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ECM3260 Exam Revision

Total questions: 247

Worksheet time: 2hrs 4mins

Name
Class
Date
1.

What Are The SCSA Content Strands

a)

Statistics & Probability

b)

Location & Transformation

c)

Measurement & Geometry

d)

Number & Algebra

e)

Data representation & Interpretation

2.

What Are The SCSA Number & Algebra Sub Strands

a)

Number & Place Value

b)

Patterns & Algebra

c)

Fractions & Decimals

d)

Money & Financial Matters

e)

Counting & Operations

3.

What Are The SCSA Measurement & Geometry Sub Strands

a)

Location & Transformation

b)

Shape

c)

Chance

d)

Geometric Reasoning

e)

Data Representation & Interpretation

4.

What Are The SCSA Statistics & Probability Sub Strands

a)

Number & Place Value

b)

Data Representation & Interpretation

c)

Chance

d)

Number & Algebra

e)

Measurement & Geometry

5.

What Are The SCSA Proficiency Strands

a)

Understanding

b)

Reasoning

c)

Problem Solving

d)

Fluency

6.

What Is The Model For Learning Mathematics

a)

Materials → Pictures - Language

b)

Action Before Abstraction

c)

Surface → Deep → Transfer

d)

Pictures/ See → Talk → Representations

7.

Which Is NOT A Recommendation To Make Sense Of Mathematics

a)

Teach to the developmental characteristics of students

b)

Actively involve students

c)

Connect mathematics to real world contexts

d)

Move from concrete to abstract

e)

Use communication to encourage understanding

8.

Which Are The Process For Learning Mathematics

a)

Problem solving

b)

Reasoning

c)

Communicate

d)

Make connections

e)

Symbolic representations

9.

What Are The 5 Views Of Mathematics

a)

Study of patterns

b)

Is an art

c)

Way of thinking

d)

Is a language

e)

Is a tool

10.

Define A Growth Mindset

a)

Don't think you can improve

b)

Belief you can grow and improve

c)

The brain grows through hard work

d)

Belief they just cant do it

e)

Persistence

11.

Define A Fixed Mindset

a)

Don't think you can improve

b)

Belief you can grow and improve

c)

The brain grows through hard work

d)

Belief they just cant do it

e)

Persistence

12.

How Can Your Reduce Mathematic Anxiety

a)

Provide elements of choice

b)

Actively involve students

c)

Connect mathematics to real world contexts

d)

Emphasise meaning and understanding > Memorisation

e)

Encourage competition

13.

Which Is NOT A Measurable Component Of Disposition

a)

Belief in how children learn

b)

Attitudes

c)

Mathematic Anxiety

d)

Confidence with mathematics

e)

Conceptualisation

14.

Define Whole Number

a)

Single numbers

b)

Positive numbers

c)

Symbols used to make numerals

d)

Includes 0

15.

Define Digits

a)

Symbol/ Name that stands for a number

b)

Single number

c)

Positive numbers

d)

Symbols used to make numerals

16.

What Are The 3 Types Of Numbers

a)

Cardinal

b)

Ordinal

c)

Nominal

d)

Digits

e)

Numerals

17.

Define Cardinal Number

a)

Numbers that count

b)

Numbers for position/ Order

c)

Numbers as names/ Labels

18.

Define Ordinal Number

a)

Numbers that count

b)

Numbers for position/ Order

c)

Numbers as names/ Labels

19.

Define Nominal Number

a)

Numbers that count

b)

Numbers for position/ Order

c)

Numbers as names/ Labels

20.

Define Numerals

a)

Symbol/ Name that stands for a number

b)

Single number

c)

Positive numbers

d)

Symbols used to make numerals

21.

Of The Options Below What Do Students Learn First When Quantifying Number

a)

Count using the counting principles

b)

Numeral recognition

c)

Subitise

d)

Compare quantities

e)

Match numerals

22.

When Learning To Quantify Number What Is After Counting Using The Counting Principles

a)

Match numerals

b)

Numeral recognition

c)

Subitise

d)

Compare quantities

23.

When Learning To Quantify Number What Is After Numeral Recognition

a)

Count using the counting principles

b)

Match numerals

c)

Subitise

d)

Compare quantities

24.

When Learning To Quantify Number What Is After Subitising

a)

Count using the counting principles

b)

Numeral recognition

c)

Match numerals

d)

Compare quantities

25.

What Is The Final Thing Students Learn When Quantifying Number

a)

Count using the counting principles

b)

Numeral recognition

c)

Subitise

d)

Compare quantities

e)

Match numerals

26.

Which Comes First Conceptual Or Perceptual Subitising

a)

Perceptual

b)

Conceptual

27.

Define Perceptual Subitising

a)

Small quantities

b)

Breaking up larger patterns into smaller parts

28.

Define Conceptual Subitising

a)

Small quantities

b)

Breaking up larger patterns into smaller parts

29.

How Many Counting Principles Are There

a)

4

b)

5

c)

6

d)

7

30.

Which IS NOT A Counting Principle

a)

One to one correspondence

b)

Stable order

c)

Cardinality

d)

Numeral recognition

e)

Abstraction

31.

Which Is The Missing Counting Principle Out Of - One To One Correspondence, Stable Order, Cardinality, Abstraction

a)

Order Irrelevance

b)

Numeral recognition

c)

Action before abstraction

d)

One to one correspondence

32.

What Is The First Step When Naming Numbers

a)

Recognise and write numbers

b)

Digits

c)

Introduce 10

d)

Numbers 20-99

e)

Introduce teen numbers

33.

When Naming Numbers What Is After Recognising And Writing Numerals

a)

3 digit numbers

b)

Digits

c)

Introduce 10

d)

Numbers 20-99

e)

Introduce teen numbers

34.

