Question 1

Sample benchmarks for grade 1-counting and numbers: Which is the smallest number?

Accepted Answer

A) 8 
B) 3 
C) 6 
D) 12 
A) 8 
B) 3 
C) 6 
D) 12

Question 2

An error made when children count some items more than once is a violation of the:

Accepted Answer

A) abstraction principle. 
B) stable-order principle. 
C) one-to-one principle. 
D) cardinal principle. 
A) abstraction principle. 
B) stable-order principle. 
C) one-to-one principle. 
D) cardinal principle.

Question 3

Praxis: Mr. Kinski asks students to classify classroom objects into three groups. Which mathematical concepts and skills are the students using?

Accepted Answer

A) recognizing similarities and differences 
B) counting 
C) relating numbers to numerals 
D) recognizing two-dimensional and three-dimensional shapes 
A) recognizing similarities and differences 
B) counting 
C) relating numbers to numerals 
D) recognizing two-dimensional and three-dimensional shapes

Question 4

Compare nominal, ordinal, and cardinal numbers. Give examples of each to illustrate the differences.

Accepted Answer

Nominal, ordinal, and cardinal numbers a

Question 5

Children demonstrate an early understanding of number by:

Accepted Answer

A) counting from 1 to 100. 
B) recognizing the difference between ½ and ⅓. 
C) recognizing which group of cookies is "more" or "less." 
D) writing numerals 1 through 9. 
A) counting from 1 to 100. 
B) recognizing the difference between ½ and ⅓. 
C) recognizing which group of cookies is "more" or "less." 
D) writing numerals 1 through 9.

Question 6

Gelman and Gallistel (1978)found that counting was a complex cognitive task requiring five counting principles (abstraction, stable-order, one-to-one, order-irrelevance, and cardinal principles). Choose two of these principles and explain what they mean.

Accepted Answer

The two counting principles I will expla

Question 7

Skip counting is valuable in learning mathematics for all of the following reasons except :

Accepted Answer

A) skip counting is a precursor to multiplication. 
B) skip counting encourages faster counting strategies. 
C) skip counting encourages more flexible counting. 
D) skip counting is faster than rote counting. 
A) skip counting is a precursor to multiplication. 
B) skip counting encourages faster counting strategies. 
C) skip counting encourages more flexible counting. 
D) skip counting is faster than rote counting.

Question 8

Given the following problem, determine which type of correspondence it illustrates.
If three pencils cost 25 cents, how many pencils will 75 cents buy?

Accepted Answer

A) one-to-one correspondence 
B) one-to-many correspondence 
C) many-to-one correspondence 
D) many-to-many correspondence 
A) one-to-one correspondence 
B) one-to-many correspondence 
C) many-to-one correspondence 
D) many-to-many correspondence

Question 9

Which of the following statements is not true about common counting errors?

Accepted Answer

A) Coordination errors occur when children fail to match objects with numbers. 
B) Omission errors occur when one or more items are not counted. 
C) Double counting errors occur when one or more items are counted more than once. 
D) Geographic errors occur when children rearrange the objects being counted. 
A) Coordination errors occur when children fail to match objects with numbers. 
B) Omission errors occur when one or more items are not counted. 
C) Double counting errors occur when one or more items are counted more than once. 
D) Geographic errors occur when children rearrange the objects being counted.

Question 10

If children stand in three groups according to eye color, they are using which thinking/learning skill?

Accepted Answer

A) discriminating 
B) sequencing 
C) seriation 
D) patterning 
A) discriminating 
B) sequencing 
C) seriation 
D) patterning

Question 11

Give three characteristics of the Hindu-Arabic number system that make possible compact notation and efficient computational processes.

Accepted Answer

The Hindu-Arabic number system, which is

Question 12

What is the importance of number constancy or number conservation?

Accepted Answer

Number constancy, also known as number c

Question 13

Describe three ways that you could teach children to differentiate between even and odd numbers.

Accepted Answer

1. Visual aids: Use visual aids such as

Question 14

Praxis: Miss Shalabi asks students to extend the pattern made with the following attribute blocks.
 
Benito places a square and then a triangle at the end of the pattern. What response would be the best way to help Benito?

Accepted Answer

A) No, that is wrong. Put a circle and then the square and triangle. 
B) Read the pattern with me. What pattern do you hear? 
C) How many shapes are in the pattern? 
D) Let me show you how to finish the pattern. 
A) No, that is wrong. Put a circle and then the square and triangle. 
B) Read the pattern with me. What pattern do you hear? 
C) How many shapes are in the pattern? 
D) Let me show you how to finish the pattern.

Question 15

Sample benchmarks for grade 1-counting and numbers: How many crayons are there?

Accepted Answer

A) 9 
B) 5 
C) 7 
D) 8 
A) 9 
B) 5 
C) 7 
D) 8

Question 16

Teacher Licensing Examination Questions
Praxis:  When Mrs. Rodriquez greets children by counting them first, second, third, fourth, and so on, which use of number is she demonstrating?

Accepted Answer

A) cardinal 
B) nominal 
C) counting 
D) ordinal 
A) cardinal 
B) nominal 
C) counting 
D) ordinal

Question 17

Which of the following statements is not true of the decimal number system?

Accepted Answer

A) There are 9 symbols for the numbers in the system. 
B) The value of a digit is determined by its position in a numeral. 
C) Zero acts as a number and as a placeholder in the system. 
D) Ten is the base number. 
A) There are 9 symbols for the numbers in the system. 
B) The value of a digit is determined by its position in a numeral. 
C) Zero acts as a number and as a placeholder in the system. 
D) Ten is the base number.

Question 18

Which of the following is not a sequence?

