Download Unit 10 ANSWERS TO UNIT REVIEWS

Unit 6 ANSWERS TO UNIT REVIEWS
A. Students are presented with experiences that are contrary to their expectations.
These situations can be intentionally designed by teachers for instructional purposes.
B. A discrepant event is a highly motivating experience and may break down a child’s
cognitive structure by placing the child in disequilibrium.
C. Exploration, invention, expansion (I and II).
D. Cognitive structures are always imperfect representations of reality. As one
encounters new information contrary to that stored in a particular cognitive structure, he
begins to move through the process of equilibration. At the end of this process, the
person accommodates the new information by either creating a new cognitive structure
or modifying the old one.
E. Many problems, especially long-term changes, cannot be solved simply by
observation of the situation. Data collection enables young children to move beyond
using only their senses to solve a problem.
F. Responses will vary.
G. Answers will vary but should include components regarding each of the six strategies
suggested by the National Science Education Standards, including asking questions
about objects, organisms, and events in the environment; planning and conducting a
simple investigation; employing simple equipment and tools to gather data and extend
the senses; using data to construct a reasonable explanation; and communicating
investigations and expectations.
H. Accept any six changes in emphases to promote inquiry from Figure 6–10 in the text.
Unit 7 ANSWERS TO UNIT REVIEWS
A. Webbing is a method of organizing plans and generating ideas for teaching by
visually depicting ideas. When webbing a science unit, state the main topic and science
concepts. Then generate activities and subject integrations.
B. Observation, classification, measuring, communication, predicting, inferring.
C. Learning cycle components: I. Exploration: Messing around with bubbles. II.
Invention: Discuss questions and develop lesson concepts. III. Expansions: Modify and
invent other bubble books.
D. Strategies might include art, music, water play, blocks, woodworking, language arts,
reading, writing, or dramas.
E. Title, concept, objective, materials, advanced preparations, procedure, extensions.
The major components of a lesson plan for science include statement of the concept,
the material needs, the procedure, extensions, and assessment strategies. The purpose
of the concept is to focus the teaching on the major concept to be developed. The
purpose of the objectives is to identify what content and process skills the students will
learn in behavioral terms. The purpose of advanced preparations is to provide directions
needed for making and gathering materials. This section lists all steps that must be
completed before beginning the activity with children. The procedure states the initiating
experience, questions to ask during the lesson, and how the learning experience will be
presented to the students. The extensions provide ways for the concept to be extended
in other subject areas and learning centers. Assessment is important because it
provides the teacher with feedback regarding the effectiveness of the lesson and how
well students met the objectives of the lesson.
F. Have students explain, predict, tell how, draw, describe, construct, etc. Accept
answers that include three of the following assessment strategies: teacher-recorded
observations, asking questions and interacting with children, portfolios, science journal
writing, performance-based assessment, and use of the KWL chart. Students should
identify the ways in which these strategies can be used to assess students.
G. A unit is a series of lessons that develop a particular concept or topic. The three
types of units are resource, teaching, and textbook. A resource unit is used to meet the
diverse needs and interests of learners. It has a wide variety of activities, and the
teacher chooses lessons on the basis of the needs and interests of the children. A
teaching unit is used for a specific group of children and is not as extensive as the
resource unit. A textbook unit is designed to complement a particular unit in the
textbook.
H. Narrow questions are questions that can usually be answered with either yes or no.
Open-ended questions are those that require thinking and discussion. They are
questions that frequently do not have just one answer. Narrow questions are used to put
children at ease and build their background about a topic. Open-ended questions are
used to build interest, make children think of or about a concept, or apply what they
have learned
Unit 8 ANSWERS TO UNIT REVIEWS
A. One-to-one correspondence is the young child’s method of finding out whether one
group has the same amount as another. For example, if a child wants to buy bubble
gum balls for one nickel each, the clerk could put the bubble gum balls on the counter
and the child could match her nickels one to one against the bubble gum.
B. 1. adult guided
Reasons will vary.
2. naturalistic
3. naturalistic
4. informal
5. adult guided
C. Vary perceptual difficulty, concreteness, whether the pairs are joined, whether the
groups have the same number, and the number of things to be matched. Perceptually,
groups of things that are different are easiest to match (such as spoons and bowls).
Physically joining the pairs makes it easier to tell whether there is one for one. Real
things are easier to match than picture patterns. Large groups are harder than small
groups. If one group has more, it is harder for the child to check his solution.