When Naming Numbers What Is After Digits

a)

3 digit numbers

b)

4 digit numbers

c)

Introduce 10

d)

Numbers 20-99

e)

Introduce teen numbers

35.

When Naming Numbers What Is After Introducing 10

a)

3 digit numbers

b)

4 digit numbers

c)

Digits

d)

Numbers 20-99

e)

Introduce teen numbers

36.

When Naming Numbers What Is After Numbers 20-99

a)

3 digit numbers

b)

4 digit numbers

c)

Introduce 10

d)

Digits

e)

Introduce teen numbers

37.

When Naming Numbers What Is After The Teen Numbers

a)

3 digit numbers

b)

4 digit numbers

c)

Introduce 10

d)

Numbers 20-99

e)

Digits

38.

What Is The Final Step When Naming Numbers

a)

3 digit numbers

b)

4 digit numbers

c)

Introduce 10

d)

Numbers 20-99

e)

Introduce teen numbers

39.

How Many Counting Stages Are There

a)

4

b)

5

c)

6

d)

7

40.

What Is The First Counting Stage

a)

Rote Counting

b)

Rational Counting

c)

Counting On

d)

Counting Back

e)

Skip Counting

41.

What Is The Second Counting Stage

a)

Rote Counting

b)

Rational Counting

c)

Counting On

d)

Counting Back

e)

Skip Counting

42.

What Is The Third Counting Stage

a)

Rote Counting

b)

Rational Counting

c)

Counting On

d)

Counting Back

e)

Skip Counting

43.

What Is The Fourth Counting Stage

a)

Rote Counting

b)

Rational Counting

c)

Counting On

d)

Counting Back

e)

Skip Counting

44.

What Is The Fifth Counting Stage

a)

Rote Counting

b)

Rational Counting

c)

Counting On

d)

Counting Back

e)

Skip Counting

45.

What Are Some At Home Experiences To Develop Whole Number

a)

Talk about number

b)

Skip counting

c)

Rhymes & Songs

d)

Shopping

e)

Books

46.

What Is The Name Of Our Numeration System

a)

Hindu-Arabic numeration system

b)

Hindu numeration system

c)

Arabic numeration system

d)

Standard number numeration system

47.

Which Is NOT A Characteristic Of Our Numeration System

a)

Place value

b)

Commutative property

c)

Base 10

d)

Use of 0

e)

Additive property

48.

Define Number Sense

a)

Use of estimation

b)

Working with numbers in a way that is meaningful and makes sense

c)

Reflect on the reasonableness of results

d)

Using knowledge of the 4 operations

e)

Meaningful problem solving

49.

What Are The 3 Stages Of Number Sense Development

a)

Pre-number and informal number

b)

Early number development

c)

Number development and counting

d)

Pre-cognition

e)

Visualisation

50.

What Is The First Stage Of Number Sense Development

a)

Pre-number and informal number

b)

Early number development

c)

Number development and counting

51.

What Is The Second Stage Of Number Sense Development

a)

Pre-number and informal number

b)

Early number development

c)

Number development and counting

52.

What Is The Third Stage Of Number Sense Development

a)

Pre-number and informal number

b)

Early number development

c)

Number development and counting

53.

What Is Involved In The Pre-Number And Informal Number Stage

a)

Sorting

b)

Classification

c)

Patterning

d)

Conservation

e)

Comparison

54.

What Is Involved In The Early Number Development Stage

a)

One to one correspondence

b)

Count

c)

Group recognition

d)

Conservation

e)

Comparison

55.

What Is Involved In The Number Development And Counting Stage

a)

Count on and count back

b)

Count objects and events

c)

Group recognition

d)

Skip counting

e)

Establish benchmarks of quantities

56.

What Is Involved In The Number Development And Counting Stage

a)

Place value

b)

Sorting

c)

Classification

d)

One to one correspondence

e)

Conservation

57.

Which Is First In The Sequence For Developing Numeration

a)

1 digit numbers

b)

Thinking in 10's

c)

Place value with 2 digit numbers

d)

Teen numbers

e)

Place value with 3 digit numbers

58.

When Developing Numeration What Is After 1 Digit Numbers

a)

Renaming

b)

Thinking in 10's

c)

Place value with 2 digit numbers

d)

Teen numbers

e)

Place value with 3 digit numbers

59.

When Developing Numeration What Is After Thinking in 10's

a)

Renaming

b)

1 Digit numbers

c)

Place value with 2 digit numbers

d)

Teen numbers

e)

Place value with 3 digit numbers

60.

When Developing Numeration What Is After Place Value With 2 Digit Numbers

a)

Renaming

b)

Thinking in 10's

c)

1 digit numbers

d)

Teen numbers

e)

Place value with 3 digit numbers

61.

When Developing Numeration What Is After Teen Numbers

a)

Renaming

b)

Thinking in 10's

c)

Place value with 2 digit numbers

d)

1 digit numbers

e)

Place value with 3 digit numbers

62.

What Is The Final Stage When Developing Numeration

a)

Renaming

b)

Thinking in 10's

c)

Place value with 2 digit numbers

d)

Teen numbers

e)

Place value with 3 digit numbers

63.

What Place Value Concepts Are Learnt In Preprimary

a)

Counting with order irrelevance

b)

Subitise small groups

c)

3 digit numbers

d)

Connect name, numeral and quantity

e)

Skip counting

64.

What Place Value Concepts Are Learnt In Year 1

a)

Increase/ Decrease by 2,3,5 & 10

b)

Partition 3 digit numbers using place value

c)

Skip counting, counting on and counting back

d)

Use of number lines

e)

Look for number patterns

65.

