Quiz about AS4 - MATH FINAL EXAMINATION

Question 1

What is a key aspect of competent counting according to Kilpatrick, Swafford, & Findell?

Accepted Answer

b) Mastery of a symbolic system

Answer

a) Recitation of numbers only

Answer

c) Conceptualization of symbols as irrelevant

Answer

d) Conventional understanding only

Question 2

What is the role of counting in determining answers to questions involving operations?

Accepted Answer

c) Counting is the first strategy for operations.

Answer

a) Counting is irrelevant to operations.

Answer

b) Counting is the last strategy students use.

Answer

d) Counting only involves recitation.

Question 3

Which characteristic is related to the idea that the counting sequence remains consistent?

Accepted Answer

c) Stable Order

Answer

a) Order Irrelevance

Answer

b) Conservation

Answer

d) Abstraction

Question 4

What may Grade 2 students struggle with when using standard algorithms for addition and subtraction?

Accepted Answer

B. Regrouping across O's

Answer

A. Counting-up procedures

Answer

C. Understanding the commutative property

Answer

D. Avoiding the use of number lines

Question 5

What strategies do Grade 3 students use for efficient addition and subtraction involving numbers in the teens and decades?

Accepted Answer

B. Compensating or partitioning

Answer

A. Counting only

Answer

C. Memorization of facts

Answer

D. Ignoring grouping by 5's and 10's

Question 6

What is an example of a mental math strategy Grade 3 students may use for multiplication?

Accepted Answer

C. Skip counting and repeated addition

Answer

A. Ignoring place value

Answer

B. Memorizing multiplication tables only

Answer

D. Relying on calculators for all calculations

Question 7

Which of the following is a vector quantity?

Accepted Answer

c. Velocity

Answer

a. Mass

Answer

b. Temperature

Answer

d. Area

Question 8

What are fundamental quantities in the International System of Units (SI)? a. Length, mass, time, velocity

Accepted Answer

c. Length, mass, time, electric current

Answer

a. Length, mass, time, velocity

Answer

b. Temperature, volume, density, force

Answer

d. Area, speed, acceleration, luminous intensity

Question 9

What is a key characteristic of kindergarten teaching?

Accepted Answer

b. Individualized learning

Answer

a. Homework assignments

Answer

c. Formal assessments

Answer

d. Lecture-based instruction

Question 10

How are assessments typically used in Grade 1?

Accepted Answer

c. Formatively to track student progress

Answer

a. For assigning grades

Answer

b. As a form of punishment

Answer

d. To label students

Question 11

What do Grade 2 students recognize in quantities to help them understand how numbers relate to each other?

Accepted Answer

c) Patterns

Answer

a) Colors

Answer

b) Shapes

Answer

Sounds

Question 12

How do Grade 2 students represent the quantity 42?

Accepted Answer

c) As four groups of 10 and one group of 2

Answer

a) As a random collection of numbers

Answer

b) As a single group of 42

Answer

d) As two groups of 21

Question 13

What is the purpose of making tens for Grade 2 students?

Accepted Answer

c) To simplify calculations and understand numbers better

Answer

a) To confuse calculations

Answer

b) To create complex patterns

Answer

d) To avoid working with numbers efficiently

Question 14

What do Grade 2 students learn about fractions?

Accepted Answer

d) Fractions are numbers that represent part of a whole

Answer

a) Fractions are irrelevant in math

Answer

b) Fractions represent the whole

Answer

c) Fractions cannot be regrouped

Question 15

What is involved in estimating amounts for Grade 2 students?

Accepted Answer

c) Using quantitative and numerical reasoning

Answer

a) Using numerical reasoning

Answer

b) Using only concrete materials

Answer

d) Avoiding mental-math situations

Question 16

What instructional strategy helps Grade 2 students develop estimation skills?

Accepted Answer

d) Providing opportunities to estimate using concrete materials and pictures

Answer

a) Using estimation in mental-math situations

Answer

b) Using concrete materials

Answer

c) Providing experiences with teacher-initiated questions

Question 17

How do numbers increase on a number line?

Accepted Answer

a. Up (to the right)

Answer

b. Down (to the left)

Answer

c. Down (to the right)

Question 18

What is an example of part-part-whole relationships?

