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Question 1 of 40
Probability fits into which curriculum at the informal level?
A. K-1
B. K-2
C. K-3
D. K-4
Question 2 of 40
First graders should be able to represent and interpret data with up to:
A. one category.
B. two categories.
C. three categories.
D. four categories.
Question 3 of 40
The Focal Points for Number and Operations for first grade include developing an understanding of whole number from:
A. 10 to 50.
B. 10 to 60.
C. 10 to 90.
D. 10 to 100.
Question 4 of 40
In order to measure, children must understand the concept of:
A. unit.
B. estimation.
C. geometry.
D. multiplication.
Question 5 of 40
The Focal Point for place value in grade 3 is understanding place value for amounts up to:
A. 100.
B. 1,000.
C. 10,000.
D. 100,000.
Question 6 of 40
Temperature units are identified in which grade level?
A. Kindergarten
B. Grade 1
C. Grade 2
D. Grade 3
Question 7 of 40
First graders should be able to tell and write time in:
A. hours and quarter hours.
B. hours and half hours.
C. hours.
D. half hours.
Question 8 of 40
Making collages consisting of groups of 1s and 10s integrates place value into which other content subject?
A. Music
B. Language arts
C. Social studies
D. Art
Question 9 of 40
The best rule of thumb in assessment is to be sure children understand one-digit numbers before going on to:
A. subtraction.
B. two-digit addition.
C. three-digit addition.
D. regrouping.
Question 10 of 40
During the primary grades measurement is an important connection from number and operations to:
A. estimation and geometry.
B. algebra and geometry.
C. estimation and probability.
D. algebra and probability.
Question 11 of 40
The Grade 2 Focal Point for place value is:
A. whole number from 10 to 100.
B. the base ten numeration system and place value.
C. regrouping.
D. two-digit addition.
Question 12 of 40
Identify the following example that fits the method of teaching place value that is described in the text.
A. A second-grade teacher has given one of her students 35 Unifix Cubes and asked him to make as many groups of 10 as he can.
B. A primary teacher is beginning instruction on two-digit addition with simple problems such as (12+41) so that the students will not have to regroup and rename right away.
C. Some primary children are exploring with calculators. Their teacher has suggested that they make a list of numbers 19, 29, 39, and 49 and predict what will happen if one is added to each. Then they are to try these operations with their calculators, write down what happens, and share the results with the other children and the teacher.
D. A primary teacher is beginning instruction on two-digit addition with simple problems such as (12+49) so that the students will have to regroup and rename right away.
Question 13 of 40
Third graders should be able to recognize that shapes in different categories may share attributes. This includes identifying that:
A. triangles have three sides.
B. a circles has no sides.
C. rhombuses, rectangles, and squares as example of quadrilaterals.
D. a cone is a 3-d shape.
Question 14 of 40
Primary children are not ready for formal algebraic equations, but they can learn patterns using:
A. Legos.
B. charts.
C. geometric shapes as variables.
D. tables.
Question 15 of 40
Which graph is NOT appropriate for primary-level children?
A. Pie graphs
B. Picture graphs
C. Bar graphs
D. Histograms
Question 16 of 40
Lego/Logo materials provide an opportunity for:
A. children in the third grade and higher to apply computer programming skills.
B. preschool-age children to become computer programmers.
C. upper elementary students to design and build robots.
D. even kindergartners to design their own robots.
Question 17 of 40
To really be able to understand and apply standard units of measure, children need to have entered which cognitive developmental level?
A. Sensorimotor
B. Preoperational
C. Concrete operations
D. Tormal operations
Question 18 of 40
Number lines are conventionally used to help children visualize:
A. greater than and less than.
B. betweeness.
C. the rules of addition and subtraction.
D. greater than, less than, betweeness, and the rules of addition and subtraction.
Question 19 of 40
Second graders should be able to draw a picture graph and a bar graph to represent data with up to:
A. one category.
B. two categories.
C. three categories.
D. four categories.
Question 20 of 40
Children are usually ready to understand the concept of length measurement if:
A. it is introduced in grade 2 but recognized that it will be beyond primary before accuracy is achieved.
B. instruments are introduced in preprimary although the students will not measure accurately until the end of the primary grades.
