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Quiz von Stephanie Corlew, aktualisiert more than 1 year ago
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Erstellt von Stephanie Corlew
vor mehr als 7 Jahre
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Frage 1
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The study of geometry includes all of the following EXCEPT:
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Reasoning skills about space and properties.
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Visualization
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Transformation.
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Time.
Frage 2
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Identify what a student operating at van Hiele's geometric thought level one would likely be doing.
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Making and testing hypothesis.
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Classifying shapes based on properties.
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Looking at counter examples.
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Generating property lists.
Frage 3
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What statement below applies to the geometric strand of location?
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Study of shapes in the environment
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Study of the relationships built on properties
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Study of translations
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Study of coordinate geometry.
Frage 4
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Identify what a student product of thought at van Hiele level zero visualization would be.
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Shapes are alike
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Grouping shapes that are alike
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Classifying shapes that are alike
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Identifying attributes of shapes that are alike
Frage 5
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The following are appropriate activities for van Hiele level one analysis EXCEPT:
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Classifying quadrilaterals into special categories according to certain characteristics
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Discovering pi by measuring the circumference and diameter of various circular objects and calculating their quotient.
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Sorting pattern blocks by their number of sides
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Determining which shapes will create tessellations.
Frage 6
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What would be a signature characteristic of a van Hiele level 2 activity?
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Students can use dot or line grids to construct tessellations
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Students can classify properties of quadrilaterals
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Students can use logical reasoning about properties of shapes.
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Students can prepare informal arguments about properties of shapes
Frage 7
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The following are all elements of effective early elementary geometry instruction EXCEPT:
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Opportunities for students to examine an array of shape classes.
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Opportunities for students to discuss the properties of shapes.
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Opportunities for students to use physical materials
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Opportunities for students to learn the vocabulary
Frage 8
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Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:
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Create tessellations
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Sort and classify
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Compose and decompose
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Explore two-dimensional models
Frage 9
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Categories of two-dimensional shapes include the following EXCEPT:
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Triangles
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Cylinders
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Simple closed curves
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Convex quadrilaterals
Frage 10
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The study of transformations includes all of the categories below EXCEPT:
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Line symmetry
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Translations
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Compositions
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Dilations
Frage 11
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The activities listed below would guide students in exploring the geometric content of
location. Identify the one that can also be used with transformations
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Pentomino positions
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Paths
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Coordinate reflections
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Coordinate slides
Frage 12
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What statement would be the description of Visualization?
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Positional descriptions- above, below, beside.
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Changes in position or size of a shape.
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Intuitive idea of how shapes fit together.
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Geometry in the minds eye
Frage 13
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What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?
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Shapes can be stretched and more examples of the class of that shape
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Construct visual model of shapes.
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Construction of points, lines and figures
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Shapes can be moved about and manipulated
Frage 14
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What is the purpose of the activity “Minimal Defining Lists”?
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To list the many properties of shapes.
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To list the classes of shapes.
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To list the subset of the properties of a shape
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To list the relationships between the properties of shapes
Frage 15
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Movements that do not change the size or shape of the object are called ‘rigid motions. Identify the movement below that would NOT be considered as rigid.
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Reflections
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Translations.
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Tessellations.
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Rotations.
Frage 16
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What is the name given to a set of completely regular polyhedrons?
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Polyhedron solid.
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Platonic solids.
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Polyominoid figures
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Polydron shape.
Frage 17
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What do statistics and mathematics have in common?
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About numbers and operations
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About numbers.
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About generalizations and abstractions
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About variables and cases
Frage 18
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Which statistical literacy activity below is appropriate for early elementary students?
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How data can be categorized and displayed
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How data can be collected and represented.
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How data can be represented in frequency tables and bar graphs
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How data can be analyzed with measure of center.
Frage 19
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The following are categorical data EXCEPT:
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Food groups served for lunch.
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The students’ favorite things.
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Count of boys and girls in the fifth grade.
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Different color cars in the parking lot.
Frage 20
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Complete this statement, “When students create data displays themselves...”
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They become less familiar with the structure of different graphs
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They are usually more invested and, therefore, interested in the data analysis.
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They have less time to discuss how to interpret the data.
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They are usually required to construct them with paper pencil
Frage 21
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Which of these options is the best way to display continuous data?
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Stem-and-leaf plot
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Circle graph
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Line graph
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Venn diagram
Frage 22
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These are true statements about the measures of center EXCEPT:
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The median is easier for students to compute and not affected by extreme values like the mean is.
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The context of a situation determines which measure would be most appropriate.
