deciding on a task to complete c. refining the code d. designing the code ANSWER: b POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 9

LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:25 AM DATE MODIFIED: 4/24/2024 1:04 AM 19. Which of the following is NOT one of the four most popular types of graphs? a. Discourse graphs b. Picture graphs c. Bar graphs d. Line graphs ANSWER: a POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:27 AM DATE MODIFIED: 4/24/2024 1:04 AM 20. The purpose of using charts and tables is to _____. a. learn how to write numbers b. organize data before it is graphed c. help with understanding place value d. create a grid pattern ANSWER: b POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 10

LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Analyze DATE CREATED: 4/23/2024 2:28 AM DATE MODIFIED: 4/24/2024 1:04 AM 21. For primary-grade students, the study of probability is _____. a. an informal activity b. not an appropriate area in the curriculum c. an area that most students can understand d. a formal part of the curriculum ANSWER: a POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:29 AM DATE MODIFIED: 4/24/2024 1:04 AM 22. Geometry is studied in a formal way during the elementary grades. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

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Page 11

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:30 AM DATE MODIFIED: 4/24/2024 1:04 AM 23. During the primary years, geometric concepts continue to be developed mainly at an intuitive level. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:31 AM DATE MODIFIED: 4/24/2024 1:04 AM 24. Children should note the basic characteristics of shape and be able to identify geometric shapes when they enter the primary level. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

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Page 12

KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom's Taxonomy: Remember 4/23/2024 2:32 AM 4/24/2024 1:04 AM

25. Estimation is not used as an activity at the primary level. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:33 AM DATE MODIFIED: 4/24/2024 1:04 AM 26. Probability is very informal at the primary level. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/23/2024 2:34 AM 4/24/2024 1:04 AM

27. Which of the following refers to the space made by the meeting of two straight lines? a. Angle b. Symmetry c. Points d. Congruency ANSWER: a POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:35 AM DATE MODIFIED: 4/24/2024 1:04 AM 28. Which of the following refers to the sameness of size and shape? a. Angle b. Symmetry c. Points d. Congruency ANSWER: d POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/23/2024 2:36 AM 4/24/2024 1:04 AM

29. Which of the following refers to small dots on paper? a. Angle b. Symmetry c. Points d. Congruency ANSWER: c POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:38 AM DATE MODIFIED: 4/24/2024 1:04 AM 30. Which of the following refers to the equal correspondence of parts of a figure on opposite sides of a point, line, or plane? a. Angle b. Symmetry c. Design technology d. Congruency ANSWER: b POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom's Taxonomy: Remember 4/23/2024 2:39 AM 4/24/2024 1:04 AM

31. Geometry is studied in a very general, informal way during the elementary grades. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:44 AM DATE MODIFIED: 4/24/2024 1:04 AM 32. Children with Down Syndrome benefit from repetition due to short-term memory impairment. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.02 - Assess, plan, teach, and evaluate primary grade geometry, data collection, and analysis lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.G.A.1 - Distinguish between defining attributes versus nondefining attributes of shapes.

United States - CCSSM-1.G.A.3 - Partition circles and rectangles into two and four equal shares.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:45 AM DATE MODIFIED: 4/24/2024 1:04 AM

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33. To really be able to understand and apply standard units of measure, children need to have entered which cognitive developmental level? a. Sensorimotor b. Preoperational c. Concrete operations d. Formal operations ANSWER: c POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:46 AM DATE MODIFIED: 4/24/2024 1:04 AM 34. During concrete operations, children begin to see the need for standard units and develop skills in using them to measure length, area, volume, weight, and _____. a. space b. time c. clouds d. rivers ANSWER: b POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:47 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/24/2024 1:04 AM

35. Measurement is an extremely important aspect of mathematics. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:49 AM DATE MODIFIED: 4/24/2024 1:04 AM 36. All cultures use the same systems of measurement, geometry, and notation. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:50 AM DATE MODIFIED: 4/24/2024 1:04 AM 37. In order to measure, children must understand the concept of unit. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:51 AM DATE MODIFIED: 4/24/2024 1:04 AM 38. The official measurement system used in the United States is the metric system. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:52 AM DATE MODIFIED: 4/24/2024 1:04 AM 39. During the primary grades, measurement is an important connection from number and operations to algebra and geometry. a. True b. False ANSWER: True POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Analyze DATE CREATED: 4/23/2024 2:53 AM DATE MODIFIED: 4/24/2024 1:04 AM 40. Measurement is an effective way of integrating mathematics with other content areas. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Understand DATE CREATED: 4/23/2024 2:55 AM DATE MODIFIED: 4/24/2024 1:04 AM 41. Concrete operational thinking is not essential for an understanding of the need for and use of standard units of measurement. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Evaluate DATE CREATED: 4/23/2024 2:55 AM DATE MODIFIED: 4/24/2024 1:04 AM 42. The metric system is an easy method because it is based on 100s. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Remember DATE CREATED: 4/23/2024 2:56 AM DATE MODIFIED: 4/24/2024 1:04 AM 43. Which of the following is NOT an example of an appropriate measuring instrument for primary children to use? a. Balance scale b. Coins c. Computer d. Clock ANSWER: c POINTS: 1 REFERENCES: Geometry, Data Collection, Analysis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.09.03 - Assess, plan, teach, and evaluate primary grade measurement lessons aligned with national standards.

