Deck 20: Creative Mathematics

Question 1

Ordinal number refers to the place of an object in a series of numbers.

Answer 1

True

Question 2

Parents of young babies do not have to be concerned about mathematical concepts at this early age.

Answer 2

False

Question 3

It is generally too difficult to use children's literature to teach mathematics.

Answer 3

False

Question 4

The dramatic play center abounds with mathematics opportunities.

Question 5

Comparing is a mathematical process appropriate for upper- and middle-elementary levels.

Question 6

Early childhood teachers face the challenge of opening young children's eyes to the world of mathematics by finding
exciting workbooks and textbooks appropriate for them.

Question 7

Calculators are appropriate in grades 3 and higher.

Question 8

Counting without true meaning is called rote counting.

Question 9

Everything we know about young children tells us that early math experiences must be hands-on, filled with play and exploration.

Question 10

The Principles and Standards for Children in Mathematics propose mathematical content and processes for children in kindergarten through grade 8.

Question 11

Classification and sorting are higher-level mathematical skills.

Question 12

A mathematical idea vital to a complete number concept formation is the idea of seriation.

Question 13

Rational counting is counting correctly.

Question 14

Children's books with math facts stated clearly are most appropriate for older children.

Question 15

Children need formal lessons to learn the basics of mathematics.

Question 16

Learning the names of shapes is the first step in understanding shape and form.

Question 17

Teachers and parents can work together to develop mathematical concepts in infants and toddlers.

Question 18

Most students in 8th grade have a great interest in mathematics.

Question 19

The role of parents in a child's learning of mathematic concepts is not as important as that of the child's teacher.

Question 20

Before children can classify and sort, they need to have experience measuring.

Question 21

In order to classify, children:

A) need practice with paper-and-pencil tasks.
B) must be able to observe objects.
C) must be able to observe objects for likenesses and differences.
D) must be able to observe objects for likenesses.

Question 22

A societal need for mathematics is:

A) mathematics for the computer literate.
B) mathematics for cultural literacy.
C) greater than in any other time in history.
D) obvious in the preschool.

Question 23

Before a child is 3 years old, he or she often:

A) has little interest in counting.
B) cannot do rote counting.
C) can count to 10 in proper order.
D) can count rationally.

Question 24

Being able to pick up the third object from a series:

A) demonstrates good listening skills.
B) is an example of the ordinal number understanding.
C) is an example of numerical understanding of a series.
D) demonstrates rational counting.

Question 25

To encourage rich and varied mathematical experiences in the block center, you need:

A) a good supply of blocks.
B) blocks of many sizes, shapes, and textures.
C) to carefully plan the appropriate equipment.
D) none of the above.

Question 26

The National Standards of Mathematics for grades pre-K-12 include:

A) connections, representation, measurement, reasoning and proof, and problem solving.
B) representation, problem solving, reasoning and proof, communication, and connections.
C) reasoning and questioning, problem solving, communication, connections, and representation.
D) reasoning and questioning, communication, connections, and representation.

Question 27

Encouraging parents to place infants in different positions:

A) provides them good exercise.
B) encourages attention to spatial relationships.
C) aids overall physical development.
D) provides them good exercise and encourages attention to spatial relationships.

Question 28

Learning experiences in the movement center fall under the three National Standards of Mathematics content standards of:

A) problem solving, reasoning and proof, and measurement.
B) number and operation, measurement, and communication.
C) problem solving, communication, and connections.
D) number and operation, measurement, and spatial sense.

Question 29

All young children need:

A) developmentally appropriate mathematics workbooks.
B) opportunities to explore their world and experience math through their play.
C) opportunities to learn their numbers.
D) developmentally appropriate mathematics textbooks.

Question 30

Having a child touch each object as he or she counts is one way to encourage .

Question 31

When parents use words to describe events or tasks in order, in mathematics learning, this is:

A) enhancing the child's sequential development.
B) enhancing the child's spatial concepts development.
C) enhancing the child's language development.
D) all of the above.

Question 32

Cardinal numbers:

A) refer to counting birds.
B) refer to counting with understanding.
C) are not appropriate for young children.
D) are the numbers one, two, three, and so on.

Question 33

Long before children formally use numerals, they:

A) are aware of them through daily experiences.
B) have no awareness of them.
C) must have experience with rote counting.
D) none of the above.

Question 34

Content standards in the National Standards of Mathematics for grades pre-K-12 are:

A) measurement, geometry and spatial sense, patterns, functions and algebra, number, data analysis, statistics, and probability.
B) geometry and spatial sense, data analysis, statistics, measurement, patterns, functions and algebra, and number and operation.
C) number and operation, patterns, functions and algebra, geometry and spatial sense, measurement, data analysis, statistics, and probability.
D) problem solving, patterns, functions and algebra, geometry and spatial sense, measurement, data analysis, statistics, and probability.

Question 35

Using words about space, size, and number should be a daily practice with toddlers.

Question 36

In a child's learning of mathematics, parents need to:

A) support the teacher's lessons.
B) check the child's math homework.
C) use mathematical words and concepts every day.
D) reinforce the math lessons from the early childhood curriculum.

Question 37

When teaching young children about shapes and form:

A) it is best to use only blocks large enough to see.
B) use brightly colored shapes.
C) use only the basic geometric shapes.
D) introduce one new shape at a time.

Question 38

Encouraging parents to place toddlers in different positions helps develop mathematical concepts.

Question 39

A number that refers to the place of an object in a series of numbers is called .

Question 40

Rote counting:

A) is counting without true meaning.
B) is counting with true meaning.
C) occurs mostly in grades 3-5.
D) is common with classification.

Question 41

Mathematics is a subject liked most by students in grades .

Question 42

Early childhood teachers can explain to parents that physical activities help a child learn .

Question 43

Putting objects into a series is called .

Question 44

Children begin to learn mathematics .

Question 45

When parents use words to describe events or tasks in their order of occurrence, they are helping the child develop
_____________.

Question 46

Understanding that the last number tells the total amount of objects is .

Question 47

The pattern of mathematical development is from to .