Test
EDU 340 Final Review Chapters 20 - 23
Preguntas del test (62)
1The study of geometry includes all of the following EXCEPT:
- AReasoning skills about space and properties.
- BVisualization
- CTransformation.
- DTime.
2Identify what a student operating at van Hiele's geometric thought level one would likely be doing.
- AMaking and testing hypothesis.
- BClassifying shapes based on properties.
- CLooking at counter examples.
- DGenerating property lists.
3What statement below applies to the geometric strand of location?
- AStudy of shapes in the environment
- BStudy of the relationships built on properties
- CStudy of translations
- DStudy of coordinate geometry.
4Identify what a student product of thought at van Hiele level zero visualization would be.
- AShapes are alike
- BGrouping shapes that are alike
- CClassifying shapes that are alike
- DIdentifying attributes of shapes that are alike
5The following are appropriate activities for van Hiele level one analysis EXCEPT:
- AClassifying quadrilaterals into special categories according to certain characteristics
- BDiscovering pi by measuring the circumference and diameter of various circular objects and calculating their quotient.
- CSorting pattern blocks by their number of sides
- DDetermining which shapes will create tessellations.
6What would be a signature characteristic of a van Hiele level 2 activity?
- AStudents can use dot or line grids to construct tessellations
- BStudents can classify properties of quadrilaterals
- CStudents can use logical reasoning about properties of shapes.
- DStudents can prepare informal arguments about properties of shapes
7The following are all elements of effective early elementary geometry instruction EXCEPT:
- AOpportunities for students to examine an array of shape classes.
- BOpportunities for students to discuss the properties of shapes.
- COpportunities for students to use physical materials
- DOpportunities for students to learn the vocabulary
8Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:
- ACreate tessellations
- BSort and classify
- CCompose and decompose
- DExplore two-dimensional models
9Categories of two-dimensional shapes include the following EXCEPT:
- ATriangles
- BCylinders
- CSimple closed curves
- DConvex quadrilaterals
10The study of transformations includes all of the categories below EXCEPT:
- ALine symmetry
- BTranslations
- CCompositions
- DDilations
11The activities listed below would guide students in exploring the geometric content of
location. Identify the one that can also be used with transformations- APentomino positions
- BPaths
- CCoordinate reflections
- DCoordinate slides
12What statement would be the description of Visualization?
- APositional descriptions- above, below, beside.
- BChanges in position or size of a shape.
- CIntuitive idea of how shapes fit together.
- DGeometry in the minds eye
13What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?
- AShapes can be stretched and more examples of the class of that shape
- BConstruct visual model of shapes.
- CConstruction of points, lines and figures
- DShapes can be moved about and manipulated
14What is the purpose of the activity “Minimal Defining Lists”?
- ATo list the many properties of shapes.
- BTo list the classes of shapes.
- CTo list the subset of the properties of a shape
- DTo list the relationships between the properties of shapes
15Movements 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.
- AReflections
- BTranslations.
- CTessellations.
- DRotations.
16What is the name given to a set of completely regular polyhedrons?
- APolyhedron solid.
- BPlatonic solids.
- CPolyominoid figures
- DPolydron shape.
17What do statistics and mathematics have in common?
- AAbout numbers and operations
- BAbout numbers.
- CAbout generalizations and abstractions
- DAbout variables and cases
18Which statistical literacy activity below is appropriate for early elementary students?
- AHow data can be categorized and displayed
- BHow data can be collected and represented.
- CHow data can be represented in frequency tables and bar graphs
- DHow data can be analyzed with measure of center.
19The following are categorical data EXCEPT:
- AFood groups served for lunch.
- BThe students’ favorite things.
- CCount of boys and girls in the fifth grade.
- DDifferent color cars in the parking lot.
20Complete this statement, “When students create data displays themselves...”
- AThey become less familiar with the structure of different graphs
- BThey are usually more invested and, therefore, interested in the data analysis.
- CThey have less time to discuss how to interpret the data.
- DThey are usually required to construct them with paper pencil
21Which of these options is the best way to display continuous data?
- AStem-and-leaf plot
- BCircle graph
- CLine graph
- DVenn diagram
22These are true statements about the measures of center EXCEPT:
- AThe median is easier for students to compute and not affected by extreme values like the mean is.
- BThe context of a situation determines which measure would be most appropriate.