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Page 21

NATIONAL STANDARDS: United States - CCSSM-1.MDC4 - Organize, represent, and interpret data with up to three categories.

United States - CCSSM-2.MD.A.1 - Measure the length of an object, using tools such as rulers, yardsticks, meter sticks, and measuring tapes.

United States - DAP-03 - Observing, documenting, and assessing children’s development and learning.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom's Taxonomy: Apply DATE CREATED: 4/23/2024 2:58 AM DATE MODIFIED: 4/24/2024 1:04 AM

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Chapter 10: Overview of Primary Science: Life Science, and Physical Science 1. At which grade level is it most appropriate for children to group by more than one attribute? a. Primary b. Kindergarten c. 4 years old d. Preschool ANSWER: a POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 12:14 AM DATE MODIFIED: 4/30/2024 5:24 AM 2. An especially natural way to reinforce science process skills and introduce the scientific method for the primary grades is to have children do which one of the following? a. Read books b. Begin a collection c. Manipulate objects d. Observe ANSWER: b POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 12:17 AM DATE MODIFIED: 4/30/2024 5:24 AM 3. Which instructional strategy is not the most appropriate in primary grades? a. Long-term projects b. Hands-on experiences Copyright Cengage Learning. Powered by Cognero.

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c. Working in groups d. Worksheets ANSWER: d POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:18 AM DATE MODIFIED: 4/30/2024 5:24 AM 4. With which of the following does a primary science investigation usually begin? a. Prediction b. Variable c. Conclusion d. Question ANSWER: d POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:19 AM DATE MODIFIED: 4/30/2024 5:24 AM 5. Managing the classroom for science investigations involves both organizing the children for learning and organizing materials. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:20 AM DATE MODIFIED: 4/30/2024 5:24 AM 6. When considering the results of an investigation, children should only ever accept the original prediction was correct. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:21 AM DATE MODIFIED: 4/30/2024 5:24 AM 7. The focus of a collection activity should be _____. a. identifying specimens b. acquiring as many specimens as possible c. finding only 1 or 2 examples of specimens d. encouraging inquiry ANSWER: d POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Apply 4/30/2024 12:21 AM 4/30/2024 5:24 AM

8. Which of the following is an engaging technique for making impressions of objects? a. Footprints b. Magnifiers c. Natural objects d. Rubbings ANSWER: d POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:23 AM DATE MODIFIED: 4/30/2024 5:24 AM 9. Which of the following helps students make close and meaningful observations of object attributes? a. Footprints b. Magnifiers c. Natural objects d. Rubbings ANSWER: b POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:24 AM DATE MODIFIED: 4/30/2024 5:24 AM 10. Which of the following is an engaging technique for making impressions of objects?

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a. Footprints b. Magnifiers c. Natural objects d. Rubbings ANSWER: d POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:26 AM DATE MODIFIED: 4/30/2024 5:24 AM 11. Which of the following can be preserved for future study by using a plaster mold? a. Footprints b. Magnifiers c. Natural objects d. Rubbings ANSWER: a POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:28 AM DATE MODIFIED: 4/30/2024 5:24 AM 12. Which of the following can be used as a source for items that children will find interesting to collect? a. Footprints b. Magnifiers c. Natural objects d. Rubbings ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:29 AM DATE MODIFIED: 4/30/2024 5:24 AM 13. Instructional technologies can provide an engaging way for children to document and enhance their science investigations. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Science Overview QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.01 - Comprehend and explain an overview of primary-grade science.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:30 AM DATE MODIFIED: 4/30/2024 5:24 AM 14. Animal observation and investigations usually begin with _____. a. a guiding question b. handling the animal c. feeding the animal d. an outline of animal behavior ANSWER: a POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

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NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 12:31 AM DATE MODIFIED: 4/30/2024 5:24 AM 15. To a primary-age child, the term animal usually refers to _____. a. any invertebrate b. a reptile c. an amphibian d. a mammal ANSWER: d POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 12:32 AM DATE MODIFIED: 4/30/2024 5:24 AM 16. Which factor is NOT important to consider when preparing for an animal in the classroom? a. What will happen to the animal over weekends or during vacations? b. Does this animal require special temperature considerations? c. Does my principal like the animal? d. Who will pay for the animal’s needs and veterinary care?

ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/30/2024 12:33 AM 4/30/2024 5:24 AM

17. Upper-primary-age students are too young to develop the understanding that all animals depend on plants. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:34 AM DATE MODIFIED: 4/30/2024 5:24 AM 18. Children can begin to understand that plants and animals have life cycles. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:35 AM DATE MODIFIED: 4/30/2024 5:24 AM 19. Primary-age children can understand that organisms have basic needs. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Life Science Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:36 AM DATE MODIFIED: 4/30/2024 5:24 AM 20. Which factor is NOT important to consider when preparing for an animal in the classroom? a. What will happen to the animal over weekends or during vacations? b. Does this animal require special temperature considerations? c. Does my principal like the animal? d. Who will pay for the animal’s needs and veterinary care?

ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:36 AM DATE MODIFIED: 4/30/2024 5:24 AM 21. Which of the following is a structure that has three parts and sprouts to begin plant growth? a. Seed b. Life cycle c. Living things d. Germinate ANSWER: a POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

Copyright Cengage Learning. Powered by Cognero.

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NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:39 AM DATE MODIFIED: 4/30/2024 5:24 AM 22. Which of the following defines the focus of the field of life science? a. Seed b. Life cycle c. Living things d. Germinate ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:40 AM DATE MODIFIED: 4/30/2024 5:24 AM 23. Which of the following is the term for the stages that consist of being born, developing into an adult, reproducing, and dying? a. Seed b. Life cycle c. Living things d. Germinate ANSWER: b POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Analyze 4/30/2024 12:41 AM 4/30/2024 5:24 AM

24. Which of the following is a term that means “to begin sprouting”? a. Seed b. Life cycle c. Living things d. Germinate ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:42 AM DATE MODIFIED: 4/30/2024 5:24 AM 25. It is only necessary to plan learning experiences for a zoo trip after it is over. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/30/2024 12:43 AM DATE MODIFIED: 4/30/2024 5:24 AM 26. A good strategy for helping children learn about the human body is to focus on how bones give our bodies shape, help our bodies move, and protect our internal organs. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.02 - Plan, teach, and evaluate primary grade life science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:44 AM DATE MODIFIED: 4/30/2024 5:24 AM 27. Which of the following is NOT an important reason to teach physical science to young children? a. There are opportunities for discrepant events. b. The experiences are repeatable. c. The hands-on nature of physical science makes it ideal. d. To make kids good mechanics ANSWER: d POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:45 AM DATE MODIFIED: 4/30/2024 5:24 AM 28. Which physical science concept is NOT one that is introduced to primary children? a. Air takes up space. b. A mixture contains two or more substances. c. Temperature tells how hot or cold an object is. d. A new substance is formed during a chemical change.

ANSWER: d POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:46 AM DATE MODIFIED: 4/30/2024 5:24 AM 29. What is the most important reason for emphasizing process skills, concrete experiences, and investigations in primary grades? a. To dramatize discrepant events b. So that children see a relationship between concepts and their world c. To help the teacher fit physical science activities into a learning cycle d. So that varying instructional strategies are included in lessons ANSWER: b POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 12:48 AM DATE MODIFIED: 4/30/2024 5:24 AM 30. Which objective should begin a lesson on sound vibrations? a. Construct musical instruments. b. Manipulate wind and percussion instruments. c. Observe objects vibrating and making sound. d. Classify different types of sounds.

ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/30/2024 12:49 AM 4/30/2024 5:24 AM

31. The physical sciences offer many opportunities to use discrepant events to put students in disequilibrium and prepare them for learning. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:50 AM DATE MODIFIED: 4/30/2024 5:24 AM 32. Most physical science experiences cannot be repeated immediately. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:51 AM DATE MODIFIED: 4/30/2024 5:24 AM 33. The hands-on nature of physical science explorations makes them ideal for use with primary-age children. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:52 AM DATE MODIFIED: 4/30/2024 5:24 AM 34. Which of the following can children explore by blowing bubbles? a. Physical science: sound b. Physical science: air c. Physical science: properties of matter d. Physical science: light ANSWER: b POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:53 AM DATE MODIFIED: 4/30/2024 5:24 AM 35. Which of the following can children explore by playing musical instruments? a. Physical science: sound b. Physical science: air c. Physical science: properties of matter d. Physical science: light ANSWER: a POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:54 AM DATE MODIFIED: 4/30/2024 5:24 AM 36. Which of the following can children explore by experimenting with making shadows? a. Physical science: sound b. Physical science: air c. Physical science: properties of matter d. Physical science: light ANSWER: d POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:55 AM DATE MODIFIED: 4/30/2024 5:24 AM 37. Which of the following can children explore by observing containers of water at different temperatures? a. Physical science: sound b. Physical science: air c. Physical science: properties of matter d. Physical science: light ANSWER: c POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Analyze 4/30/2024 12:56 AM 4/30/2024 5:24 AM

38. By emphasizing process skills, concrete experiences, and integrations during physical science lessons, teachers help children see a relationship between the concepts and their world. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 12:57 AM DATE MODIFIED: 4/30/2024 5:24 AM 39. Physical science lessons are effective when they emphasize process skills, concrete experiences, and worksheets. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/30/2024 12:58 AM DATE MODIFIED: 4/30/2024 5:24 AM 40. A light meter can be an engaging instructional technology for children to explore with. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: True POINTS: 1 REFERENCES: Primary Life Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.10.03 - Plan, teach, and evaluate primary grade physical science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 12:59 AM DATE MODIFIED: 4/30/2024 5:24 AM

Copyright Cengage Learning. Powered by Cognero.