What Place Value Concepts Are Learnt In Year 2

a)

Increase/ Decrease by 2,3,5 & 10

b)

Play trading games with 4 digit numbers

c)

The position of digits represents its value

d)

Understand 0 as a place holder

e)

Investigate conditions for odd and even

66.

What Place Value Concepts Are Learnt In Year 3

a)

Increase/ Decrease by 2,3,5 & 10

b)

Reproduce 5 digit numbers in words and numerals

c)

Place value renaming and investigate the multiplicative relationship that exists between places

d)

Read and write numbers correctly

e)

Investigate conditions for odd and even

67.

What Is The Nature Of Place Value

a)

Trading experiences

b)

Use of grouped/ Pre-grouped and proportional/ Non-proportional materials

c)

Grouping by 10's

d)

Symbolic representations

e)

Regrouping and renaming

68.

What Are The 2 Key Ideas Of Place Value

a)

Rules are consistently followed

b)

Position of the digit determines the number represented

c)

Multiplicative relationship between places

d)

Making connections between places

69.

What Is Involved When Beginning Place Value

a)

Use the same digit to create different numbers

b)

Understand numbers over 100

c)

Make connections between representations

d)

Thinking of numbers in different ways

e)

Regrouping and renaming

70.

What Is Involved When Consolidating Place Value

a)

Use the same digit to create different numbers

b)

Understand numbers over 100

c)

Make connections between representations

d)

Thinking of numbers in different ways

e)

Regrouping and renaming

71.

What Is Involved When Extending Place Value

a)

Use the same digit to create different numbers

b)

Understand numbers over 100

c)

Make connections between representations

d)

Thinking of numbers in different ways

e)

Regrouping and renaming

72.

What Are The Misconceptions With Place Value

a)

Confusion with teen numbers

b)

Bridging between decades

c)

Forced to symbolise too soon

d)

First introduction to abstraction

e)

Complexity of language

73.

Define Fractions

a)

Equal groupings/ Parts

b)

Division

c)

Includes numerator and denominator

d)

Quotients

74.

Which Is NOT A Meaning Of Fractions

a)

Part-Whole

b)

Quotient

c)

Ratio

d)

Partitioning

75.

What Are The Important Aspects Of Fractions

a)

Part-part-whole

b)

Equal parts

c)

Bigger the denominator → Smaller the parts

d)

Importance of multiple representations

e)

Sharing

76.

What Is First When Developing Fractions

a)

Sharing

b)

Equality

c)

Part-part-whole

d)

Connect symbols and visuals

e)

Halves, quarters and eighths

77.

What Is Second When Developing Fractions

a)

Region model

b)

Equality

c)

Part-part-whole

d)

Connect symbols and visuals

e)

Halves, quarters and eighths

78.

What Is Third When Developing Fractions

a)

Region model

b)

Quarters

c)

Part-part-whole

d)

Connect symbols and visuals

e)

Halves

79.

What Is Fourth When Developing Fractions

a)

Region model

b)

Quarters

c)

Part-part-whole

d)

Eighths

e)

Halves

80.

What Is Fifth When Developing Fractions

a)

Region model

b)

Quarters

c)

Part-part-whole

d)

Eighths

e)

Halves

81.

What Is Sixth When Developing Fractions

a)

Region model

b)

Quarters

c)

Part-part-whole

d)

Eighths

e)

Halves

82.

How Do Children First Make Sense Of Fractions

a)

Part-whole meaning

b)

Region model

c)

Length

d)

Area

e)

Partitioning

83.

Define Conceptual Knowledge

a)

Understanding of meaning

b)

Execution of a series of steps to solve problems

c)

Analysis

d)

Conceptualisation

84.

Define Procedural Knowledge

a)

Understanding of meaning

b)

Execution of a series of steps to solve problems

c)

Analysis

d)

Conceptualisation

85.

True Or False: Strong Conceptual Knowledge = More Successful Memory And Analysis

a)

True

b)

False

86.

How Do Children Develop Conceptual Understanding Of Fractions

a)

Emphasise multiple representations

b)

Compare

c)

Order

d)

Investigate equivalence

e)

Look at fractions as parts of a whole

87.

What Fraction Concepts Are Learnt In Year 1

a)

Half

b)

Equal parts of a whole

c)

Parts of collections

d)

Common uses of half

e)

Parts of wholes

88.

What Fraction Concepts Are Learnt In Year 2

a)

Multiples to complete wholes

b)

Unit fractions

c)

Parts of collections

d)

Common uses of half, quarters and eighths

e)

Parts of wholes

89.

What Fraction Concepts Are Learnt In Year 3

a)

Multiples to complete wholes

b)

Unit fractions

c)

Parts of collections

d)

half, thirds, quarters, fifths and eighths

e)

Parts of wholes

90.

Define Improper Fractions

a)

Numerator is greater than the denominator

b)

Includes the whole and left overs

c)

Whole numeral and the fraction

d)

More complex fraction model

91.

Define Mixed Number Fractions

a)

Numerator is greater than the denominator

b)

Includes the whole and left overs

c)

Whole numeral and the fraction

d)

More complex fraction model

92.

How Can We Help Children Understand Equivalence

a)

Partitioning

b)

Words

c)

Symbols

d)

More complicated models

e)

Have multiple representations

93.

What Are The Misconceptions With Fractions

a)

Not based on everyday experiences

b)

Focuses on the size of parts, rather than parts of a whole

c)

Forced to symbolise too soon

d)

First introduction to abstraction

e)

Complexity of language

94.

When Teaching Fractions What Are Some Implications

a)

Have multiple representations

b)

Have different sized wholes

c)

Describe 1 out of 2 pieces

d)

Define the whole first

e)

Have meaningful and engaging lessons

95.