- CWhen one hears the word “average,” he or she can assume that the mean is being referred to.
- DThe mode is the value in a data set that occurs most frequently.
23In statistics, _________ is essential to analyzing and interpreting the data
- AType of graphical representation
- BContext
- CRange
- DMean absolute deviation
24The full process of doing meaningful statistics involves all of these EXCEPT:
- AClarify the problem at hand.
- BEmploy a plan to collect the data.
- CInterpret the analysis.
- DRandomly sample.
25What are Box plots most suited for displaying?
- AThe mean of a data set.
- BThe mean and mode of a data set.
- CThe median of a data set
- DThe median and range of a data set
26Analyzing or interpreting data is a function of organizing and representing data. Identify the question that would NOT foster a meaningful discussion about the data.
- AWhat does the graph not tell us?
- BWhat other graphical representations could we use?
- CWhat kinds of variability do we need to consider?
- DWhat is the maker of the graph trying to tell us?
27Identify the graphical representation that works well for comparisons.
- ADot plot
- BScatter Plot
- CObject graph
- DStem and leaf plot
28Data collection should be for a purpose and to answer a question. Identify the question below that would NOT generate data.
- AHow much change do you have in your pocket?
- BHow much loose change does a person typically carry in their pocket?
- CHow do people choose gum?
- DHow long does a piece of gum keep its flavor?
29What type of graphical representation can help make sense of proportion by having students convert between degrees and percents?
- AHistogram
- BPie Chart
- CBox Plot
- DStem and Leaf
30The graphical representations listed can be used to display continuous data EXCEPT:
- ABar graph.
- BStem and Leaf.
- CLine Plot.
- DHistogram
31What do bivariate data representations show?
- ASpreading and bunching of each quarter of data.
- BNumber of data elements falling into an interval
- CCovariation of two data.
- DTwo sets of data extending in opposite directions
32These are components of creating a box plot graphical representation EXCEPT:
- AData located on one-fourth to the left and right of the median
- BA line inside at the median of the data
- CA line to show the lower extreme and upper extreme
- DA line with Xs or dots to correspond with the data.
33Scatter plots can indicate a relationship. Complete this statement, “The value of this statistic is to create a model that will..."
- APredict what has not been observed
- BDefine the quartiles.
- CRepresent rational number data
- DConvert between percents and degrees
34Existing 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:
- ADifference between facts and inference.
- BMessage intended by the person who made the graph.
- CEffectiveness of the graph in communicating the findings
- DProcess of gathering data to answer questions.
35Assessing young students on probability knowledge, what would the expectation be that they would be able to do?
- AExplain their confidence in a theory result
- BDetermine the probability of an experiment.
- CTell whether an event is likely or not.
- DWrite reports about the probability of a real situation.
36Tools that could be used by young students to model probability experiments include all of the following EXCEPT:
- ASpinners (virtual and manual).
- BWeather forecasts.
- CCoin tosses
- DMarbles pulled out of bag
37Identify the term that is used to for the measure of the probability of an event occurring
- AExperimental probability.
- BTheoretical probability.
- CRelative frequency
- DAn observed occurrence.
38This phenomenon refers to a probability experiment being carried out more and more times so that the recorded results get close to theoretical probability.
- AThe law of averages.
- BThe law of likelihood
- CThe law of large numbers.
- DA law of small numbers.
39Conducting experiments and examining outcomes in teaching is important. All of these help address student misconceptions EXCEPT:
- AProvide a connection to counting strategies
- BHelps students learn more than students who do not engage in doing experiments.
- CModel real-world problems
- DIt is significantly more intuitive and fun
40All of the following can be used to model and record the results of two independent events EXCEPT:
- ATree diagram
- BTable
- CPair of Dice
- DStem and Leaf Plot
41Identify the description of an experiment of dependent events.
- AThe probability of drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second.
- BDrawing two cards from a deck, if, when you draw the first, you leave it out, then draw the second.
- CThe probability of getting an even number after rolling a die, then rolling it again
- DThe probability of obtaining heads after flipping a coin once, then a second time.
42What is the mathematical term that describes probability as the comparison of desired outcomes to the total possible outcomes?
- AFraction
- BRatio.
- CRelative frequency
- DExperimental probability.