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Chapter 11: Earth and Space Sciences, Environmental Awareness, Engineering, Technology, and Science Applications 1. Which of the following is NOT an Earth science concept appropriate for the primary grades? a. Earth’s place in the universe b. Observing the movement and effects of the sun c. Water and wind change the surface of the Earth. d. Rocks and fossils are living things.

ANSWER: d POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:13 AM DATE MODIFIED: 4/30/2024 5:24 AM 2. The term used for ancient evidence of plants and animals in sedimentary rock is _____. a. geology b. minerals c. fossils d. stratification ANSWER: c POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:14 AM DATE MODIFIED: 4/30/2024 5:24 AM Copyright Cengage Learning. Powered by Cognero.

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3. Which Earth science lesson is especially appropriate for early primary grades? a. Weather observation b. Universe c. Tectonic plates d. Polar geography ANSWER: a POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:15 AM DATE MODIFIED: 4/30/2024 5:24 AM 4. In the primary grades, children learn about Earth and space by making observations as they explore, collect, describe, and record information. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 1:16 AM DATE MODIFIED: 4/30/2024 5:24 AM 5. Children do NOT need a variety of concrete experiences that enable them to learn the properties of Earth's materials. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:17 AM DATE MODIFIED: 4/30/2024 5:24 AM 6. Primary-age children learn about Earth and space science by making observations while they explore, collect, describe, and record information. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:18 AM DATE MODIFIED: 4/30/2024 5:24 AM 7. Which of the following is formed by the cooling of magma or lava? a. Metamorphic rocks b. Igneous rocks c. Fossils d. Sedimentary rocks ANSWER: b POINTS: 1 REFERENCES: Earth and Space Science Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:19 AM DATE MODIFIED: 4/30/2024 5:24 AM 8. Which of the following is formed from eroded rocks, sand, clay, silt, pebbles, and other stones? a. Metamorphic rocks b. Igneous rocks c. Fossils d. Sedimentary rocks ANSWER: d POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:20 AM DATE MODIFIED: 4/30/2024 5:24 AM 9. Which of the following can contain remnants of bones, leaves, shells, footprints, insects, or plant matter? a. Metamorphic rocks b. Igneous rocks c. Fossils d. Sedimentary rocks ANSWER: c POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:21 AM DATE MODIFIED: 4/30/2024 5:24 AM 10. Which of the following is formed when igneous and sedimentary rocks change in form through pressure and heat? a. Metamorphic rocks b. Igneous rocks c. Fossils d. Sedimentary rocks ANSWER: a POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:22 AM DATE MODIFIED: 4/30/2024 5:24 AM 11. Soil sampling helps children recognize the properties and changes in Earth's materials and vegetation. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Understand 4/30/2024 1:23 AM 4/30/2024 5:24 AM

12. Children can observe water processes through activities and investigations that represent evaporation and condensation. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:24 AM DATE MODIFIED: 4/30/2024 5:24 AM 13. Which of the following is NOT a weather characteristic that can be measured and recorded by a weather station? a. Temperature b. Cloudiness c. Precipitation d. Wind speed and direction ANSWER: b POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Apply 4/30/2024 1:25 AM 4/30/2024 5:24 AM

14. Shadow play is a good way for children to observe _____. a. the effects of the moon on ocean tides b. the orbits of other planets c. the ways in which air makes objects move d. the movement and effects of light from the sun on objects on the ground ANSWER: d POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:26 AM DATE MODIFIED: 4/30/2024 5:24 AM 15. Which of the following activities can help children learn about the lunar surface? a. Painting a gray circle to represent the moon b. Building a rocket ship c. Making craters in the sandbox d. Collecting rocks ANSWER: c POINTS: 1 REFERENCES: Earth and Space Science QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.01 - Plan, teach, and evaluate primary-grade Earth and space science lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Apply 4/30/2024 1:28 AM 4/30/2024 5:24 AM

16. The two NGSS disciplinary core ideas for Earth and human activity are natural resources and _____. a. natural hazards b. natural growth c. nature d. natural activity ANSWER: a POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:30 AM DATE MODIFIED: 4/30/2024 5:24 AM 17. Which of the following is NOT one of the three environmental awareness education concepts? a. Environments b. Resources c. The moon d. Recycling ANSWER: c POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:31 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/30/2024 5:24 AM

18. Which of the following is NOT a common approach used to teach environmental awareness? a. Conservation approach b. Compensatory approach c. Awareness approach d. Environmental concept approach ANSWER: b POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:32 AM DATE MODIFIED: 4/30/2024 5:24 AM 19. Water shapes the face of the earth through melting glaciers, rain, snow, and _____. a. tornados b. earthquakes c. volcanoes d. erosion ANSWER: d POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 1:33 AM DATE MODIFIED: 4/30/2024 5:24 AM Copyright Cengage Learning. Powered by Cognero.