What Are The 4 Prerequisites For Number Operations

a)

Facility with counting

b)

Experience with a variety of situations

c)

Problem solving

d)

Use language to communicate ideas

e)

Symbolisation

96.

Which Is NOT A Mathematical Property

a)

Commutative

b)

Assositive

c)

Additive

d)

Distributive

e)

Identity

97.

What Number Operation Concepts Are Learnt In Preprimary

a)

Add in practical situations

b)

Share in practical situations

c)

Complete addition problems

d)

Complete subtraction problems

e)

Use a range of strategies

98.

What Number Operation Concepts Are Learnt In Year 1

a)

Building to 10

b)

Counting on

c)

Complete addition problems

d)

Complete subtraction problems

e)

Use a range of strategies

99.

What Number Operation Concepts Are Learnt In Year 2

a)

Building to 10, 10 facts and adding 10

b)

Repeated addition → Multiplication

c)

Complete addition & Subtraction problems

d)

Grouping equal sets → Division

e)

Use mental and written strategies

100.

What Number Operation Concepts Are Learnt In Year 3

a)

Recognise certain combinations always equal the same number

b)

Recall multiplication facts

c)

Partition using addition and subtraction

d)

Grouping equal sets → Division

e)

Use mental and written strategies

101.

When Teaching The Number Operations What Are Some Implications

a)

Complete multiple types of problems

b)

Understand the connections between operations

c)

Consider the multiple ways to perform an operation

d)

Concrete → Pictorial → Abstract

e)

Learnt in meaningful contexts

102.

What Are The 3 Types Of Subtraction

a)

Seperation

b)

Comparison

c)

Part-whole

d)

Equal groupings

e)

Combinations

103.

What Are The 4 Types Of Multiplicative Situations

a)

Repeated subtraction

b)

Areas and arrays

c)

Multiplicative comparisons

d)

Equal groupings

e)

Combinations

104.

What Are The 3 Types Of Division

a)

Repeated subtraction

b)

Areas and arrays

c)

Multiplicative comparisons

d)

Equal groupings

e)

Sharing

105.

What Are The Basic Addition Facts

a)

Addends

b)

Sum

c)

Communicative law

d)

Difference between an addend and the sum

106.

What Are The Basic Subtraction Facts

a)

Addends

b)

Sum

c)

Inverse relationship with addition

d)

Difference between an addend and the sum

107.

What Are The Prerequisite Skills For Addition And Subtraction

a)

Think addition strategy

b)

Mathematical language

c)

Addition properties

d)

Experience with manipulatives

108.

What Are The Addition Properties

a)

Communicative

b)

Associative

c)

Distrobutive

d)

Identity

109.

Define Communicative Property

a)

Rearrangement of numbers

b)

Sum remains the same regardless of grouping

c)

Addends can be multiplied separately

110.

Define Associative Property

a)

Rearrangement of numbers

b)

Sum remains the same regardless of grouping

c)

Addends can be multiplied separately

111.

What Is First In The Addition Sequence

a)

Stories that involve joining

b)

Use of materials

c)

Introduction of symbols

d)

Emphasise part-part-whole

e)

Extend language, introducing more symbols

112.

What Are The 2 Types Of Subtraction Problems

a)

Change

b)

Compare

c)

Difference

d)

Think addition

113.

In The Addition Sequence What Is After Reading Stories That Involve Joining

a)

Counting on

b)

Use of materials

c)

Introduction of symbols

d)

Emphasise part-part-whole

e)

Extend language, introducing more symbols

114.

In The Addition Sequence What Is After Using Materials

a)

Counting on

b)

Using doubles

c)

Introduction of symbols

d)

Emphasise part-part-whole

e)

Extend language, introducing more symbols

115.

In The Addition Sequence What Is After Introducing Symbols

a)

Counting on

b)

Using doubles

c)

Make 10

d)

Emphasise part-part-whole

e)

Extend language, introducing more symbols

116.

In The Addition Sequence What Is After Emphasising Part-Part-Whole

a)

Counting on

b)

Using doubles

c)

Make 10

d)

Thinking in 10's

e)

Extend language, introducing more symbols

117.

In The Addition Sequence What Is After Extending Language

a)

Counting on

b)

Using doubles

c)

Make 10

d)

Thinking in 10's

e)

Addition of 2 digit numbers

118.

In The Addition Sequence What Is After Counting On

a)

Addition of larger numbers

b)

Using doubles

c)

Make 10

d)

Thinking in 10's

e)

Addition of 2 digit numbers

119.

In The Addition Sequence What Is After Using Doubles

a)

Addition of larger numbers

b)

Counting on

c)

Make 10

d)

Thinking in 10's

e)

Addition of 2 digit numbers

120.

In The Addition Sequence What Is After Making 10

a)

Addition of larger numbers

b)

Using doubles

c)

Counting on

d)

Thinking in 10's

e)

Addition of 2 digit numbers

121.

In The Addition Sequence What Is After Thinking In 10's

a)

Addition of larger numbers

b)

Using doubles

c)

Make 10

d)

Counting on

e)

Addition of 2 digit numbers

122.

What Is Last In The Addition Sequence

a)

Addition of larger numbers

b)

Using doubles

c)

Make 10

d)

Thinking in 10's

e)

Addition of 2 digit numbers

123.

Which Are Calculation Strategy For Addition And Subtraction

a)

Patterns & Subitising

b)

Counting on & Partitioning

c)

Commutativity

d)

Combinations of 10

e)

Doubles & Near doubles

124.

Which Are Think Strategies For Addition

a)

Think addition

b)

Adding to 10 and beyond

c)

Commutativity

d)

Combinations of 10

e)

Doubles & Near doubles

125.