43Students 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
- ACoin toss
- B8- sided die
- CSpinners
- DTwo color counters
44Probability has two distinct types. Identify the event below that the probability would be known
- AWhat is the possibility of Luke H. making all his free throws?
- BWhat is the chance of a snowstorm in Minnesota in January?
- CWhat is the probability of rolling a 4 with a fair die?
- DWhat is the probability of dropping a rock in water and it will sink?
45A 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:
- AProvides a visual representation.
- BConnects to the likelihood of an event occurring.
- CReference for talking about probability.
- DExperimental random device.
46Truly 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:
- ADistribution of randomness.
- BProbability inequality
- CSampling size error
- DMeasure of chance
47The following experiments are examples of probabilities with independent events EXCEPT:
- ARolling two dice and getting a difference that is not more than 3
- BHaving a tack or cup land up when each is tossed once
- CDrawing a certain marble out of a bag on two different tries, replacing the first marble
before drawing out a second. - DSpinning blue twice on a spinner
48The process for helping students connect sample space to probability includes all of the steps EXCEPT:
- AConduct an experiment with a large number of trials.
- BCreate a comparison experiment.
- CPredict the results of the experiment
- DCompare the prediction with the experiment.
49What type of probability recording method is less abstract and accessible to a larger range of learners?
- ATree diagram
- BDot plot
- CArea representation
- DEquation
50What is the probability misconception called when students think that an event that has already happened will influence the outcome of the next event?
- ALaw of small numbers
- BPossibility counting
- CCommutativity confusion
- DGambler’s fallacy
51When students begin to work with exponents they often lack conceptual understanding. Identify the method that supports conceptual versus procedural understanding.
- AExplore growing patterns with physical models
- BExplore with whole numbers before exponents with variables
- CInstruction on the order of operations
- DInstruction should focus on exponents as a shortcut for repeated multiplication
52Order of operations extends working with exponents. What part of the order of operations is a convention?
- AThe meaning of the operation
- BMultiplying before computing the exponent changes the meaning of the problem
- CWorking from left to right, using parenthesis
- DPEMDAS
53The ideas below would guide student understanding of the concept behind scientific notation EXCEPT:
- AExamining patterns that arise when inputting very large and small numbers into a calculator.
- BResearching real-life examples of very large and small numbers.
- CAsking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is
- DInstructing them only on the movement of the decimal point “the exponent with the 10 tells how many places to move the decimal point”
54Real-world contexts with negative numbers provide opportunities for discussion of integer operations. What statement below would represent a quantity?
- ATimeline of Roman Empire rule.
- BAltitude above sea level
- CGolf scores.
- DGains and lost football yardage.
55When using the number line method for the addition of integers, the following statements
relate to the number line method EXCEPT:- AEach addend's magnitude needs to be presented on the number line
- BThe position of the arrow indicates positive or negative integers.
- CA line segment pointing to the right could indicate a positive or negative number.
- DA line segment pointing to the left would indicate a negative number.
56Identify the example of an irrational number
- A3.5
- B-2
- Cπ
- D1/2
57Learning about exponents can be problematic. These are common misconceptions EXCEPT:
- AThink of the two values as factors
- BHear “five three times” and think multiplication
- CWrite the equation as 5 x 3 rather than 5 x 5 x 5
- DUse repeated addition versus multiplication.
58What is the primary reason to teach and use Scientific Notation?
- AConvenient way to represent very large or small numbers.
- BA 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.
- CEasiest way to convey the value of numbers in different contexts
- DTo determined by the level of precision appropriate for that situation.
59The contexts below would support learning about very, very large numbers EXCEPT:
- ADistance from the planet Mercury to Mars.
- BNumber of cells in the human body.
- CThe estimated life span of a Bengal tiger.
- DPopulation of the European countries in 2011.
60When students are learning and creating contexts for integer operations. Ask them to consider the following questions EXCEPT:
- AWhere am I now?
- BWhere am I going?
- CWhere did you start?
- DHow far did you go?
61For students to be successful in the division of integers they should competence in the following concept?
- AWhole number division
- BDivision of fractions
- CRelationship between multiplication and division
- DRules for dividing negative numbers
62The term rational numbers relates to all of the examples below EXCEPT:
- AFractions
- BDecimals and percents
- CSquare roots
- DPositive and negative integers
Información
- Descripción
- Final part for the EDU 340 final review
- Autor
- Stephanie Corlew
- Idioma
- English
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