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When one hears the word “average,” he or she can assume that the mean is being referred to.
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The mode is the value in a data set that occurs most frequently.
Frage 23
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In statistics, _________ is essential to analyzing and interpreting the data
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Type of graphical representation
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Context
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Range
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Mean absolute deviation
Frage 24
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The full process of doing meaningful statistics involves all of these EXCEPT:
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Clarify the problem at hand.
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Employ a plan to collect the data.
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Interpret the analysis.
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Randomly sample.
Frage 25
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What are Box plots most suited for displaying?
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The mean of a data set.
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The mean and mode of a data set.
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The median of a data set
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The median and range of a data set
Frage 26
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Analyzing or interpreting data is a function of organizing and representing data. Identify the question that would NOT foster a meaningful discussion about the data.
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What does the graph not tell us?
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What other graphical representations could we use?
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What kinds of variability do we need to consider?
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What is the maker of the graph trying to tell us?
Frage 27
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Identify the graphical representation that works well for comparisons.
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Dot plot
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Scatter Plot
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Object graph
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Stem and leaf plot
Frage 28
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Data collection should be for a purpose and to answer a question. Identify the question below that would NOT generate data.
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How much change do you have in your pocket?
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How much loose change does a person typically carry in their pocket?
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How do people choose gum?
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How long does a piece of gum keep its flavor?
Frage 29
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What type of graphical representation can help make sense of proportion by having students convert between degrees and percents?
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Histogram
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Pie Chart
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Box Plot
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Stem and Leaf
Frage 30
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The graphical representations listed can be used to display continuous data EXCEPT:
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Bar graph.
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Stem and Leaf.
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Line Plot.
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Histogram
Frage 31
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What do bivariate data representations show?
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Spreading and bunching of each quarter of data.
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Number of data elements falling into an interval
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Covariation of two data.
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Two sets of data extending in opposite directions
Frage 32
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These are components of creating a box plot graphical representation EXCEPT:
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Data located on one-fourth to the left and right of the median
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A line inside at the median of the data
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A line to show the lower extreme and upper extreme
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A line with Xs or dots to correspond with the data.
Frage 33
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Scatter plots can indicate a relationship. Complete this statement, “The value of this statistic is to create a model that will..."
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Predict what has not been observed
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Define the quartiles.
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Represent rational number data
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Convert between percents and degrees
Frage 34
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Existing data can be found in print and web resources. All of the activities below would be reasons to use and discuss them in a classroom EXCEPT:
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Difference between facts and inference.
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Message intended by the person who made the graph.
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Effectiveness of the graph in communicating the findings
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Process of gathering data to answer questions.
Frage 35
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Assessing young students on probability knowledge, what would the expectation be that they would be able to do?
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Explain their confidence in a theory result
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Determine the probability of an experiment.
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Tell whether an event is likely or not.
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Write reports about the probability of a real situation.
Frage 36
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Tools that could be used by young students to model probability experiments include all of the following EXCEPT:
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Spinners (virtual and manual).
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Weather forecasts.
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Coin tosses
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Marbles pulled out of bag
Frage 37
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Identify the term that is used to for the measure of the probability of an event occurring
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Experimental probability.
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Theoretical probability.
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Relative frequency
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An observed occurrence.
Frage 38
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This phenomenon refers to a probability experiment being carried out more and more times so that the recorded results get close to theoretical probability.
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The law of averages.
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The law of likelihood
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The law of large numbers.
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A law of small numbers.
Frage 39
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Conducting experiments and examining outcomes in teaching is important. All of these help address student misconceptions EXCEPT:
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Provide a connection to counting strategies
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Helps students learn more than students who do not engage in doing experiments.
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Model real-world problems
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It is significantly more intuitive and fun
Frage 40
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All of the following can be used to model and record the results of two independent events EXCEPT:
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Tree diagram
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Table
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Pair of Dice
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Stem and Leaf Plot
Frage 41
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Identify the description of an experiment of dependent events.
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The probability of drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second.
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Drawing two cards from a deck, if, when you draw the first, you leave it out, then draw the second.
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The probability of getting an even number after rolling a die, then rolling it again
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The probability of obtaining heads after flipping a coin once, then a second time.
Frage 42
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What is the mathematical term that describes probability as the comparison of desired outcomes to the total possible outcomes?
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Fraction
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Ratio.
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Relative frequency
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Experimental probability.
Frage 43
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Students can often determine the number of outcomes on some random devices than others. Identify the random device that is challenging and students need more experience
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Coin toss
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8- sided die
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Spinners
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Two color counters
Frage 44
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Probability has two distinct types. Identify the event below that the probability would be known
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What is the possibility of Luke H. making all his free throws?
