Question 1

What is the purpose of the activity "Minimal Defining Lists"?

Accepted Answer

A) To list the many properties of shapes. 
B) To list the classes of shapes. 
C) To list the subset of the properties of a shape. 
D) To list the relationships between the properties of shapes. 
A) To list the many properties of shapes. 
B) To list the classes of shapes. 
C) To list the subset of the properties of a shape. 
D) To list the relationships between the properties of shapes. A

Question 2

What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?

Accepted Answer

A) Shapes can be stretched and more examples of the class of that shape 
B) Construct visual model of shapes. 
C) Construction of points,lines and figures. 
D) Shapes can be moved about and manipulated 
A) Shapes can be stretched and more examples of the class of that shape 
B) Construct visual model of shapes. 
C) Construction of points,lines and figures. 
D) Shapes can be moved about and manipulated D

Question 3

The study of transformations includes all of the categories below EXCEPT:

Accepted Answer

A) Line symmetry. 
B) Translations. 
C) Compositions. 
D) Dilations. 
A) Line symmetry. 
B) Translations. 
C) Compositions. 
D) Dilations. D

Question 4

What statement would be the description of Visualization?

Accepted Answer

A) Positional descriptions- above,below,beside. 
B) Changes in position or size of a shape. 
C) Intuitive idea of how shapes fit together. 
D) Geometry in the minds eye. 
A) Positional descriptions- above,below,beside. 
B) Changes in position or size of a shape. 
C) Intuitive idea of how shapes fit together. 
D) Geometry in the minds eye.

Question 5

The activities listed below would guide students in exploring the geometric content of location.Identify the one that can also be used with transformations.

Accepted Answer

A) Pentomino positions. 
B) Paths. 
C) Coordinate reflections. 
D) Coordinate slides. 
A) Pentomino positions. 
B) Paths. 
C) Coordinate reflections. 
D) Coordinate slides.

Question 6

Identify what a student product of thought at van Hiele level zero visualization would be.

Accepted Answer

A) Shapes are alike. 
B) Grouping shapes that are alike. 
C) Classifying shapes that are alike. 
D) Identifying attributes of shapes that are alike. 
A) Shapes are alike. 
B) Grouping shapes that are alike. 
C) Classifying shapes that are alike. 
D) Identifying attributes of shapes that are alike.

Question 7

Categories of two-dimensional shapes include the following EXCEPT:

Accepted Answer

A) Triangles. 
B) Cylinders. 
C) Simple closed curves. 
D) Convex quadrilaterals. 
A) Triangles. 
B) Cylinders. 
C) Simple closed curves. 
D) Convex quadrilaterals.

Question 8

What are the reasons and purpose for engaging children in construction activities when learning geometry?

Accepted Answer

One content goal is shapes and propertie

Question 9

The following are all elements of effective early elementary geometry instruction EXCEPT:

Accepted Answer

A) Opportunities for students to examine an array of shape classes. 
B) Opportunities for students to discuss the properties of shapes. 
C) Opportunities for students to use physical materials. 
D) Opportunities for students to learn the vocabulary. 
A) Opportunities for students to examine an array of shape classes. 
B) Opportunities for students to discuss the properties of shapes. 
C) Opportunities for students to use physical materials. 
D) Opportunities for students to learn the vocabulary.

Question 10

Describe three activities that support learning experiences with composing and decomposing shapes.

Accepted Answer

1. Shape building with blocks: Children

Question 11

Describe one of the major content goals in geometry,why it is important,and an activity that could help students develop conceptual understanding of a topic that falls into this content goal.

Accepted Answer

One of the major content goals in geomet

Question 12

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.

Accepted Answer

A) Reflections. 
B) Translations. 
C) Tessellations. 
D) Rotations. 
A) Reflections. 
B) Translations. 
C) Tessellations. 
D) Rotations.

Question 13

Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:

Accepted Answer

A) Create tessellations. 
B) Sort and classify. 
C) Compose and decompose. 
D) Explore two-dimensional models. 
A) Create tessellations. 
B) Sort and classify. 
C) Compose and decompose. 
D) Explore two-dimensional models.

Question 14

Describe two instructional implications for moving students from level 1 to 2.Explain an activity for each of the implications.

Accepted Answer

Instructional Implication 1: Provide sca

Question 15

What would be a signature characteristic of a van Hiele level 2 activity?

Accepted Answer

A) Students can use dot or line grids to construct tessellations. 
B) Students can classify properties of quadrilaterals. 
C) Students can use logical reasoning about properties of shapes. 
D) Students can prepare informal arguments about properties of shapes. 
A) Students can use dot or line grids to construct tessellations. 
B) Students can classify properties of quadrilaterals. 
C) Students can use logical reasoning about properties of shapes. 
D) Students can prepare informal arguments about properties of shapes.

Question 16

What is the name given to a set of completely regular polyhedrons?

Accepted Answer

A) Polyhedron solid. 
B) Platonic solids. 
C) Polyominoid figures. 
D) Polydron shape. 
A) Polyhedron solid. 
B) Platonic solids. 
C) Polyominoid figures. 
D) Polydron shape.

What is the purpose of the activity "Minimal Defining Lists"?

What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?

The study of transformations includes all of the categories below EXCEPT:

What statement would be the description of Visualization?

The activities listed below would guide students in exploring the geometric content of location.Identify the one that can also be used with transformations.

Identify what a student product of thought at van Hiele level zero visualization would be.

Categories of two-dimensional shapes include the following EXCEPT:

What are the reasons and purpose for engaging children in construction activities when learning geometry?

The following are all elements of effective early elementary geometry instruction EXCEPT:

Describe three activities that support learning experiences with composing and decomposing shapes.

Describe one of the major content goals in geometry,why it is important,and an activity that could help students develop conceptual understanding of a topic that falls into this content goal.

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.

Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:

Describe two instructional implications for moving students from level 1 to 2.Explain an activity for each of the implications.

What would be a signature characteristic of a van Hiele level 2 activity?

What is the name given to a set of completely regular polyhedrons?

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

Filters

Exam 20: Geometric Thinking and Geometric Concepts

What is the purpose of the activity "Minimal Defining Lists"?

What would be an advantage of dynamic geometry programs over the use of paper pencil and geoboards?

The study of transformations includes all of the categories below EXCEPT:

What statement would be the description of Visualization?

The activities listed below would guide students in exploring the geometric content of location.Identify the one that can also be used with transformations.

Identify what a student product of thought at van Hiele level zero visualization would be.

Categories of two-dimensional shapes include the following EXCEPT:

What are the reasons and purpose for engaging children in construction activities when learning geometry?

The following are all elements of effective early elementary geometry instruction EXCEPT:

Describe three activities that support learning experiences with composing and decomposing shapes.

Describe one of the major content goals in geometry,why it is important,and an activity that could help students develop conceptual understanding of a topic that falls into this content goal.

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.

Tangrams and pentominoes are examples of physical materials that can be used to do all of the following EXCEPT:

Describe two instructional implications for moving students from level 1 to 2.Explain an activity for each of the implications.

What would be a signature characteristic of a van Hiele level 2 activity?

What is the name given to a set of completely regular polyhedrons?

Teaching Mathematics in the 21st Century

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

Filters