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20. Which of the following is the best way to recycle? a. Reuse materials. b. Burn used materials. c. Discard materials. d. Store materials.

ANSWER: a POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:34 AM DATE MODIFIED: 4/30/2024 5:24 AM 21. The earth has _______ natural resources. a. unlimited b. limited ANSWER: b POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:41 AM DATE MODIFIED: 4/30/2024 5:24 AM 22. A major role of the teacher in the primary grades is to guide children in investigating and gaining an understanding of the characteristics and changes within their local and regional population, the resources available in our world, and how our decisions impact the availability of those resources. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/30/2024 1:42 AM DATE MODIFIED: 4/30/2024 5:24 AM 23. Water is the single most important force that shapes the surface of the earth. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:43 AM DATE MODIFIED: 4/30/2024 5:24 AM 24. The awareness approach to environmental education provides opportunities for children to take action and see a result of that action. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 1:44 AM DATE MODIFIED: 4/30/2024 5:24 AM 25. Which of the following refers to anything that can be used to fill a need? a. Environment b. Recycling c. Resource d. Conservation ANSWER: c POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:44 AM DATE MODIFIED: 4/30/2024 5:24 AM 26. Which of the following refers to the process of recovering used materials? a. Environment b. Recycling c. Resource d. Conservation ANSWER: b POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

Page 12

LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:45 AM DATE MODIFIED: 4/30/2024 5:24 AM 27. Which of the following refers to the space, conditions, and factors that affect an individual’s ability to survive? a. Environment b. Recycling c. Resource d. Conservation ANSWER: a POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:46 AM DATE MODIFIED: 4/30/2024 5:24 AM 28. Which of the following refers to efforts to protect and preserve natural resources? a. Environment b. Recycling c. Resource d. Conservation ANSWER: d POINTS: 1 REFERENCES: Environmental Awareness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.02 - Plan, teach, and evaluate primary-grade environmental awareness lessons and projects aligned with national standards.

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NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:48 AM DATE MODIFIED: 4/30/2024 5:24 AM 29. Which of the following is the term that the NGSS defines as “any use of tools to make modifications to the natural world made to fulfill human needs or desires”? a. Engineering b. Application of Science c. Technology d. Inquiry ANSWER: c POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:49 AM DATE MODIFIED: 4/30/2024 5:24 AM 30. The three steps of the engineering design process are 1. Define the problem; 2. Develop possible solutions; and 3. _____ a. Take a break b. Compare different solutions c. Ask someone for help d. Write down a question ANSWER: b POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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Page 14

LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 1:50 AM DATE MODIFIED: 4/30/2024 5:24 AM 31. Designing a handicap access ramp for a building is an example of an activity that incorporates the links among engineering, technology, science, and society. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 1:52 AM DATE MODIFIED: 4/30/2024 5:24 AM 32. Science, engineering, and technology have little to no effect on the ways people live and the natural world. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

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Page 15

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 1:52 AM DATE MODIFIED: 4/30/2024 5:24 AM 33. By the end of second grade, students need to understand that designs can be expressed through sketches, drawings, or physical models. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:53 AM DATE MODIFIED: 4/30/2024 5:24 AM 34. All scientific and technological innovations and designs always have positive effects on people and the environment. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

Bloom’s Taxonomy: Evaluate 4/30/2024 1:54 AM 4/30/2024 5:24 AM

35. By the end of second grade, students should understand that humans depend on the technologies in their lives. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Engineering, Technology, and Science Applications QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.11.03 - Plan, teach, and evaluate primary-grade engineering, technology, and science application lessons and projects aligned with national standards.

NATIONAL STANDARDS: United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -3 - Disciplinary core ideas United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 1:55 AM DATE MODIFIED: 4/30/2024 5:24 AM

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Chapter 12: Materials and Resources for Supporting STEM in the Classroom and the Home 1. Valuable pictorial math materials include _____. a. picture books b. balls c. buttons d. blocks ANSWER: a POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:20 AM DATE MODIFIED: 4/30/2024 5:25 AM 2. Which one of the following is NOT a concrete teaching aid? a. Counting cubes b. Dried beans c. Sand d. A worksheet ANSWER: d POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

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Page 1

KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Bloom’s Taxonomy: Understand 4/30/2024 2:23 AM 4/30/2024 6:25 AM