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What is the chance of a snowstorm in Minnesota in January?
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What is the probability of rolling a 4 with a fair die?
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What is the probability of dropping a rock in water and it will sink?
Frage 45
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A number line with 0 (impossible) to 1(possible) is purposeful when students are learning about probability. All of the statements would be examples of benefits of a number line EXCEPT:
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Provides a visual representation.
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Connects to the likelihood of an event occurring.
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Reference for talking about probability.
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Experimental random device.
Frage 46
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Truly random events occur in unexpected groups, a fair coin may turn up heads five times in a row; a 100-year flood may hit a town twice in 10 years. This imperfect probability is called:
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Distribution of randomness.
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Probability inequality
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Sampling size error
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Measure of chance
Frage 47
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The following experiments are examples of probabilities with independent events EXCEPT:
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Rolling two dice and getting a difference that is not more than 3
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Having a tack or cup land up when each is tossed once
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Drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second.
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Spinning blue twice on a spinner
Frage 48
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The process for helping students connect sample space to probability includes all of the steps EXCEPT:
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Conduct an experiment with a large number of trials.
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Create a comparison experiment.
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Predict the results of the experiment
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Compare the prediction with the experiment.
Frage 49
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What type of probability recording method is less abstract and accessible to a larger range of learners?
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Tree diagram
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Dot plot
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Area representation
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Equation
Frage 50
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What is the probability misconception called when students think that an event that has already happened will influence the outcome of the next event?
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Law of small numbers
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Possibility counting
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Commutativity confusion
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Gambler’s fallacy
Frage 51
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When students begin to work with exponents they often lack conceptual understanding. Identify the method that supports conceptual versus procedural understanding.
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Explore growing patterns with physical models
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Explore with whole numbers before exponents with variables
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Instruction on the order of operations
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Instruction should focus on exponents as a shortcut for repeated multiplication
Frage 52
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Order of operations extends working with exponents. What part of the order of operations is a convention?
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The meaning of the operation
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Multiplying before computing the exponent changes the meaning of the problem
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Working from left to right, using parenthesis
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PEMDAS
Frage 53
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The ideas below would guide student understanding of the concept behind scientific notation EXCEPT:
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Examining patterns that arise when inputting very large and small numbers into a calculator.
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Researching real-life examples of very large and small numbers.
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Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is
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Instructing them only on the movement of the decimal point “the exponent with the 10 tells how many places to move the decimal point”
Frage 54
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Real-world contexts with negative numbers provide opportunities for discussion of integer operations. What statement below would represent a quantity?
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Timeline of Roman Empire rule.
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Altitude above sea level
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Golf scores.
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Gains and lost football yardage.
Frage 55
Frage
When using the number line method for the addition of integers, the following statements
relate to the number line method EXCEPT:
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Each addend's magnitude needs to be presented on the number line
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The position of the arrow indicates positive or negative integers.
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A line segment pointing to the right could indicate a positive or negative number.
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A line segment pointing to the left would indicate a negative number.
Frage 56
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Identify the example of an irrational number
Antworten
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3.5
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-2
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π
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1/2
Frage 57
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Learning about exponents can be problematic. These are common misconceptions EXCEPT:
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Think of the two values as factors
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Hear “five three times” and think multiplication
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Write the equation as 5 x 3 rather than 5 x 5 x 5
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Use repeated addition versus multiplication.
Frage 58
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What is the primary reason to teach and use Scientific Notation?
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Convenient way to represent very large or small numbers.
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A number is changed to be the product of a number greater or equal to 1 or less than 10 multiplied by a power of 10.
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Easiest way to convey the value of numbers in different contexts
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To determined by the level of precision appropriate for that situation.
Frage 59
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The contexts below would support learning about very, very large numbers EXCEPT:
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Distance from the planet Mercury to Mars.
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Number of cells in the human body.
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The estimated life span of a Bengal tiger.
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Population of the European countries in 2011.
Frage 60
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When students are learning and creating contexts for integer operations. Ask them to consider the following questions EXCEPT:
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Where am I now?
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Where am I going?
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Where did you start?
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How far did you go?
Frage 61
Frage
For students to be successful in the division of integers they should competence in the following concept?
Antworten
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Whole number division
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Division of fractions
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Relationship between multiplication and division
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Rules for dividing negative numbers
Frage 62
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The term rational numbers relates to all of the examples below EXCEPT:
Antworten
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Fractions
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Decimals and percents
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Square roots
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Positive and negative integers
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