Which Are Think Strategies For Subtraction

a)

Think addition

b)

Doubles and halves

c)

Counting on

d)

Combinations of 10

e)

Doubles & Near doubles

126.

What Are The Basic Multiplication Facts

a)

2 factors

b)

Product

c)

Does not include 0

d)

Communicative law

e)

Associative property

127.

What Are The Basic Division Facts

a)

2 factors

b)

Product

c)

Does not include 0

d)

Communicative law

e)

Is inverse of multiplication

128.

What Are The Prerequisite Skills For Multiplication And Division

a)

Division is inverse of multiplication

b)

Multiplicative properties

c)

Repeated addition

d)

Grouping objects of equal size

e)

Skip counting

129.

Define Distributive Property

a)

Rearrangement of numbers

b)

Sum remains the same regardless of grouping

c)

Addends can be multiplied separately

130.

How Can We Help Children Understand Multiplication

a)

Repeated addition

b)

Grouping objects of equal size

c)

Arrays

d)

Visualise

e)

Skip counting

131.

Which Are Calculation Strategies For Multiplication

a)

Repeated addition

b)

Lay out in groups

c)

Arrays

d)

Visualise

e)

Skip count

132.

How Can We Help Children Understand Division

a)

Form equal sized groups

b)

Use everyday problems

c)

Share out

d)

Double count

e)

Skip counting

133.

What Are The 2 Types Of Division Problems

a)

Seperation

b)

Comparison

c)

Part-whole

d)

Partitive

e)

Quotitive

134.

Which Are Calculation Strategies For Division

a)

Sharing out

b)

Lay out in groups

c)

Double counting

d)

Grouping into equal sets

e)

Skip count

135.

Which Are Thinking Strategies For Multiplication

a)

Repeated addition & Skip counting

b)

Mental review

c)

Observe patterns & Commutativity

d)

Twice as much & Working from facts of 5

e)

Split the product into known parts

136.

Which Are Thinking Strategies For Division

a)

Think multiplication

b)

Mental review

c)

Repeated subtraction

d)

Twice as much & Working from facts of 5

e)

Split the product into known parts

137.

Define Algebra

a)

Tool

b)

Study of patterns

c)

Art

d)

Language

e)

Way of thinking

138.

Define Algebraic Thinking

a)

Recognition of patterns & Communicate

b)

Investigate & Problem solve

c)

Reason & Apply knowledge

d)

Reversibility & Application of symbols

139.

What Is Involved In Pre-Algebra

a)

Symbols

b)

Patterning

c)

Generalising

d)

Variation and change

e)

Sorting & Classification

140.

Define Variation

a)

Element of repetition/ Symmetry

b)

Compare

c)

Order

d)

Sort

e)

Functional relationships

141.

Define Pattern

a)

Element of repetition/ Symmetry

b)

Cyclic

c)

Equal

d)

Growing

e)

Relationships between sets

142.

Define Equivalence

a)

Uses objects and numbers

b)

Cyclic

c)

Equal

d)

Growing

e)

Relationships between sets

143.

What Are The 3 Types Of Relations

a)

Properties

b)

Function

c)

Pattern

d)

Equality

144.

Define The Property Relation

a)

Use understanding of operations to promote algebraic thinking

b)

Relates 2 numbers

c)

Input-output relationship

d)

Equality

145.

Define The Functions Relation

a)

Use understanding of operations to promote algebraic thinking

b)

Relates 2 numbers

c)

Input-output relationship

d)

Equality

146.

What Algebraic Concepts Are Learnt In Preprimary

a)

Copy, continue & create patterns

b)

Skip counting

c)

Investigate number system patterns

d)

Skip counting patterns

e)

Use of number lines

147.

What Algebraic Concepts Are Learnt In Year 1

a)

Copy, continue & create patterns by adding and subtracting

b)

Skip counting

c)

Investigate number system patterns

d)

Skip counting patterns

e)

Use of number lines

148.

What Algebraic Concepts Are Learnt In Year 2

a)

Copy, continue & create patterns by adding and subtracting

b)

Skip counting

c)

Identify & write rules for patterns

d)

Skip counting patterns

e)

Use of number lines

149.

What Are The Misconceptions With Algebra

a)

Lack understanding of the structure of mathematics

b)

Meaning of brackets

c)

Ordering of operations when subtracting

d)

Meaning of signs and symbols

e)

Complexity of language

150.

When Teaching Algebra What Are Some Implications

a)

Provide generalising opportunities

b)

Connect algebra to other areas of mathematics

c)

Consider the multiple ways to perform an operation

d)

Concrete → Pictorial → Abstract

e)

Learnt in meaningful contexts

151.

What Are Some Considerations When Planning

a)

Belief on how children

b)

The learning envionment

c)

Other collegues

d)

Differing learning styles

e)

Availability of resources

152.

What Are Some Influences To Decision making

a)

Curriculum

b)

Knowledge of the child

c)

Children's prior knowledge

d)

Differing learning styles

e)

Personal experiences

153.

Which Is The Correct Planning Cycle

a)

Collect → Question → Plan → Act → Reflect

b)

Collect → Analyse → Plan → Do → Review

c)

Analyse → Collect → Question → Plan → Act → Reflect

d)

Question → Analyse → Collect → Plan → Act → Review

154.

Which Is NOT A Level Of Planning

a)

Day

b)

Week

c)

Unit

d)

Term

e)

Semester

155.

What Are Some Contextual Information Considerations

a)

Philosophy

b)

Context

c)

Rational/ Practice

d)

Goals/ Objectives

e)

Availability of resources

156.

How Can We Determine Student Prior Knowledge

a)

Belief on how children

b)

Information from the child's family

c)

Other collegues

d)

Spiral curriculum

e)

Observation & Assessment

157.