3. Materials for mathematics should be stored _____. a. in piles on shelves b. in containers with tight lids c. on high shelves or in locked cabinets out of the reach of the children d. in containers on low shelves accessible to the students ANSWER: d POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 2:24 AM DATE MODIFIED: 4/30/2024 6:26 AM 4. Math materials should NOT have which of the following characteristics? a. Specifically fit only one purpose b. Fit the objectives of the curriculum c. Fit the developmental levels of the children d. Be versatile ANSWER: a POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False

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LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/30/2024 2:28 AM DATE MODIFIED: 4/30/2024 6:26 AM 5. Which of the following is a disadvantage of purchasing a publisher’s STEM kit? a. Kits provide opportunities for hands-on learning. b. Kits can be used as supplementary material. c. Kits contain consumable supplies. d. Kits are self-contained and ready to use.

ANSWER: c POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:31 AM DATE MODIFIED: 4/30/2024 6:27 AM 6. What is the most appropriate reason for having learning spaces in the science classroom? a. Children's interest stems from the materials and experiences available to them. b. Having the materials in one place makes instruction more convenient. c. Boxes can be stored under a learning space.

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d. Children prefer to organize materials in a learning space.

ANSWER: a POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understanding DATE CREATED: 4/30/2024 2:32 AM DATE MODIFIED: 4/30/2024 6:27 AM 7. The primary goal of which of the following types of spaces is to motivate children to want to learn more about the subject at the space? a. Inquiry learning space b. Science interest space c. Open learning space d. Discovery space ANSWER: b POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Remember 4/30/2024 2:34 AM 4/30/2024 6:28 AM

8. Which of the following questions does NOT need to be asked when selecting science materials for the learning space? a. Are the materials open-ended? b. Are the materials pretty? c. Are the materials appropriate for the maturity of the children? d. Are the materials designed for action?

ANSWER: b POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - Kindergarten, Gr1, Gr2, Gr3 KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 2:36 AM DATE MODIFIED: 4/30/2024 6:28 AM 9. Preoperational children can learn effectively with pencil and paper activities. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Analyze 4/30/2024 2:38 AM 4/30/2024 5:25 AM

10. Science kits are self-contained, complete, and ready to use. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 2:39 AM DATE MODIFIED: 4/30/2024 5:25 AM 11. Versatility is important when selecting math materials. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Understand 4/30/2024 2:40 AM 4/30/2024 5:25 AM

12. Which of the following is an active space where some action is taken on materials, and questions and comments result? a. Discovery Space b. Open Learning Space c. Inquiry Learning Space d. Science Interest Learning Space ANSWER: a POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:42 AM DATE MODIFIED: 4/30/2024 5:25 AM 13. Which of the following is a space that focuses on a science concept or topic, with directions for investigation and an emphasis on problem solving? a. Discovery Space b. Open Learning Space c. Inquiry Learning Space d. Science Interest Learning Space ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:44 AM DATE MODIFIED: 4/30/2024 5:25 AM 14. Which of the following is a space that reinforces, enriches, and supplements ongoing programs with materials that stimulate children’s interest, and in which the primary goal is to motivate children to learn more about the subject? a. Discovery Space b. Open Learning Space c. Inquiry Learning Space d. Science Interest Learning Space ANSWER: d POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:45 AM DATE MODIFIED: 4/30/2024 5:25 AM Copyright Cengage Learning. Powered by Cognero.

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15. Which of the following is a space that encourages creativity and contains an abundance of manipulatives and raw materials, in which minimal directions are provided along with helpful suggestions or questions? a. Discovery Space b. Open Learning Space c. Inquiry Learning Space d. Science Interest Learning Space ANSWER: b POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:48 AM DATE MODIFIED: 4/30/2024 5:25 AM 16. Which of the following is NOT an important consideration for a topic-specific learning space? a. Select clear objectives. b. Include different types of worksheets. c. Know the children’s developmental levels. d. Include activities and methods that children can pursue independently.

ANSWER: b POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Evaluate 4/30/2024 2:50 AM 4/30/2024 5:25 AM

17. Which of the following is an important consideration for the use of digital technology in the classroom? a. Keeps children busy b. Provides children the opportunity to explore a variety of software, apps, online resources, and communication tools c. Teaches children how to type d. Saves paper by replacing worksheets and textbooks ANSWER: b POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Evaluate DATE CREATED: 4/30/2024 2:52 AM DATE MODIFIED: 4/30/2024 5:25 AM 18. When new materials are introduced to the math center, children need time to explore the materials before they are used for structured activities. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

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Page 10

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 2:53 AM DATE MODIFIED: 4/30/2024 5:25 AM 19. When selecting science materials, it is NOT important for the materials to be open-ended. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 2:55 AM DATE MODIFIED: 4/30/2024 5:25 AM 20. Culturally responsive practices and diversity should always be a factor in the selection of materials by considering children’s individual and cultural characteristics, language, social and emotional needs, cognitive needs, and physical and motor needs. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Appropriate STEM Materials and Learning Spaces Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.01 - Select appropriate materials and create effective and engaging STEM learning spaces aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 2:57 AM DATE MODIFIED: 4/30/2024 5:25 AM 21. Which one of the following is NOT appropriate or essential for young children's woodworking? a. A workbench that is sturdy b. Good-quality hardwood c. Quality, adult-type tools d. A work area that is carefully supervised ANSWER: b POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 3:01 AM DATE MODIFIED: 4/30/2024 5:25 AM 22. Which of the following are the most basic and versatile STEM concept materials?

