3. Children with special needs may need extra help with materials and activities such as:

• A. number matching cards.
• B. sentence strips with address and phone number.
• C. having children work in pairs.
• D. All of the above

9. If children can count 10 objects accurately, can identify the numerals 1 to 10, have a good grasp of one-to-one correspondence, and can rote count accurately past 10, they are ready to:

• A. use the first-grade workbook.
• B. count quantities above 10.
• C. do written addition and subtraction problems.
• D. memorize more basic facts.

11. Between which ages do children learn to name the numerals from zero to 10?

• A. 1 and 3
• B. 2 and 4
• C. 3 and 6
• D. 4 and 7

12. Which criteria guides the choice of appropriate software for children?

• A. It is age appropriate
• B. It is interactive
• C. The activities have a range of complexity
• D. All of the above

13. What is the Process of thinking about a how many or how much problem and possible solutions?

• A. Estimation
• B. Geoboards
• C. Symbolic level
• D. Multiple classification

14. Which one of the four criteria below is NOT one to be used when selecting a counting book?

• A. The numeral names should always refer to how many.
• B. The numerals should be ordered in size (small numerals for small amounts and large numerals for large amounts).
• C. The concept of one-to-one correspondence should be emphasized.
• D. Illustrations of things to be counted should be clear and distinct.

16. Which of the following experiences must children have to successfully use symbols on maps?

• A. Drawing maps
• B. Studying and exploring real maps
• C. Classifying
• D. Patterning

17. With which two of the following can children work with numeral recognition in a fun way?

• A. Pocket calculators, computer software
• B. Flash-card drill, workbooks
• C. Workbooks, computer software
• D. Computer software, flash-card drill

19. Which is NOT a criteria for selecting counting books?

• A. The numeral names refer to how many.
• B. The numeral names refer to ordinal position and sequence.
• C. When ordinals are being used, the starting position (e.g., first) should be clearly identified.
• D. The illustrations of objects to be counted and connected to the numeral on each page should be clear and distinct.

26. Knowledge of algorithms should be acquired through which of the following strategies?

• A. Start with the children's own strategies and, through questioning, guide them toward the conventional methods.
• B. Be sure the children unlearn their unconventional strategies, and then teach the conventional algorithms.
• C. Assess the children's nonconventional problem-solving strategies and explain that these are not as good as the conventional algorithms.
• D. The children's nonconventional strategies can be ignored as they are drilled on the steps in the conventional algorithms.

27. From the following computation tools, select the one that primary grade children should be able to use.

• A. Objects
• B. Mental computation
• C. Calculators
• D. All of the above

29. Select the strategies that can be used for developmentally appropriate exploration of all four whole number operations.

• A. Unifix Cubes
• B. Spin-the wheel games
• C. Eliciting and supporting children's thinking when problem solving
• D. Eliciting, supporting, and extending children's thinking when problem solving

32. Patterning is an appropriate activity for children in the concrete operations stage because:

• A. they need to understand the concept of patterning to succeed in elementary-level mathematics.
• B. it is always included in primary-level workbooks.
• C. they are very rigid in their thinking and enjoy repetition.
• D. they are naturally seeking the rules and regulations in the world.

33. Fraction symbols can usually be safely introduced by which grade level?

• A. Near the end of first grade
• B. At the beginning of second grade
• C. At the beginning of third grade
• D. Near the end of third grade

34. Primary-grade children still need exploratory experiences before they are presented with:

• A. adult-guided fraction activities.
• B. informal fraction activities.
• C. formal fraction activities.
• D. naturalistic fraction activities.

35. For children to be able to recall the basic addition and subtraction facts by the end of third or fourth grade, instruction should NOT include which of the following strategies?

• A. Problem solving using childrens already acquired understanding of parts and wholes
• B. Building abstract problem models
• C. Encouraging children to share problem-solving strategies
• D. Providing nonstressful practice with games and computers

36. The ACT (Advancing Children's Thinking) framework involves:

• A. eliciting, supporting, and comprehending children's thinking when problem solving.
• B. providing problems and supporting and extending children's thinking when solving the problems.
• C. eliciting and supporting children's thinking when problem solving.
• D. eliciting, supporting, and extending children's thinking when problem solving.

37. Brent examines some patterns drawn on a card. Then he takes some Unifix Cubes and makes the same designs and adds two more designs. This type of activity is called:

• A. copy and extend patterns using objects.
• B. copy and extend patterns using task cards.
• C. observe and describe patterns in natural materials.
• D. make a division pattern.

39. An excellent game for practicing addition and subtraction is:

• A. Flash Card Bingo.
• B. Double War.
• C. Combination Lotto.
• D. Old Maid.