Question 1
Question
The study of geometry includes all of the following EXCEPT:
Question 2
Question
Identify what a student operating at van Hiele's geometric thought level one would likely be doing.
Answer

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?
Answer

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.
Answer

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:
Answer

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?
Answer

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:
Answer

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:
Question 9
Question
Categories of twodimensional shapes include the following EXCEPT:
Answer

Triangles

Cylinders

Simple closed curves

Convex quadrilaterals
Question 10
Question
The study of transformations includes all of the categories below EXCEPT:
Answer

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
Answer

Pentomino positions

Paths

Coordinate reflections

Coordinate slides
Question 12
Question
What statement would be the description of Visualization?
Answer

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?
Answer

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”?
Answer

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.
Answer

Reflections

Translations.

Tessellations.

Rotations.
Question 16
Question
What is the name given to a set of completely regular polyhedrons?
Answer

Polyhedron solid.

Platonic solids.

Polyominoid figures

Polydron shape.
Question 17
Question
What do statistics and mathematics have in common?
Answer

About numbers and operations

About numbers.

About generalizations and abstractions

About variables and cases
Question 18
Question
Which statistical literacy activity below is appropriate for early elementary students?
Answer

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:
Answer

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...”
Answer

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?
Answer

Stemandleaf plot

Circle graph

Line graph

Venn diagram
Question 22
Question
These are true statements about the measures of center EXCEPT:
Answer

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
Question 24
Question
The full process of doing meaningful statistics involves all of these EXCEPT:
Question 25
Question
What are Box plots most suited for displaying?
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.
Answer

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.
Answer

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.
Answer

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?
Answer

Histogram

Pie Chart

Box Plot

Stem and Leaf
Question 30
Question
The graphical representations listed can be used to display continuous data EXCEPT:
Answer

Bar graph.

Stem and Leaf.

Line Plot.

Histogram
Question 31
Question
What do bivariate data representations show?
Answer

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:
Answer

Data located on onefourth 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..."
Answer

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:
Answer

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?
Answer

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:
Question 37
Question
Identify the term that is used to for the measure of the probability of an event occurring
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.
Question 39
Question
Conducting experiments and examining outcomes in teaching is important. All of these help address student misconceptions EXCEPT:
Answer

Provide a connection to counting strategies

Helps students learn more than students who do not engage in doing experiments.

Model realworld 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:
Answer

Tree diagram

Table

Pair of Dice

Stem and Leaf Plot
Question 41
Question
Identify the description of an experiment of dependent events.
Answer

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?
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
Answer

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
Answer

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:
Answer

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 100year flood may hit a town twice in 10 years. This imperfect probability is called:
Question 47
Question
The following experiments are examples of probabilities with independent events EXCEPT:
Answer

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:
Answer

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?
Answer

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?
Answer

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.
Answer

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?
Answer

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:
Answer

Examining patterns that arise when inputting very large and small numbers into a calculator.

Researching reallife 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
Realworld contexts with negative numbers provide opportunities for discussion of integer operations. What statement below would represent a quantity?
Question 55
Question
When using the number line method for the addition of integers, the following statements
relate to the number line method EXCEPT:
Answer

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
Question 57
Question
Learning about exponents can be problematic. These are common misconceptions EXCEPT:
Answer

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?
Answer

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:
Answer

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:
Answer

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?
Question 62
Question
The term rational numbers relates to all of the examples below EXCEPT: