Practice Tests

Chapter 5: Mathematics for the Younger Learner

1. Why is it fair to say that learning to count is a complicated process?
2. Why is playing a board game based on rolling a die a valuable mathematical experience for students?
3. Why might teaching each number separately (in a separate lesson) be counterproductive?
4. What is the value of using 5 and 10 as benchmarks against which other numbers can be compared?
5. Why do the teen numbers sometimes cause difficulties for students?
6. How should students interpret the equal sign in the number sentence 4 + 1 = 3 + 2?
7. How is thinking about 7 having parts of 3 and 4 helpful in understanding the number 7?
8. What are some ways students can learn to write numerals?