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MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED., Exercises of Advanced Education

Howard UniversityAdvanced Education

MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED.MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED.MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED.MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED.MATH AND SCIENCE CHAPTER 1-4 QUESTIONS AND ANSWERS WELL ILLUSTRATED.

Typology: Exercises

2024/2025

Available from 07/07/2025

daniel-chege
daniel-chege 🇺🇸

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1. concepts: Are the building blocks of knowledge
Allow people to organize and categorize information
Can be applied to the solution of new problems in everyday life
Can be observed being constructed and used by children in everyday activities
2. concept development: During the preprimary period
learn and begin to apply concepts basic to mathematics and science
During the primary period
apply basic early concepts
when exploring more abstract inquiries in science
to help them understand more complex mathematic concepts such as addition,
subtraction, multiplication, and division and to use standard units of measurement
3. preprimary period: learn and begin to apply concepts basic to mathematics and
science
4. primary period: apply basic early concepts
when exploring more abstract inquiries in science
to help them understand more complex mathematic concepts such as addition,
subtraction, multiplication, and division and to use standard units of measurement
5. Development: Follows an individual timetable for each child
Series of steps that each child reaches
6. Normal range of Development: Children who are the same age may be weeks,
months, or a year or two apart in reaching various stages and still be within the
normal range of development
7. math and science in early childhood: Math and science are interrelated
math concepts such as comparing, classifying, and measuring are called process
skills when applied to science investigations
other science process skills such as observing, communicating, inferring, hypothe-
sizing, and defining and controlling variables, are used for solving problems in both
science and mathematics
8. process skills: Math and science are interrelated
math concepts such as comparing, classifying, and measuring are called process
skills when applied to science investigations
9. process skills: other science process skills such as observing, communicating,
inferring, hypothesizing, and defining and controlling variables, are used for solving
problems in both science and mathematics
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  1. concepts: Are the building blocks of knowledge Allow people to organize and categorize information Can be applied to the solution of new problems in everyday life Can be observed being constructed and used by children in everyday activities
  2. concept development: During the preprimary period learn and begin to apply concepts basic to mathematics and science During the primary period apply basic early concepts when exploring more abstract inquiries in science to help them understand more complex mathematic concepts such as addition, subtraction, multiplication, and division and to use standard units of measurement
  3. preprimary period: learn and begin to apply concepts basic to mathematics and science
  4. primary period: apply basic early concepts when exploring more abstract inquiries in science to help them understand more complex mathematic concepts such as addition, subtraction, multiplication, and division and to use standard units of measurement
  5. Development: Follows an individual timetable for each child Series of steps that each child reaches
  6. Normal range of Development: Children who are the same age may be weeks, months, or a year or two apart in reaching various stages and still be within the normal range of development
  7. math and science in early childhood: Math and science are interrelated math concepts such as comparing, classifying, and measuring are called process skills when applied to science investigations other science process skills such as observing, communicating, inferring, hypothe- sizing, and defining and controlling variables, are used for solving problems in both science and mathematics
  8. process skills: Math and science are interrelated math concepts such as comparing, classifying, and measuring are called process skills when applied to science investigations
  9. process skills: other science process skills such as observing, communicating, inferring, hypothesizing, and defining and controlling variables, are used for solving problems in both science and mathematics

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  1. principles of school mathematics: Six statements that reflect basic rules to guide high-quality mathematics education and describe the overarching themes of mathematics instruction. The principles address equity curriculum

4 / 19 Assessment in Science Education Science Content Standards Science Education Program Standards Science Education System Standards

  1. NAEYC: Has developed guidelines for developmentally appropriate practice (DAP) in all areas of instruction in early childhood including mathematics and science
  2. NS Movement: Has developed guidelines for developmentally appropriate prac- tice (DAP) in all areas of instruction in early childhood including mathematics and science
  3. Jean Piaget: Identified four periods of cognitive growth and development sensorimotor period—birth to about age two preoperational period—age two to age seven concrete operations—age seven to age 11 formal operations—age 11 through adulthood
  4. Piaget division of knowledge: Physical knowledge Logic-mathematical knowledge Social
  5. lev Vygotsky: Recognized both developmental and environmental forces in cognitive development Developed the concept of the zone of proximal development area between where the child currently operates independently in mental develop- ment and where the child might go with assistance from an adult or older child assistance or scaffolding is provided by more mature learners
  6. the learning cycle: Constructivist approach Viewed as a way to take students on a quest for knowledge that leads to construction of knowledge Both a curriculum development procedure and a teaching strategy Thrust of each phase of the learning cycle exploration concept development concept application
  7. The learning cycle for early childhood: Encompasses four repeating process- es: awareness exploration inquiry utilization

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  1. Encompasses four repeating processes:: awareness exploration inquiry utilization
  2. learning styles: Individually determined may relate to modalities auditory visual kinesthetic multisensory preferences may relate to strengths in particular areas Culturally determined race, ethnicity, social class, gender, out-of-school experiences, and special needs
  3. How Children learn: When learning takes place in meaningful and familiar situations When adults build upon the child's knowledge and support the child as he moves to a higher level of understanding
  4. types of learning experiences: Naturalistic Learning the child controls choice and action relates to the Piagetian view Informal Learning the child controls choice and action the adult intervenes at some point relates to the Vygotskian view Adult Guided Learning the adult chooses the experience and gives some direction for the child's action relates to the Vygotskian view
  5. howard garner nine intelligence's: Linguistic Logical-mathematical Bodily-kinesthetic Interpersonal Intrapersonal Musical Spatial Naturalist Existential
  6. children with special needs: Different approaches must be taken with each type of learner such as gifted students

7 g/ g 19

  1. Selecting Materials: Three things to consider: characteristics of good materials sturdy well-made safe useful for more than one activity must fit the objective must be developmentally appropriate
  2. teaching: Planned experiences put into operation Depending upon the concept being acquired, the time involved can vary NAEYC places the focus on Intentional Teaching
  3. Evaluating: What has the child learned? Evaluation can be formal, structured questions and tasks informal questions observations of naturalistic experiences Frequent and careful evaluation avoids frustration
  4. Problem Solving: Starts with naturalistic and informal experiences Time is provided for children to think through strategies and make and correct mistakes.
  5. Problem Solving In mathematics: Major focus in the mathematics program In the concrete operations period, children engage in more structured problem-solv- ing activities Two major types of problems routine has a predictable pattern nonroutine has more than one step and must be read carefully
  6. Problem solving in Science: A student behavior, instead of a teaching strategy Teachers must create an environment in which problem solving can occur Problem solving is about asking and answering questions
  7. four steps in problem solving: Identify a problem and communicate it a way that can be understood Determine the outcome of solving the problem Explore possible solutions and apply them to the problem Evaluate and revise possible solutions
  8. assesment: Purpose to gather information about student gknowledge

8 g/ g 19 student gskills student gattitude gregarding gmathematics gand gscience gShould gbe gintegrated ginto geveryday gactivities

  1. National gCouncil gOf gTeachers gof gmathematics gassessment gPrinciples: g "As- gsessment gshould gsupport gthe glearning gof gimportant gmathematics gand gfurnish guseful ginformation gto gboth gteachers gand gstudents." g(NCTM, g2000, gp. g22)
  2. assessmentgMethods:g Observations gInterviews Informal gconversations
  3. Assesment gtask gfile: g A gfile gof gassessment gtasks gand gquestions gkept gon ghand
  4. Modified gstandards gfor gassessment gin gscience gprek g-3:g The gconsistency gof gassessments gwith gthe gdecisions gthey gare gdesigned gto ginform Achievement gin gscience gmust gbe gassessed The gtechnical gquality gof gdata gcollected gis gwell gmatched gto gthe gdecisions gand gactions gtaken gon gthe gbasis gof gtheir ginterpretation Assessment gpractices gmust gbe gfair The ginferences gmade gfrom gassessments gabout gstudent gachievement gmust gbe gsound
  5. Envisioned gchanges gin gEmphasis: g Less gemphasis gon gassessing gwhat gis geasily gmeasured discrete gknowledge gscientific gknowledge to glearn gwhat gstudents gdo gnot gknow gMore gemphasis gon gassessing what gis gmost ghighly gvalued g rich, gwell-structured gknowledge scientific gunderstanding gand greasoning gto glearn gwhat gstudents gdo gunderstand
  6. procasses gof gscience ginquiry: g Thinking gskills gand gprocesses gnecessary gto glearn gscience science ginvestigations gclass gdiscussions greading gand gwriting g othergteaching gstrategies
  7. record gKeeping gAnd greporting:g Record gfolder gcontains ganecdotal grecords gand gchecklists g Portfolio purposeful gcollection gof ga gchild's gwork gwhich gtells ga gstory gof gthe gchild's gefforts,