C. it is introduced in grade 3.
D. units are introduced in grade 1 and measurement in second grade.
Question 21 of 40
What is the most important reason for emphasizing process skills, concrete experiences, and investigations in primary grades?
A. To dramatize discrepant events
B. So that children see a relationship between concepts and their world
C. To help the teacher fit physical science activities into a learning cycle
D. So that a variety of instructional strategies are included in lessons
Question 22 of 40
Which objective should begin a lesson on sound vibrations?
A. Construct musical instruments
B. Manipulate wind and percussion instruments
C. Observe objects vibrating and making sound
D. Classify different types of sounds
Question 23 of 40
The hands-on nature of physical science explorations makes them ideal for use with:
A. pre-school age children.
B. primary age children.
C. intermediate age children.
D. secondary age children.
Question 24 of 40
Which is an activity that can be used to explore biodegradable and non-biodegradable materials?
A. Creating paper logs
B. Creating a landfill
C. Being a water saver inspector
D. Creating a litter collage
Question 25 of 40
Which approach provides opportunities for children to take action and see a result of that action?
A. Conservation approach
B. Compensatory approach
C. Awareness approach
D. Environmental concept approach
Question 26 of 40
Which is an activity that allows children to experience the concept that rocks are formed in different ways?
A. Exploring rocks
B. Thinking like a geologist
C. Giving students a carton of rocks
D. Going on a nature walk
Question 27 of 40
Which physical science concept is NOT appropriate for use with young children?
A. Air takes up space.
B. A mixture contains two or more substances.
C. Temperature tells how hot or cold an object is.
D. The new substance is formed during a chemical change.
Question 28 of 40
Why teach physical science to young children?
A. There are opportunities for discrepant events.
B. The experiences are repeatable.
C. The hands-on nature of physical science makes it ideal.
D. All of the above
Question 29 of 40
Which is an activity that allows children to experience the concept that some rocks are harder than other rocks?
A. Exploring rocks
B. Thinking like a geologist
C. Giving students a carton of rocks
D. Going on a nature walk
Question 30 of 40
Studying the senses and how they can be used to gather information is:
A. a natural exploration.
B. predicting.
C. comparing.
D. inferring.
Question 31 of 40
Which of the following is necessary for the learning of health and nutrition concepts?
A. Food from the four good groups
B. Skeletons and other models
C. Concrete experiences
D. Learning cycle lessons
Question 32 of 40
Which concept of health and nutrition is most difficult for primary aged children to understand?
A. Food groups
B. The five senses
C. Anatomy
D. Germs
Question 33 of 40
Unit 33 discusses a natural way to reinforce science process skills and introduces the scientific method. This strategy, especially appropriate for primary grades, is to have children do which one of the following?
A. Go on field trips
B. Begin a collection
C. Manipulate objects
D. Observe
Question 34 of 40
Which is NOT a reason why children in the primary grades should be introduced to earth science concepts?
A. Earth science concepts prepare children for future learning
B. Many earth science concepts are unobservable and expensive to study.
C. Earth science concepts are easily integrated with other subjects.
D. Earth science concepts are fun to learn.
Question 35 of 40
Which investigations are a natural way for children to enjoy and explore the world around them?
A. Environmental investigations
B. Cooperative investigations
C. Recycling investigations
D. Conservation investigations
Question 36 of 40
Which approach introduces ideas that will lead to learning about environmental concerns?
A. Conservation approach
B. Compensatory approach
C. Awareness approach
D. Environmental concept approach
Question 37 of 40
Animal observation and investigations usually begin with:
A. a guiding question.
B. handling the animal.
C. feeding the animal.
D. an outline of animal behavior.
Question 38 of 40
Which is NOT one of the best ways primary age children learn about themselves?
A. Studying the chemicals of the body
B. Learning about the human diet
C. Studying the four major food groups
D. Learning good health habits
Question 39 of 40
Which process skills do young children use to learn about the inside of the human body?
A. Observing
B. Inferring
C. Predicting
D. Comparing
Question 40 of 40
Which earth science lesson is especially appropriate for primary grades?
A. Weather
B. Stars
C. Volcanoes
D. Moon