Why Is Differentiation Important

a)

Individual learning goals

b)

Challenge all students

c)

Extends thinking

d)

Furthers learning and participation

e)

Ways in which actions are carried out in the classroom

158.

Define Pedagogical Differentiation

a)

Individual learning goals

b)

Challenge all students

c)

Extends thinking

d)

Furthers learning and participation

e)

Ways in which actions are carried out in the classroom

159.

What Are Some Teaching Strategies

a)

Investigation & Demonstration

b)

Discovery & Inquiry

c)

Direct instruction & Modelling

d)

Explore & Questioning

e)

Problem based & Collaboration

160.

What Are The 3 Types Of Assessment

a)

Formative

b)

Summative

c)

Self reflection

d)

Diagnostic

161.

What Are The Qualities Of Effective Feedback

a)

Evidence based

b)

Ongoing

c)

Includes effort

d)

Improves self regulation

e)

Collaborative

162.

Which Is NOT A Way To Assess Learning

a)

Floorbooks

b)

Jottings

c)

Interviews

d)

Checklists

e)

Observations

163.

True Or False: Educators Use Pedagogical Documentation To Communicate With Families

a)

True

b)

False

164.

What Are The Prerequisite Skills For Measurement

a)

No gaps between units

b)

Measure in direct lines

c)

Begin where the scale starts

d)

Number knowledge

e)

Estimation

165.

Define Measurement

a)

Assigning a numerical value to an attribute

b)

Comparing attributes

c)

How much of an attribute

d)

Way of describing the world

166.

Which is The Correct Order Of Measurement Development

a)

Compare → Order → Quantity

b)

Order → Quantity → Compare

c)

Quantity → Compare → Order

167.

Which Of The 10 Concepts Learnt Through Measurement Is INCORRECT

a)

A unit must remain constant

b)

Measurement includes an attribute, number and unit

c)

Encourage estimation

d)

Two measurements can be compared if the same unit is used

e)

One unit may be more appropriate than another

168.

Which Of The 10 Concepts Learnt Through Measurement Is INCORRECT

a)

Standard units are needed to communicate effectively

b)

A smaller unit gives a correct measurement

c)

Units can be combined and subdivided

d)

The larger the unit the fewer required

e)

Units must match the attribute

169.

Which Is NOT A Type Of Camparison

a)

Perceptual

b)

Direct

c)

Indirect

d)

Unitising

170.

True Or False: Comparing To A Referent Is A Strategy For Estimation

a)

True

b)

False

171.

What Is Learnt First When Learning Measurement

a)

Attributes

b)

Direct comparison

c)

Ordering

d)

Non-Standard units

e)

Standard units

172.

What Is Learnt Second When Learning Measurement

a)

Attributes

b)

Direct comparison

c)

Ordering

d)

Non-Standard units

e)

Standard units

173.

What Is Learnt Third When Learning Measurement

a)

Attributes

b)

Direct comparison

c)

Ordering

d)

Non-Standard units

e)

Standard units

174.

What Is Learnt Fourth When Learning Measurement

a)

Attributes

b)

Direct comparison

c)

Ordering

d)

Non-Standard units

e)

Standard units

175.

What Is Learnt Fifth When Learning Measurement

a)

Attributes

b)

Direct comparison

c)

Ordering

d)

Non-Standard units

e)

Standard units

176.

What Is First In The Measurement Process

a)

Identify the attribute

b)

Select the unit

c)

Select the instrament

d)

Count

e)

Communicate the result

177.

What Is Second In The Measurement Process

a)

Identify the attribute

b)

Select the unit

c)

Select the instrament

d)

Count

e)

Communicate the result

178.

What Is Third In The Measurement Process

a)

Identify the attribute

b)

Select the unit

c)

Select the instrament

d)

Count

e)

Communicate the result

179.

What Is Fourth In The Measurement Process

a)

Identify the attribute

b)

Select the unit

c)

Select the instrament

d)

Count

e)

Communicate the result

180.

What Is Fifth In The Measurement Process

a)

Identify the attribute

b)

Select the unit

c)

Select the instrament

d)

Count

e)

Communicate the result

181.

Which Is An Example Of Descriptive Language

a)

Tall/ Short

b)

How Tall/ How short

c)

Tallest/ Shortest

182.

Which Is An Example Of Answer Language

a)

Narrow/ Wide

b)

How Narrow/ How Wide

c)

Narrowist/ Widest

183.

Which Is An Example Of Comparative Language

a)

Heavy/ Light

b)

How heavy/ How light

c)

Heaviest/ Lightest

184.

What Measurement Concepts Are Learnt In Preprimary

a)

Direct comparison

b)

Indirect comparison

c)

Explain reasoning

d)

Days of the week

e)

Use of informal units

185.

What Measurement Attributes Are Learnt In Preprimary

a)

Length

b)

Weight

c)

Volume

d)

Time

e)

Capacity

186.

What Measurement Concepts Are Learnt In Year 1

a)

To compare, unit needs to be the same

b)

Month, week, day and hours

c)

Tell time to the quarter hour

d)

Name and order months and seasons

e)

Use of informal units

187.

What Measurement Attributes Are Learnt In Year 1

a)

Length

b)

Area

c)

Volume

d)

Time

e)

Capacity

188.

What Measurement Concepts Are Learnt In Year 2

a)

To compare, unit needs to be the same

b)

Determine number of days in each month

c)

Tell time to the quarter hour

d)

Name and order months and seasons

e)

Use the calendar to identify the date

189.

What Measurement Attributes Are Learnt In Year 2

a)

Length

b)

Area

c)

Volume

d)

Time

e)

Capacity

190.

