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WorksheetsChapter 14 Quiz
Total questions: 15
Worksheet time: 8mins
Name
Class
Date
1.
What is the name of our present system of numeration?
a)
Chinese numeration system
b)
Mayan numeration system
c)
Hindu-Arabic numeration system
d)
Greek numeration system
2.
Why was it thought that the earliest number systems were based on five or ten?
a)
size of families
b)
number of fish caught in a day
c)
number of sheep in a flock
d)
number of fingers on hands
3.
The Roman system of numeration involves: I = one, V = five, X = ten, L = fifty, C = hundred, D = five hundred, M = thousand. What does MMCXLVII represent?
a)
2142
b)
2147
c)
2167
d)
2172
4.
The binary system of numeration (base 2) uses the digits 0 and 1. What does the binary number 11011 represent as a base 10 numeral?
a)
15
b)
27
c)
31
d)
63
5.
Which digit was developed to support a positional numeration system?
a)
0
b)
1
c)
5
d)
0
6.
Which option describes an absolute quantity?
a)
there are three jellybeans in the bowl
b)
there are more jellybeans than smarties in the bowl
c)
there are less M&Ms than jellybeans in the bowl
d)
there are the same number of jellybeans and chocolate frogs in the bowl
7.
Which option does not describe an example of comparative language related to quantities and collections?
a)
the red block is bigger than the green block
b)
the red block is before the green block
c)
there are less red blocks than green blocks
d)
there are four red blocks and three green blocks
8.
Which option describes the least effective strategy to develop the concept of number in young children?
a)
use of nursery rhymes, number poems and counting books
b)
structured, purposeful play using physical materials
c)
reciting the number naming sequence from 1 to 20
d)
use of comparative language
9.
Which statement is incorrect?
a)
numbers used to indicate a quantity are referred to as cardinal numbers
b)
numbers can be formed using only the digits 1 to 9
c)
numbers can be expressed as composite units
d)
numbers used for ordering are referred to as ordinal numbers
10.
Number words and symbols need to be recognised and responded to in all language modes. What is the most appropriate description of the language modes to use?
a)
drawing, creating, building and modelling
b)
jumping, chanting, playing and acting
c)
reading, writing, imagining and drawing
d)
listening, speaking, reading and writing
11.
Which of the following would be least helpful in assisting young children to count effectively?
a)
teaching the number naming sequence
b)
matching number words to objects in a one-to-one correspondence
c)
reciting number names without reference to objects
d)
showing that the last number counted says how many
12.
Which statement best describes subitising?
a)
ability to recognise the number of objects in a small collection without counting
b)
substituting a number for a symbol
c)
counting objects set up in a line
d)
ability to rename numbers in terms of their parts
13.
A strategy to establish meaning for the number names and symbols for 1 to 10 is ‘Make, Name, Record’. If a collection of counters is shown to a child, what connections should be made?
a)
child should be asked to say, write or match the name of the colour to the counters in the collection
b)
child should be asked to say, write or match the number word and the symbol to the counters in the collection
c)
child should be asked to say, record or draw the size of the counters in the collection
d)
child should be asked to make and record an image of the counters in the collection
14.
Which strategy is the least effective way to model the numbers from 6 to 10?
a)
recognising the number in terms of its subitisable parts
b)
counting on from 5
c)
recognising the number in relation to 10
d)
knowing the number names for 6 to 10
15.
Which strategy is the least effective way of helping students gain a sense of the numbers from 10 to 20?
a)
using an arithmetic rack; for example, you can represent 14 by showing 1 ten and 4 more
b)
using a plastic bag containing counters; for example, you can represent 17 by placing 17 counters in the bag
c)
using two ten-frames; for example, you can represent 12 by showing 1 ten and 2 more
d)
using a 20-bead string; for example, you can represent 13 by showing 1 ten block of beads and 3 more
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