D. 1. b 2. b 3. b 4. a
Unit 9 ANSWERS TO UNIT REVIEWS
A. Number sense makes the connections between quantities and counting. Number
sense is the concept that enables us to understand concepts such as more and less,
the relationship between different amounts, and the relationship between space and
quantity. Number sense enables us to make estimates and to measure. Counting helps
in the understanding of quantity; that is, that the last number named is the amount in the
group that has been counted.
B. Rote counting involves saying the number names in order from memory. Rational
counting involves attaching each name in order to a series of objects in a group. Rote
counting is usually learned first. Rational counting can be done accurately only if rote
counting is accurate.
C. Answers will vary but should fit the definitions in B.
D. 1. Give praise and attention, such as, “You are learning how to count very well.”
2. Give praise and attention, such as, “Yes, Tony, we both have two eyes. Do you
know anyone else who has two eyes?”
3. Observe and note how Molly solves the problem.
4. Find out whether Robert can rote count to seven accurately. If he can, just plan
further rational counting experiences. It is not unusual for a young child to miss a
number name when counting objects.
5. Count the number of children waiting, the number of vehicles that pass, etc.
Unit 10 ANSWERS TO UNIT REVIEWS
A. Logical group is a name for two or more things placed together in a group on the
basis of some common feature. A group that contains nothing is an empty set. Placing
items into groups by sorting and grouping is called classification. The NCTM
expectations for logic and classifying emphasize these processes.
B. 1. texture
4. color
3. function
6. color
7. class name, size, shape
9. number
10. size
Unit 11 ANSWERS TO UNIT REVIEWS
A. Comparing as informal measurement would involve comparing two things of different
sizes, weights, temperatures, and so on. (“This rock is heavy; this rock is light.”)
Comparing number/quantity would involve comparing the amounts in two sets. (“I have
more dolls than you have.”) The NCTM expectations for comparing support this kind of
informal and quantity measurement.
B. 1. length 2. speed 3. size 4. number 5. weight 6. Height
C. The following are examples; responses will vary.
Naturalistic
1. Child is playing with a friend; he asks her whether he can have the bigger chair to
sit on.
2. Child is playing with clay. You notice she has made two clay balls, a small one
and a large one. She puts the small one on top of the large one. Pointing to the
small ball, she says, “This little ball is his head.”
Informal
1. Two children are discussing who is taller or who weighs the most. You suggest
that they stand by the mirror and check height or climb on the scales and check
weight.
2. Two children are talking about who can run faster. You suggest that they have a
race when they are on the playground.
Structured
1. You place sets of different sizes on a table. You explain to the children that they
are to find out which sets have the same amounts and which have more.
2. Using a simple balance scale, have the children compare the weights of a variety
of paired items.
Unit 17 ANSWERS TO UNIT REVIEWS
A. Ordering is also called seriation. It involves comparing attributes of more than two
things or placing things in sequence from first to last. Comparing more than two things
may involve one-to-one correspondence, which is a higher level of comparing. Children
must understand ordering to do patterning, and patterning is usually referred to as
ordering that involves repeated sequencing.
B. Patterning is usually referred to as ordering that involves repeated sequencing such
as blue-green-blue-green or tall-tall-short, tall-tall- short.
C. 1. c 3. a 5. g 7. b 9. a, b 11. d
2. d 4. a 6. e 8. f 10. g 12. A
D. The NCTM expectations for algebra include ordering objects by size, number, and
other properties; recognizing and extending patterns; and analyzing how patterns are
developed.
Unit 23 ANSWERS TO UNIT REVIEWS
A. 1. Numerals are the symbols used to represent amount.
2. The six number symbol skills are:
a. recognizing and saying the name of each numeral
b. placing the numerals in order
c. associating numerals with sets
d. learning that each numeral in order stands for more than the numeral that
comes before it
e. matching each numeral to any set of the size for which the numeral stands and
making sets that match numerals
f. writing numerals
3. Self-correcting manipulative materials are made so that the child can handle parts
and solve the problem that the material poses.
4. The four basic types of self-correcting manipulative math materials are:
a. those that teach discrimination and matching
b. those that teach sequence and order
c. those that give practice in association of symbols with sets
d. those that combine association of symbols and sets with sequence
5. The teacher’s role is to show the children how to use the materials and then
observe.
B.
1. recognition, sequencing, set association
2. recognition, sequencing, associating numerals with sets
3. recognition or sequencing
4. recognition
5. recognition and sequence
6. recognition, sequencing, and set association
7. recognition, sequence, and association
8. recognition, sequence
9. recognition, sequence, and association
10. recognition, sequence
11. recognition, sequencing
12. recognition, sequencing, association with sets