 # EDU 340 Final Review Chapters 20 - 23

Quiz by Stephanie Corlew, updated more than 1 year ago Created by Stephanie Corlew over 3 years ago 2774 1

### Description

Final part for the EDU 340 final review ## Resource summary

### Question 1

Question
The study of geometry includes all of the following EXCEPT:
• Reasoning skills about space and properties.
• Visualization
• Transformation.
• Time.

### Question 2

Question
Identify what a student operating at van Hiele's geometric thought level one would likely be doing.
• Making and testing hypothesis.
• Classifying shapes based on properties.
• Looking at counter examples.
• Generating property lists.

### Question 3

Question
What statement below applies to the geometric strand of location?
• Study of shapes in the environment
• Study of the relationships built on properties
• Study of translations
• Study of coordinate geometry.

### Question 4

Question
Identify what a student product of thought at van Hiele level zero visualization would be.
• Shapes are alike
• Grouping shapes that are alike
• Classifying shapes that are alike
• Identifying attributes of shapes that are alike

### Question 5

Question
The following are appropriate activities for van Hiele level one analysis EXCEPT:
• Classifying quadrilaterals into special categories according to certain characteristics
• Discovering pi by measuring the circumference and diameter of various circular objects and calculating their quotient.
• Sorting pattern blocks by their number of sides
• Determining which shapes will create tessellations.

### Question 6

Question
What would be a signature characteristic of a van Hiele level 2 activity?
• Students can use dot or line grids to construct tessellations
• Students can classify properties of quadrilaterals
• Students can use logical reasoning about properties of shapes.
• Students can prepare informal arguments about properties of shapes

### Question 7

Question
The following are all elements of effective early elementary geometry instruction EXCEPT:
• Opportunities for students to examine an array of shape classes.
• Opportunities for students to discuss the properties of shapes.
• Opportunities for students to use physical materials
• Opportunities for students to learn the vocabulary

### Question 8

Question
Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:
• Create tessellations
• Sort and classify
• Compose and decompose
• Explore two-dimensional models

### Question 9

Question
Categories of two-dimensional shapes include the following EXCEPT:
• Triangles
• Cylinders
• Simple closed curves

### Question 10

Question
The study of transformations includes all of the categories below EXCEPT:
• Line symmetry
• Translations
• Compositions
• Dilations

### Question 11

Question
The activities listed below would guide students in exploring the geometric content of location. Identify the one that can also be used with transformations
• Pentomino positions
• Paths
• Coordinate reflections
• Coordinate slides

### Question 12

Question
What statement would be the description of Visualization?
• Positional descriptions- above, below, beside.
• Changes in position or size of a shape.
• Intuitive idea of how shapes fit together.
• Geometry in the minds eye

### Question 13

Question
What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?
• Shapes can be stretched and more examples of the class of that shape
• Construct visual model of shapes.
• Construction of points, lines and figures
• Shapes can be moved about and manipulated

### Question 14

Question
What is the purpose of the activity “Minimal Defining Lists”?
• To list the many properties of shapes.
• To list the classes of shapes.
• To list the subset of the properties of a shape
• To list the relationships between the properties of shapes

### Question 15

Question
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.
• Reflections
• Translations.
• Tessellations.
• Rotations.

### Question 16

Question
What is the name given to a set of completely regular polyhedrons?
• Polyhedron solid.
• Platonic solids.
• Polyominoid figures
• Polydron shape.

### Question 17

Question
What do statistics and mathematics have in common?

### Question 18

Question
Which statistical literacy activity below is appropriate for early elementary students?
• How data can be categorized and displayed
• How data can be collected and represented.
• How data can be represented in frequency tables and bar graphs
• How data can be analyzed with measure of center.

### Question 19

Question
The following are categorical data EXCEPT:
• Food groups served for lunch.
• The students’ favorite things.
• Count of boys and girls in the fifth grade.
• Different color cars in the parking lot.

### Question 20

Question
Complete this statement, “When students create data displays themselves...”
• They become less familiar with the structure of different graphs
• They are usually more invested and, therefore, interested in the data analysis.
• They have less time to discuss how to interpret the data.
• They are usually required to construct them with paper pencil

### Question 21

Question
Which of these options is the best way to display continuous data?
• Stem-and-leaf plot
• Circle graph
• Line graph
• Venn diagram

### Question 22

Question
These are true statements about the measures of center EXCEPT:
• The median is easier for students to compute and not affected by extreme values like the mean is.
• The context of a situation determines which measure would be most appropriate.
• When one hears the word “average,” he or she can assume that the mean is being referred to.
• The mode is the value in a data set that occurs most frequently.