What Measurement Concepts Are Learnt In Year 3

a)

Use of metric units

b)

Recognise the importance of units

c)

Tell time to the minute

d)

Name and order months and seasons

e)

Use the calendar to identify the date

191.

What Measurement Attributes Are Learnt In Year 3

a)

Length

b)

Area

c)

Volume

d)

Mass

e)

Capacity

192.

Define Geometry

a)

Shape, size, pattern and position

b)

Use of spacial sense

c)

Spacial orientation and visualisation

d)

Learning about the world around them

193.

True Or False: Spacial Reasoning Is NOT Developed By Manipulating Mental Images Of Geometric Concepts

a)

True

b)

False

194.

Define Rigid Transformation

a)

Shape of the original does not change

b)

Shape of the original changes

195.

What Is Another Word For Flip

a)

Reflection

b)

Translation

c)

Rotation

d)

Slide

e)

Turn

196.

What Is Another Word For Slide

a)

Reflection

b)

Translation

c)

Rotation

d)

Flip

e)

Turn

197.

What Is Another Word For Turn

a)

Reflection

b)

Translation

c)

Rotation

d)

Flip

e)

Slide

198.

Which Is First In The Development Of Geometry

a)

Visualise spacial arrangements

b)

Communicate & Use mathematical language

c)

Draw and make models

d)

Logical thinking

199.

When Developing Geometry What Is After Visualising Spacial Arrangements

a)

Apply concepts and knowledge

b)

Communicate & Use mathematical language

c)

Draw and make models

d)

Logical thinking

200.

When Developing Geometry What Is After Communicating Using Mathematical Language

a)

Apply concepts and knowledge

b)

Visualise spacial arrangements

c)

Draw and make models

d)

Logical thinking

201.

When Developing Geometry What Is After Drawing And Making Models

a)

Apply concepts and knowledge

b)

Communicate & Use mathematical language

c)

Visualise spacial arrangements

d)

Logical thinking

202.

What Is The Final Step In The Development Of Geometry

a)

Apply concepts and knowledge

b)

Communicate & Use mathematical language

c)

Draw and make models

d)

Visualise spacial arrangements

203.

Which Are The Relevant Levels From Van Heile's Theory

a)

Precognition

b)

Visualise

c)

Analyse

d)

Informal/ Formal deductions

e)

Rigour

204.

What Is Involved In Van Heile's Precognition Level

a)

Distinguish and name shapes

b)

Only attends to some characteritsics

c)

Consider the properties of shapes

d)

Exposure to shapes in differing orientations

e)

Compare and contrast geometric features

205.

What Is Involved In Van Heile's Visualise Level

a)

Relate positions of objects

b)

Only attends to some characteritsics

c)

Consider the properties of shapes

d)

Exposure to shapes in differing orientations

e)

Compare and contrast geometric features

206.

What Is Involved In Van Heile's Analyse Level

a)

Recognise the properties of shapes

b)

Observe geometric parts in patterns and pictures

c)

Transformations

d)

Dynamic imagery

e)

Compare and contrast geometric features

207.

Define The First Precognitive Stage Of Learning Shape

a)

Focus on some visual cues

b)

View the shape as a whole

c)

Relationship between parts of shapes and attributes

d)

Interrelate geometric properties

e)

Form abstract definitions

208.

Define The Second Visual Stage Of Learning Shape

a)

Describe attributes based on visualisation

b)

View the shape as a whole

c)

Relationship between parts of shapes and attributes

d)

Interrelate geometric properties

e)

Form abstract definitions

209.

Define The Third Descriptive/ Analytic Stage Of Learning Shape

a)

Distinguish between sets of properties

b)

Use deduction to prove statements

c)

Relationship between parts of shapes and attributes

d)

Interrelate geometric properties

e)

Form abstract definitions

210.

Define The Fourth Abstract/ Relational Stage Of Learning Shape

a)

Distinguish between sets of properties

b)

Use deduction to prove statements

c)

Relationship between parts of shapes and attributes

d)

Interrelate geometric properties

e)

Form abstract definitions

211.

Define The Fifth Formal Axiomatic Stage Of Learning Shape

a)

Distinguish between sets of properties

b)

Use deduction to prove statements

c)

Relationship between parts of shapes and attributes

d)

Interrelate geometric properties

e)

Form abstract definitions

212.

What Do Children Need To Learn About 3D Shapes

a)

Properties of shapes

b)

Reason and think geometrically

c)

Explain how objects are alike/ Different

d)

Names of shapes

e)

Create face and edge models

213.

What Do Children Need To Learn About 2D Shapes

a)

Need to be exposed to multiple representations

b)

Names of common shapes

c)

Focus on attributes

d)

Define and classify solids

e)

Create face and edge models

214.

Define Location And Transformation

a)

Location, movement, maps & plans

b)

Direction, distance & position

c)

Describe familiar landmarks

d)

Shape

215.

What Are The Geometry Sub Strands

a)

Shape

b)

Location and transformation

c)

Geometric reasoning

d)

Measurement

216.

What Shape Concepts Are Learnt In Preprimary

a)

Sort, describe and name shapes

b)

Shapes in the environment

c)

Recognise and classify shapes

d)

Describe and draw 2D shapes

e)

Describe key features of 3D shapes

217.

What Location And Transformation Concepts Are Learnt In Preprimary

a)

Describe position and movement

b)

Interpret everyday language of location and direction

c)

Follow and give directions

d)

Interpret simple maps of familiar locations

e)

Interpret simple grid maps

218.

What Shape Concepts Are Learnt In Year 1

a)

Sort, describe and name shapes

b)

Describe shapes and objects using everyday words

c)

Recognise and classify shapes

d)

Describe and draw 2D shapes

e)

Describe key features of 3D shapes

219.

