EDU 340 Final Review Chapters 20 - 23


Final part for the EDU 340 final review
Stephanie Corlew
Quiz by Stephanie Corlew, updated more than 1 year ago
Stephanie Corlew
Created by Stephanie Corlew over 7 years ago

Resource summary

Question 1

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

Question 2

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

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

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

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

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

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

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

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

Question 10

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

Question 11

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

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

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

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

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

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

Question 17

What do statistics and mathematics have in common?
  • About numbers and operations
  • About numbers.
  • About generalizations and abstractions
  • About variables and cases

Question 18

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

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

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

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

Question 22

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

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

Question 24

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

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

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

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

Question 28

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

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

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

Question 31

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 53

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

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

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

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

Question 57

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

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

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

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

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

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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