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a. Large sets of unit blocks b. Big bins of clay c. Crayons of assorted sizes and colors d. At least 20 different puzzles ANSWER: a POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 3:03 AM DATE MODIFIED: 4/30/2024 5:25 AM 23. Block-building complexity usually develops in a series of stages. The first stage is usually _____. a. making enclosures b. naming block structures c. carrying blocks around d. making rows ANSWER: c POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Remember 4/30/2024 3:04 AM 4/30/2024 5:25 AM

24. Young children enjoy “aiming” games such as _____. a. beanbag toss b. card games c. matching d. races ANSWER: a POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 3:06 AM DATE MODIFIED: 4/30/2024 5:25 AM 25. Which of the following is NOT an activity that help children learn principles of balance, predictions, interactions, and movement? a. Dominoes b. Ramps and marble runs c. Pendulums d. Playing Go Fish ANSWER: d POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 3:12 AM DATE MODIFIED: 4/30/2024 5:25 AM 26. Building and construction are excellent uses of which of the following skills? a. All process skills b. Classifying, predicting, and interpreting problems c. Learning by doing d. Using planned experiences ANSWER: b POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 4:32 AM DATE MODIFIED: 4/30/2024 5:25 AM 27. Balancing blocks is a good way to explore _____. a. cause and effect Copyright Cengage Learning. Powered by Cognero.

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b. pendulums c. inclines d. acceleration ANSWER: a POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:33 AM DATE MODIFIED: 4/30/2024 5:25 AM 28. Science and math are ongoing in a developmentally appropriate classroom for young children. a. True b. False ANSWER: True POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Understand 4/30/2024 4:36 AM 4/30/2024 5:25 AM

29. Virtually all outdoor activities relate to one or more aspects of STEM. a. True b. False ANSWER: True POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 4:37 AM DATE MODIFIED: 4/30/2024 5:25 AM 30. When building with blocks, children learn nothing about cause-and-effect. a. True b. False ANSWER: False POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Understand 4/30/2024 4:39 AM 4/30/2024 5:25 AM

31. Which of the following is the first stage of block play? a. Placing blocks in rows, lines, and stacks b. Building simple enclosures c. Carrying blocks from around the room d. Building bridges ANSWER: c POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:40 AM DATE MODIFIED: 4/30/2024 5:25 AM 32. Which of the following is the second stage of block play? a. Placing blocks in rows, lines, and stacks b. Building simple enclosures c. Carrying blocks from around the room d. Building bridges ANSWER: a POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:42 AM DATE MODIFIED: 4/30/2024 5:25 AM 33. Which of the following is the third stage of block play? a. Placing blocks in rows, lines, and stacks b. Building simple enclosures c. Carrying blocks from around the room d. Building bridges ANSWER: d POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:45 AM DATE MODIFIED: 4/30/2024 5:25 AM 34. Which of the following is the fourth stage of block play? a. Placing blocks in rows, lines, and stacks Copyright Cengage Learning. Powered by Cognero.

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b. Building simple enclosures c. Carrying blocks from around the room d. Building bridges ANSWER: b POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:47 AM DATE MODIFIED: 4/30/2024 5:25 AM 35. Which of the following is NOT an important management strategy for outdoor STEM learning experiences? a. Establish clear rules. b. Make children be quiet all the time. c. Establish an attention signal that will cue the children to return. d. Be flexible.

ANSWER: b POINTS: 1 REFERENCES: STEM Experiences with Different Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.02 - Plan and provide STEM experiences using blocks, woodworking, games, outdoor activities, technology, manipulatives, and other materials, aligned with national standards.

NATIONAL STANDARDS: United States - CCSSM-MP5 - Use appropriate tools strategically.

United States - DAP-04 - Teaching to enhance each child’s development and learning.

United States - DAP-05 - Planning and implementing an engaging curriculum to achieve meaningful goals.

United States - Framework -1 - Scientific and Engineering Practices United States - NAEYC-01 - Child development and learning in context.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-05 - Knowledge, application, and integration of academic content in the early childhood curriculum.

United States - NGSS - LS4 - ESS 1 & 2; K–2 Engineering Design.

Bloom’s Taxonomy: Analyze 4/30/2024 4:48 AM 4/30/2024 5:25 AM

36. A family newsletter should NOT include information about _____. a. math and science units that are currently being experienced b. special field trips and other special activities c. suggestions for supportive home activities d. problems of individual children ANSWER: d POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:50 AM DATE MODIFIED: 4/30/2024 5:25 AM 37. Which of the following is NOT an appropriate means of engaging family members with classroom STEM? a. Allowing family members to assist in the classroom b. Sending home a monthly newsletter with news about the class and activities families can do at home c. Asking families to send in recyclables for STEM activities d. Sending home worksheets that an adult and child can work on together ANSWER: d POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

Bloom’s Taxonomy: Understand 4/30/2024 4:52 AM 4/30/2024 5:25 AM

38. Which of the following is NOT an attribute of naturalistic and informal STEM experiences that can be easily implemented at home? a. An emphasis on play b. Provision for drill-and-practice activities c. Time for exploration and discovery during routines d. Adults who are positive and enthusiastic models ANSWER: b POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Analyze DATE CREATED: 4/30/2024 4:54 AM DATE MODIFIED: 4/30/2024 5:25 AM 39. Which of the following best describes why teachers of young children should share STEM activities with families? a. Family members want to learn science. b. Science is related to all aspects of a child's life. c. Families are their children's first teachers. d. Everybody should know the facts of science.

ANSWER: b POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

Bloom’s Taxonomy: Apply 4/30/2024 4:55 AM 4/30/2024 5:25 AM

40. When should families take the opportunity to emphasize STEM skills and experiences? a. At the beginning of the day b. After meals c. After school or in the evening d. As they go about their daily routines ANSWER: d POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Understand DATE CREATED: 4/30/2024 4:57 AM DATE MODIFIED: 4/30/2024 5:25 AM 41. As the laundry is folded, the adult comments, “Let’s put all of the towels in this pile.” What type of activity is this? a. Naturalistic b. Informal c. Structured d. Learning cycle ANSWER: a POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

Bloom’s Taxonomy: Understand 4/30/2024 4:59 AM 4/30/2024 5:25 AM

42. Which process skills are used in cooking? a. Playing, singing, and gross motor development b. Designing and building c. Inferring, predicting, and observation d. Writing ANSWER: c POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 5:00 AM DATE MODIFIED: 4/30/2024 5:25 AM 43. Adult-guided activities are the most important in home learning. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

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KEYWORDS: DATE CREATED: DATE MODIFIED:

Bloom’s Taxonomy: Understand 4/30/2024 5:01 AM 4/30/2024 5:25 AM

44. Sorting the laundry is an example of a naturalistic activity. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 5:02 AM DATE MODIFIED: 4/30/2024 5:25 AM 45. Which of the following is used to exchange information about children’s activities and progress? a. Homework b. Kits to be checked out c. One-to-one conferences d. Classroom volunteers ANSWER: c POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 5:03 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/30/2024 5:25 AM

46. Which of the following refers to involving family members assisting in the classroom when they are free during the day? a. Homework b. Kits to be checked out c. One-to-one conferences d. Classroom volunteers ANSWER: d POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 5:04 AM DATE MODIFIED: 4/30/2024 5:25 AM 47. Which of the following refers to a popular method for promoting and facilitating developmentally appropriate STEM learning experiences at home? a. Homework b. Kits to be checked out c. One-to-one conferences d. Classroom volunteers ANSWER: b POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Remember Copyright Cengage Learning. Powered by Cognero.

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DATE CREATED: DATE MODIFIED:

4/30/2024 5:05 AM 4/30/2024 5:25 AM

48. Which of the following refers to an important extension of the work done at school that is an important activity in the primary grades when done appropriately? a. Homework b. Kits to be checked out c. One-to-one conferences d. Classroom volunteers ANSWER: a POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Remember DATE CREATED: 4/30/2024 5:07 AM DATE MODIFIED: 4/30/2024 5:25 AM 49. Tending a garden can be an engaging outdoor STEM activity for families to do at home if they have the space. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 5:08 AM Copyright Cengage Learning. Powered by Cognero.

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DATE MODIFIED:

4/30/2024 5:25 AM

50. Families should never be included in STEM field trips, such as a visit to a museum. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Family STEM Strategies and Activities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: MS.CHAR.09.12.03 - Provide families with strategies and activities that support STEM experiences at home.

NATIONAL STANDARDS: United States - DAP-01 - Creating a caring, equitable community of learners.

United States - DAP-02 - Engaging in reciprocal partnerships with families and fostering community connections.

United States - NAEYC-02 - Family-teacher partnerships and community connections.

United States - NAEYC-04 - Developmentally, culturally, and linguistically appropriate teaching practices.

United States - NAEYC-06 - Professionalism as an early childhood educator.

KEYWORDS: Bloom’s Taxonomy: Apply DATE CREATED: 4/30/2024 5:09 AM DATE MODIFIED: 4/30/2024 5:25 AM

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