What Location And Transformation Concepts Are Learnt In Year 1

a)

Describe position and movement

b)

Interpret everyday language of location and direction

c)

Follow and give directions

d)

Interpret simple maps of familiar locations

e)

Interpret simple grid maps

220.

What Shape Concepts Are Learnt In Year 2

a)

Sort, describe and name shapes

b)

Make models of 3D shapes

c)

Identify geometric features

d)

Describe and draw 2D shapes

e)

Describe features of 3D shapes

221.

What Location And Transformation Concepts Are Learnt In Year 2

a)

Describe position and movement

b)

Interpret everyday language of location and direction

c)

Follow simple directions to arrange objects

d)

Interpret simple maps of familiar locations

e)

Interpret simple grid maps

222.

What Shape Concepts Are Learnt In Year 3

a)

Sort, describe and name shapes

b)

Make models of 3D shapes

c)

Identify geometric features

d)

Create 3D shapes

e)

Describe key features

223.

What Location And Transformation Concepts Are Learnt In Year 3

a)

Identify symmetry in the environment

b)

Interpret everyday language of location and direction

c)

Follow simple directions to arrange objects

d)

Create maps

e)

Interpret simple grid maps

224.

What Geometric Reasoning Concepts Are Learnt In Year 3

a)

Identify angles

b)

Compare angles

c)

Follow simple directions to arrange objects

d)

Create maps

e)

Interpret simple grid maps

225.

When Teaching Shape What Are Some Implications

a)

Geoboards

b)

Barrier games

c)

Find shapes in the environment

d)

Pattern blocks

e)

Circle games

226.

When Teaching Location And Transformation What Are Some Implications

a)

Open doors at different angles

b)

Jigsaws

c)

Puzzles

d)

Bird's eye views

e)

Circle games

227.

When Teaching Geometric Reasoning What Are Some Implications

a)

Open doors at different angles

b)

Recognise angles on clocks

c)

Puzzles

d)

Bird's eye views

e)

Circle games

228.

Define Probability

a)

Chance of something happening

b)

Think of outcomes in relation to chance

c)

Collection and analysis of data

d)

Needs to have a purpose

e)

Links to real world experiences

229.

Define Statistics

a)

Explain reasoning behind classifications

b)

Pose questions for problem solving

c)

Collection and analysis of data

d)

Needs to have a purpose

e)

Links to real world experiences

230.

Why Is Probability And Statistics Important

a)

Social relevance

b)

Stimulates thinking

c)

Understanding of percentage

d)

Numeral methods to describe and analyse the world

231.

What Is First When Problem Solving

a)

Explore the problem

b)

Predict

c)

Model

d)

Gather data

e)

Organise information

232.

When Problem Solving What Is After Exploring The Problem

a)

Construct and interpret

b)

Predict

c)

Model

d)

Gather data

e)

Organise information

233.

When Problem Solving What Is After Predicting

a)

Construct and interpret

b)

Validate conclusions

c)

Model

d)

Gather data

e)

Organise information

234.

When Problem Solving What Is After Modelling

a)

Construct and interpret

b)

Validate conclusions

c)

Create their own problems

d)

Gather data

e)

Organise information

235.

When Problem Solving What Is After Gathering Data

a)

Construct and interpret

b)

Validate conclusions

c)

Create their own problems

d)

Model

e)

Organise information

236.

When Problem Solving What Is After Organising The Information

a)

Construct and interpret

b)

Validate conclusions

c)

Create their own problems

d)

Gather data

e)

Model

237.

When Problem Solving What Is After Constructing And Interpreting

a)

Model

b)

Validate conclusions

c)

Create their own problems

d)

Gather data

e)

Organise information

238.

When Problem Solving What Is After Validating Conclusions

a)

Construct and interpret

b)

Model

c)

Create their own problems

d)

Gather data

e)

Organise information

239.

What Probability & Statistics Concepts Are Learnt In Preprimary

a)

Yes/ No questions

b)

Describe chance using everyday language

c)

Determine questions to gather appropriate responses

d)

Describe displays

e)

Classify events in terms of likelihood

240.

What Probability & Statistics Concepts Are Learnt In Year 1

a)

Identify questions of interest

b)

Describe chance using everyday language

c)

Determine questions to gather appropriate responses

d)

Describe displays

e)

Classify events in terms of likelihood

241.

What Probability & Statistics Concepts Are Learnt In Year 2

a)

Identify questions of interest

b)

Identify and sort categories of data

c)

Gather relevant data

d)

Conduct chance experiments

e)

Classify events in terms of likelihood

242.

What Probability & Statistics Concepts Are Learnt In Year 3

a)

Identify questions of interest

b)

Interpret and compare data

c)

Create displays

d)

Conduct chance experiments

e)

Plan and carry out investigations

243.

Which Is The First Of The 5 Steps For Data Representation And Interpretation

a)

Formulate questions

b)

Collect data

c)

Organise and represent data

d)

Analyse data

e)

Interpret data

244.

Which Is Second Of The 5 Steps For Data Representation And Interpretation

a)

Formulate questions

b)

Collect data

c)

Organise and represent data

d)

Analyse data

e)

Interpret data

245.

Which Is Third Of The 5 Steps For Data Representation And Interpretation

a)

Formulate questions

b)

Collect data

c)

Organise and represent data

d)

Analyse data

e)

Interpret data

246.

Which Is Fourth Of The 5 Steps For Data Representation And Interpretation

a)

Formulate questions

b)

Collect data

c)

Organise and represent data

d)

Analyse data

e)

Interpret data

247.

Which Is Fifth Of The 5 Steps For Data Representation And Interpretation

a)

Formulate questions

b)

Collect data

c)

Organise and represent data

d)

Analyse data

e)

Interpret data

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