Accepted Answer

c. Both a and b

Answer

a. 5 is 2 more than 5

Answer

b. 5 is 1 less than 8

Question 19

Which concept is particularly challenging for students regarding the placement of numerals in a two-digit or larger number?

Accepted Answer

C) Place value

Answer

A) Counting sequence

Answer

B) Fractions

Answer

D) Cardinality

Question 20

In understanding place value, what is a difficult concept for students that requires experiences of composing and decomposing numbers?

Accepted Answer

D) Decimal values

Answer

A) Addition

Answer

B) Subtraction

Answer

C) Multiplication

Question 21

What does fractional sense involve?

Accepted Answer

B) Partitioning equal parts

Answer

A) Counting sequence

Answer

C) Cardinal numbers

Answer

D) Ordinal numbers

Question 22

How can young children effectively learn to identify and write numerals?

Accepted Answer

B) Recognition of numeral characteristics

Answer

A) Repetitive practice without context

Answer

C) Ignoring numeral shapes

Answer

D) Memorizing numeral names

Question 23

What is the primary purpose of counting activities according to the Big Ideas in Number Sense and Numeration?

Accepted Answer

A) Knowing "how many"

Answer

B) Understanding relationships

Answer

C) Representing quantities

Answer

D) Making estimates

Question 24

Under which level of Bloom's Taxonomy does the question "Can you explain why...?" fall?

Accepted Answer

B) Understanding

Answer

A) Remembering

Answer

C) Applying

Answer

D) Analyzing

Question 25

Which level of Bloom's Taxonomy involves making personal judgments about the value of ideas and materials?

Accepted Answer

D) Evaluating

Answer

A) Remembering

Answer

B) Understanding

Answer

C) Analyzing

Question 26

In which level of Bloom's Taxonomy would the question "Can you develop a proposal which we could use for our event?" be classified?

Accepted Answer

D) Creating

Answer

A) Applying

Answer

B) Analyzing

Answer

C) Evaluating

Question 27

Which skill is NOT associated with Number Sense according to the provided data?

Accepted Answer

D) Memorizing facts

Answer

A) Visualizing numbers

Answer

B) Talking comfortably about numbers

Answer

C) Making estimates

Question 28

Under which level of Bloom's Taxonomy would the question "What generalizations can be made about...?" be categorized?

Accepted Answer

A) Analyzing

Answer

B) Evaluating

Answer

C) Creating

Answer

D) Understanding

Question 29

What is the purpose of problem-solving in mathematics according to the general principles of instruction?

Accepted Answer

C) Developing operational sense

Answer

A) Reinforcing learning objectives

Answer

B) Promoting justification and reasoning

Answer

D) Enhancing representation of concepts

Question 30

How can 746 be partitioned into hundreds, tens, and ones?

Accepted Answer

A) Hundreds: 7, Tens: 4, Ones: 6

Answer

B) Hundreds: 6, Tens: 4, Ones: 7

Answer

C) Hundreds: 4, Tens: 7, Ones: 6

Answer

D) Hundreds: 7, Tens: 6, Ones: 4

Question 31

What is a characteristic of students in kindergarten and Grade 1 in terms of learning operational sense?

Accepted Answer

B) Recognizing part-part-whole patterns

Answer

A) Solving complex equations

Answer

C) Mastering advanced algorithms

Answer

D) Ignoring manipulatives

AS4 - MATH FINAL EXAMINATION

55 questions

What is a key aspect of competent counting according to Kilpatrick, Swafford, & Findell?

What is the role of counting in determining answers to questions involving operations?

Which characteristic is related to the idea that the counting sequence remains consistent?

What is a grouping strategy Grade 3 students begin to use for calculating quantities?

What is the concept where counting of objects can begin with any object in a set and the total remains the same?

In counting, what is developed as students begin to count to numbers greater than 9?

What may Grade 2 students struggle with when using standard algorithms for addition and subtraction?

What strategies do Grade 3 students use for efficient addition and subtraction involving numbers in the teens and decades?

What is an example of a mental math strategy Grade 3 students may use for multiplication?

What Grade level may have difficulty with subtraction or addition involving 0 in the tens place in a three-digit number?

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