Every Child Ready for Math: Test

Who published the Pre-K Focal Points document mentioned in the introduction of the course?

National Association for the Education of Young Children (NAEYC)

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National Council of Teachers of Mathematics (NCTM)

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Both NAEYC and NCTM

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What are the 3 main focal points in early mathematics instruction according to the document mentioned in question #1?

Counting, adding, comparing

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Numbers and operations, geometry, measurement

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One to one correspondence, problem solving, comparing

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All children who can verbally count also have one-to-one correspondence.

True

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False

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Why is a “keeping track strategy” helpful for children?

It helps children to count more accurately.

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It helps children count faster.

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It helps children learn about adding and subtracting.

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What is subitizing?

Recognizing a quantity without having to count it.

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When a child knows that the last number she says stands for the entire quantity.

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When a child uses one-to-one correspondence without help.

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When doing comparing activities with children, avoid using the words “less” and “equal” with young children because it can be confusing. Focus on the word “more” instead.

True

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False

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In the video “Comparing” the teacher uses ice cream scoops to tell a math story. Which skill was the most difficult for the children:

composing and decomposing three scoops of ice cream

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counting the scoops of ice cream.

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the concept of one more

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Which teaching tips did the teacher use while telling math stories to make learning more effective and engaging (select all that apply):

Modeled skills for the children

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Kept the lesson short and sweet

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Made it relevant and playful

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Encouraged interaction and talking

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Story mat activities can be used to reinforce:

mainly one-to-one correspondence and cardinality

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most of the skills introduced in this section of the course

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mainly comparing, separating and joining concepts

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In the second video “Story Mats” the little girl tells a math story and demonstrates she:

can use one-to-one correspondence

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can tell a comparing story

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understands “How many altogether?”

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What are 3 main concepts you learned in this section?

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What did this section of the course confirm for you?

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How will this information impact your teaching practices? Please be specific. If you are not currently working in a preschool classroom, please tell us how you would use this information if you were working in a preschool classroom.

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Pretend you are working in a preschool. You and your students are studying insects. You are going to tell some math stories with your children using a green piece of paper with a flower drawn on it as your mat, and plastic bumblebees. Continue the math story that is started for you. Be sure to include opportunities for children to practice:

· One-to-one correspondence

· Joining concepts

· Separating concepts

· Comparing concepts (including more, less and equal)

Think about the sequence of skills as you plan your math story.

“One sunny day, 3 bumblebees flew to a flower. Let’s count the bees. 1, 2, 3.” Continue the story…

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In the above story, How did you help the children practice one-to-one correspondence?

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In the above story, what joining question(s) did you ask?

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In the above story, what separating question(s) did you ask?

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In the above story, what comparing question(s) did you ask?

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Examine your math story. Using the Ten Teaching Tips for Working with Four and Five Year Olds handout at the beginning of the Activities section, choose two teaching tips and tell how you will use them during your math story activity to make the lesson more engaging for the children.

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Puzzle play mainly helps students develop:

Spatial skills

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Counting skills

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Learning the names of shapes

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In the video titled “Pattern Blocks,” how did the teacher support the children’s understanding of geometry (select the 3 answers that apply):

She had them measure the length of the table with blocks.

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She used the proper names of shapes.

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She provided an activity in which children could explore rotation and attributes of shapes.

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She asked questions such as “Will more fit?”

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She made them watch her do the activity several times.

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The children in the clip were composing space using shapes

True

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False

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The caterpillar puzzle should only be used with the yellow hexagon blocks in order to reinforce that shape.

True

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False

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In the video, “Find the Shape,” how did the teacher support learning geometry concepts?

She used the proper names of the shapes

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She had the child count the sides of the square

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She provided a game that required the little girl to rotate the shapes

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None of these answers

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All of these answers

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What are 3 main concepts you learned in this section?

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What did this section of the course confirm for you?

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How will this information impact your teaching practices? Please be specific. If you are not currently working in a preschool classroom, please tell us how you would plan on using this information if you were working in a preschool classroom.

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Pretend you are playing with students in the block area (Activity #8). What are 4 questions you can ask to engage students in talking about the following mathematical concepts?

Shape
Position
Rotation
Problem Solving

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Think about the block play area and your questions. Using the Ten Teaching Tips for Working with Four and Five Year Olds handout, choose two different teaching tips and tell how you will use them in block play to make the lesson more engaging for the children.

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What attributes of comparing are emphasized in the measurement section?

One to one correspondence, one more, and joining

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Color, sides, and angles

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Length, weight, and volume

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Preschoolers should be encouraged to measure with rulers and yardsticks.

True

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False

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Game boards help with concepts of measurement and one-to-one correspondence.

True

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False

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Regular dice are recommended for the game board activities.

True

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False

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Block play design challenges make block play more interesting and invite children to explore concepts of measurement such as length and volume.

True

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False

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What are 3 main concepts you learned in this section?

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What did this section of the course confirm for you?

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How will this information impact your teaching practices? Please be specific. If you are not currently working in a preschool classroom, please tell us how you would plan on using this information if you were working in a preschool classroom.

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Think about how you will introduce the idea of ordering and measuring objects in your classroom. (Activity #11) What objects will you use?

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Think about how you will introduce the idea of ordering and measuring objects in your classroom. (Activity #11) What will you do first? What questions will you ask?

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Think about how you will introduce the idea of ordering and measuring objects in your classroom. (Activity #11) What will you do next? What questions will you ask?

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Think about how you will introduce the idea of ordering and measuring objects in your classroom. (Activity #11) How will you extend the activity

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Examine the activity you just described. Using the Ten Teaching Tips for Working with Four and Five Year Olds handout, choose two different teaching tips and tell how you will use them with ordering and measuring objects to make the lesson more engaging for the students.

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