### Question 23

Question
In statistics, _________ is essential to analyzing and interpreting the data
• Type of graphical representation
• Context
• Range
• Mean absolute deviation

### Question 24

Question
The full process of doing meaningful statistics involves all of these EXCEPT:
• Clarify the problem at hand.
• Employ a plan to collect the data.
• Interpret the analysis.
• Randomly sample.

### Question 25

Question
What are Box plots most suited for displaying?
• The mean of a data set.
• The mean and mode of a data set.
• The median of a data set
• The median and range of a data set

### Question 26

Question
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.
• What does the graph not tell us?
• What other graphical representations could we use?
• What kinds of variability do we need to consider?
• What is the maker of the graph trying to tell us?

### Question 27

Question
Identify the graphical representation that works well for comparisons.
• Dot plot
• Scatter Plot
• Object graph
• Stem and leaf plot

### Question 28

Question
Data collection should be for a purpose and to answer a question. Identify the question below that would NOT generate data.
• How much change do you have in your pocket?
• How much loose change does a person typically carry in their pocket?
• How do people choose gum?
• How long does a piece of gum keep its flavor?

### Question 29

Question
What type of graphical representation can help make sense of proportion by having students convert between degrees and percents?
• Histogram
• Pie Chart
• Box Plot
• Stem and Leaf

### Question 30

Question
The graphical representations listed can be used to display continuous data EXCEPT:
• Bar graph.
• Stem and Leaf.
• Line Plot.
• Histogram

### Question 31

Question
What do bivariate data representations show?
• Spreading and bunching of each quarter of data.
• Number of data elements falling into an interval
• Covariation of two data.
• Two sets of data extending in opposite directions

### Question 32

Question
These are components of creating a box plot graphical representation EXCEPT:
• Data located on one-fourth to the left and right of the median
• A line inside at the median of the data
• A line to show the lower extreme and upper extreme
• A line with Xs or dots to correspond with the data.

### Question 33

Question
Scatter plots can indicate a relationship. Complete this statement, “The value of this statistic is to create a model that will..."
• Predict what has not been observed
• Define the quartiles.
• Represent rational number data
• Convert between percents and degrees

### Question 34

Question
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:
• Difference between facts and inference.
• Message intended by the person who made the graph.
• Effectiveness of the graph in communicating the findings
• Process of gathering data to answer questions.

### Question 35

Question
Assessing young students on probability knowledge, what would the expectation be that they would be able to do?
• Explain their confidence in a theory result
• Determine the probability of an experiment.
• Tell whether an event is likely or not.
• Write reports about the probability of a real situation.

### Question 36

Question
Tools that could be used by young students to model probability experiments include all of the following EXCEPT:
• Spinners (virtual and manual).
• Weather forecasts.
• Coin tosses
• Marbles pulled out of bag

### Question 37

Question
Identify the term that is used to for the measure of the probability of an event occurring
• Experimental probability.
• Theoretical probability.
• Relative frequency
• An observed occurrence.

### Question 38

Question
This phenomenon refers to a probability experiment being carried out more and more times so that the recorded results get close to theoretical probability.
• The law of averages.
• The law of likelihood
• The law of large numbers.
• A law of small numbers.

### Question 39

Question
Conducting experiments and examining outcomes in teaching is important. All of these help address student misconceptions EXCEPT:
• Provide a connection to counting strategies
• Helps students learn more than students who do not engage in doing experiments.
• Model real-world problems
• It is significantly more intuitive and fun

### Question 40

Question
All of the following can be used to model and record the results of two independent events EXCEPT:
• Tree diagram
• Table
• Pair of Dice
• Stem and Leaf Plot

### Question 41

Question
Identify the description of an experiment of dependent events.
• The probability of drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second.
• Drawing two cards from a deck, if, when you draw the first, you leave it out, then draw the second.
• The probability of getting an even number after rolling a die, then rolling it again
• The probability of obtaining heads after flipping a coin once, then a second time.

### Question 42

Question
What is the mathematical term that describes probability as the comparison of desired outcomes to the total possible outcomes?
• Fraction
• Ratio.
• Relative frequency
• Experimental probability.