Accepted Answer

A) July, August, September 
B) first, middle, last 
C) 1, 4, 9, 16, 25 
D) John, Susan, Philip, Estela 
A) July, August, September 
B) first, middle, last 
C) 1, 4, 9, 16, 25 
D) John, Susan, Philip, Estela

Question 19

If a child arranges beads on a string in the order: red, blue, green, red, blue, green, what thinking/learning skill or strategy is he using?

Accepted Answer

A) matching and discriminating 
B) classifying, sorting 
C) patterning 
D) seriation 
A) matching and discriminating 
B) classifying, sorting 
C) patterning 
D) seriation

Question 20

Students who are said to have such strong visual images for numbers without having to count dots are said to have an ability called:

Accepted Answer

A) the stable-order principle. 
B) subitizing. 
C) the abstraction principle. 
D) conservation. 
A) the stable-order principle. 
B) subitizing. 
C) the abstraction principle. 
D) conservation.

Sample benchmarks for grade 1-counting and numbers: Which is the smallest number?

An error made when children count some items more than once is a violation of the:

Praxis: Mr. Kinski asks students to classify classroom objects into three groups. Which mathematical concepts and skills are the students using?

Compare nominal, ordinal, and cardinal numbers. Give examples of each to illustrate the differences.

Children demonstrate an early understanding of number by:

Gelman and Gallistel (1978)found that counting was a complex cognitive task requiring five counting principles (abstraction, stable-order, one-to-one, order-irrelevance, and cardinal principles). Choose two of these principles and explain what they mean.

Skip counting is valuable in learning mathematics for all of the following reasons except :

Given the following problem, determine which type of correspondence it illustrates. If three pencils cost 25 cents, how many pencils will 75 cents buy?

Which of the following statements is not true about common counting errors?

If children stand in three groups according to eye color, they are using which thinking/learning skill?

Give three characteristics of the Hindu-Arabic number system that make possible compact notation and efficient computational processes.

What is the importance of number constancy or number conservation?

Describe three ways that you could teach children to differentiate between even and odd numbers.

Praxis: Miss Shalabi asks students to extend the pattern made with the following attribute blocks. Benito places a square and then a triangle at the end of the pattern. What response would be the best way to help Benito?

Sample benchmarks for grade 1-counting and numbers: How many crayons are there?

Teacher Licensing Examination Questions Praxis: When Mrs. Rodriquez greets children by counting them first, second, third, fourth, and so on, which use of number is she demonstrating?

Which of the following statements is not true of the decimal number system?

Which of the following is not a sequence?

If a child arranges beads on a string in the order: red, blue, green, red, blue, green, what thinking/learning skill or strategy is he using?

Students who are said to have such strong visual images for numbers without having to count dots are said to have an ability called:

Elementary Mathematics for the 21st Century

Defining a Comprehensive Mathematics Program

Mathematics for Every Child

Learning Mathematics

Organizing Effective Instruction

Integrating Assessment

Developing Problem-Solving Strategies

Extending Number Concepts and Number Systems

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

Developing Understanding of Common and Decimal Fractions

Extending Understanding of Common and Decimal Fractions

Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent

Thinking Algebraically

Developing and Extending Geometric Concepts and Systems

Developing and Extending Measurement Concepts

Understanding and Representing Concepts of Data

Investigating Probability

Filters

Exam 8: Developing Concepts of Number

Sample benchmarks for grade 1-counting and numbers: Which is the smallest number?

An error made when children count some items more than once is a violation of the:

Praxis: Mr. Kinski asks students to classify classroom objects into three groups. Which mathematical concepts and skills are the students using?

Compare nominal, ordinal, and cardinal numbers. Give examples of each to illustrate the differences.

Children demonstrate an early understanding of number by:

Gelman and Gallistel (1978)found that counting was a complex cognitive task requiring five counting principles (abstraction, stable-order, one-to-one, order-irrelevance, and cardinal principles). Choose two of these principles and explain what they mean.

Skip counting is valuable in learning mathematics for all of the following reasons except :

Given the following problem, determine which type of correspondence it illustrates. If three pencils cost 25 cents, how many pencils will 75 cents buy?

Which of the following statements is not true about common counting errors?

If children stand in three groups according to eye color, they are using which thinking/learning skill?

Give three characteristics of the Hindu-Arabic number system that make possible compact notation and efficient computational processes.

What is the importance of number constancy or number conservation?

Describe three ways that you could teach children to differentiate between even and odd numbers.

Praxis: Miss Shalabi asks students to extend the pattern made with the following attribute blocks. Benito places a square and then a triangle at the end of the pattern. What response would be the best way to help Benito?

Sample benchmarks for grade 1-counting and numbers: How many crayons are there?

Teacher Licensing Examination Questions Praxis: When Mrs. Rodriquez greets children by counting them first, second, third, fourth, and so on, which use of number is she demonstrating?

Which of the following statements is not true of the decimal number system?

Which of the following is not a sequence?

If a child arranges beads on a string in the order: red, blue, green, red, blue, green, what thinking/learning skill or strategy is he using?

Students who are said to have such strong visual images for numbers without having to count dots are said to have an ability called:

Elementary Mathematics for the 21st Century

Defining a Comprehensive Mathematics Program

Mathematics for Every Child

Learning Mathematics

Organizing Effective Instruction

Integrating Assessment

Developing Problem-Solving Strategies

Extending Number Concepts and Number Systems

Developing Number Operations With Whole Numbers

Extending Computational Fluency With Larger Numbers

Developing Understanding of Common and Decimal Fractions

Extending Understanding of Common and Decimal Fractions

Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent

Thinking Algebraically

Developing and Extending Geometric Concepts and Systems

Developing and Extending Measurement Concepts

Understanding and Representing Concepts of Data

Investigating Probability

Filters