Mathematics Teaching Ch.7-10 Test bank

What is the main goal of teaching mathematics to very young children according to the Learner Outcomes in Chapter 7?

• To prepare them for advanced mathematical theories

• To provide high quality number activities using a developmental approach

• To focus solely on memorization of number sequences

• To discourage the use of real-world activities in learning

Which of the following is NOT listed as a way to engage children in numeral writing and recognition?

• Making numerals with clay

• Using a calculator keypad as an instructional tool

• Tracing numerals in sand

• Writing them on the interactive whiteboard

According to the text, what is subitizing?

• The ability to count objects one by one

• Immediately recognizing a total number of objects in an organized collection without counting each one

• A rote procedure for counting number sequences

• The process of writing numbers from 1 to 120

What is an example of a rote procedure in early counting?

• Subitizing

• Counting the sequence of number words

• Comparing quantities and describe relationships between numbers

• Developing ways to connect mathematical ideas to the real-world

Which of the following is a research-based recommendation for high-quality learning activities in the first 6 years of life?

• Limiting children’s experience and knowledge

• Providing opportunities for children to explain their thinking as they interact with mathematical ideas

• Avoiding the use of formal and informal experiences to strengthen children's problem-solving

• Assessing children’s mathematical knowledge without considering strategies through observation and other informal practices

What is the key conceptual idea on which all other number concepts are developed according to the research-based learning trajectories?

• The ability to count by ones

• The meaning attached to the counting

• The ability to perform addition and subtraction

• The use of benchmark numbers

Verbal counting involves which of the following skills?

• Producing a random string of counting words

• Connecting the sequence in a one-to-one correspondence with objects in the set being counted

• Counting the words in reverse order

• Recounting the dots on a card

What is the purpose of using benchmark numbers 5 and 10 in learning?

• To learn how to count by fives and tens

• To solve complex algebraic problems

• To use reference to solve different problems

• To memorize the multiplication table

What does the part-part-whole concept help students understand?

• How to break apart or build together a number without counting

• How to count objects faster

• How to perform complex calculations

• How to memorize number facts

In the context of numbers 10 through 20, what pre-place-value concept should children be able to understand?

• Being able to see 10 plus another number without having to think

• Being able to count to 20 by ones

• Being able to perform subtraction with numbers less than 20

• Being able to write numbers from 10 to 20