### Question 43

Question
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
• Coin toss
• 8- sided die
• Spinners
• Two color counters

### Question 44

Question
Probability has two distinct types. Identify the event below that the probability would be known
• What is the possibility of Luke H. making all his free throws?
• What is the chance of a snowstorm in Minnesota in January?
• What is the probability of rolling a 4 with a fair die?
• What is the probability of dropping a rock in water and it will sink?

### Question 45

Question
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:
• Provides a visual representation.
• Connects to the likelihood of an event occurring.
• Reference for talking about probability.
• Experimental random device.

### Question 46

Question
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:
• Distribution of randomness.
• Probability inequality
• Sampling size error
• Measure of chance

### Question 47

Question
The following experiments are examples of probabilities with independent events EXCEPT:
• Rolling two dice and getting a difference that is not more than 3
• Having a tack or cup land up when each is tossed once
• Drawing a certain marble out of a bag on two different tries, replacing the first marble before drawing out a second.
• Spinning blue twice on a spinner

### Question 48

Question
The process for helping students connect sample space to probability includes all of the steps EXCEPT:
• Conduct an experiment with a large number of trials.
• Create a comparison experiment.
• Predict the results of the experiment
• Compare the prediction with the experiment.

### Question 49

Question
What type of probability recording method is less abstract and accessible to a larger range of learners?
• Tree diagram
• Dot plot
• Area representation
• Equation

### Question 50

Question
What is the probability misconception called when students think that an event that has already happened will influence the outcome of the next event?
• Law of small numbers
• Possibility counting
• Commutativity confusion
• Gambler’s fallacy

### Question 51

Question
When students begin to work with exponents they often lack conceptual understanding. Identify the method that supports conceptual versus procedural understanding.
• Explore growing patterns with physical models
• Explore with whole numbers before exponents with variables
• Instruction on the order of operations
• Instruction should focus on exponents as a shortcut for repeated multiplication

### Question 52

Question
Order of operations extends working with exponents. What part of the order of operations is a convention?
• The meaning of the operation
• Multiplying before computing the exponent changes the meaning of the problem
• Working from left to right, using parenthesis
• PEMDAS

### Question 53

Question
The ideas below would guide student understanding of the concept behind scientific notation EXCEPT:
• Examining patterns that arise when inputting very large and small numbers into a calculator.
• Researching real-life examples of very large and small numbers.
• 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
• Instructing them only on the movement of the decimal point “the exponent with the 10 tells how many places to move the decimal point”

### Question 54

Question
Real-world contexts with negative numbers provide opportunities for discussion of integer operations. What statement below would represent a quantity?
• Timeline of Roman Empire rule.
• Altitude above sea level
• Golf scores.
• Gains and lost football yardage.

### Question 55

Question
When using the number line method for the addition of integers, the following statements relate to the number line method EXCEPT:
• Each addend's magnitude needs to be presented on the number line
• The position of the arrow indicates positive or negative integers.
• A line segment pointing to the right could indicate a positive or negative number.
• A line segment pointing to the left would indicate a negative number.

### Question 56

Question
Identify the example of an irrational number
• 3.5
• -2
• π
• 1/2

### Question 57

Question
Learning about exponents can be problematic. These are common misconceptions EXCEPT:
• Think of the two values as factors
• Hear “five three times” and think multiplication
• Write the equation as 5 x 3 rather than 5 x 5 x 5
• Use repeated addition versus multiplication.

### Question 58

Question
What is the primary reason to teach and use Scientific Notation?
• Convenient way to represent very large or small numbers.
• 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.
• Easiest way to convey the value of numbers in different contexts
• To determined by the level of precision appropriate for that situation.

### Question 59

Question
The contexts below would support learning about very, very large numbers EXCEPT:
• Distance from the planet Mercury to Mars.
• Number of cells in the human body.
• The estimated life span of a Bengal tiger.
• Population of the European countries in 2011.

### Question 60

Question
When students are learning and creating contexts for integer operations. Ask them to consider the following questions EXCEPT:
• Where am I now?
• Where am I going?
• Where did you start?
• How far did you go?

### Question 61

Question
For students to be successful in the division of integers they should competence in the following concept?
• Whole number division
• Division of fractions
• Relationship between multiplication and division
• Rules for dividing negative numbers

### Question 62

Question
The term rational numbers relates to all of the examples below EXCEPT:
• Fractions
• Decimals and percents
• Square roots
• Positive and negative integers

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