10 g/ g 19

  1. science gprocess: g Allow gchildren gto gprocess gnew ginformation gthrough gconcrete gexperiences Are gprogressive gand gbuild gon gand goverlap geach gother gSkills gappropriate gfor gpreschool gand gprimary gstudents gobserving comparing gclassifying gmeasuring gcommunicating Intermediate gprocess gskills g gathering gand gorganizing ginformation ginferring predicting Sophisticated gand gabstract gskills gforming ghypotheses separating gvariables
  2. Developing gScientific gattitudes gUsed gin gInquiry:g Curiosity gSkepticism Positive gself-image gPositivegapproachgtogfailure
  3. Appropriate gScience gContent gPre gk-3:g Life gscience gPhysical gscience Earth gand gspace gscience Science gand gtechnology geducation gHistory gand gnature gof gscience
  4. Why gteach gscience gto gyoung gchildren:g We gcannot gafford gnot gto gteach gscience gLearning gscience aids gin gthe gdevelopment gof glanguage gand greading gskills provides gvarious gopportunities gto gdetermine gcause-and-effect grelationships
  5. concept gformation gingYoung gchildren:g Support gthe gdevelopment gof gyoung gchildren gat gtheir gpresent glevel gof goperation Enhance gawareness Give gchildren gplenty gof gtime gto gmanipulate gand gexplore gFirst ghand gexperiences gare gessential
  6. The gprocess gof gself- gregulation:g The gbrain gnaturally gclassifies gand gstores ginformation it ggroups grelated ginformation gtogether g(schema) When gnew ginformation gconflicts gwith gstored ginformation, gthe gchild gis gin ga gstate gof gdisequilibrium

11 g/ g 19 this gcreates ga gteachable gmoment in gthis gstate, gchildren gactively gseek ginformation When gsufficient ginformation gis ggathered gto gexplain gthe gconflict, gthe gchild greturns gto ga gstate gof gequilibrium

  1. Discrepant gevents: g Putting gchildren gin ga gstate gof gdisequilibrium gprepares gthem gfor glearning they gbecome gcurious they gwant gto gknow gwhat gis ghappening Take gadvantage gof gthis gpart gof gthe gnatural glearning gprocess gto gteach gchildren gwhat gyou gwant gthem gto gknow
  2. strategies gthat gencourage ginquiry: g Ask ga gquestion gabout gobjects, gorganisms, gand gevents gin gthe genvironment Plan gand gconduct ga gsimple ginvestigation Employ gsimple gequipment gand gtools gto ggather gdata gand gextend gthe gsenses gUse gdata gto gconstruct ga greasonable gexplanation Communicate ginvestigations gand gexplanations
  3. assessing ginquiry glearning: g Observation gis gvital
  4. integrating gscience ginto gthe gcurriculum: g Learning gcenters gpainting watergcenter gblocks gbooks music gand grhythmic gactivities gmanipulative gcenter creativegplay gplayground
  5. Goaland gobjectives: g Goals broad gstatements gthat gtell gwhere gyou gare gheading gwith gthe gtopic gor goutcomes gyou gwould glike gto gachieve Objectives state ghow gyou gplan gto gachieve gyour ggoals
  6. planing gfor gdeveloping gscience gconcepts: g Assess gwhat gthe gchildren gknow gOrganize gthoughts gby gwebbing Start gplanning What gdo gyou gwant gthe gchildren gto gknow? Add gappropriate gactivities gto gachieve gyour ggoal gHow gwill gyou gevaluate gthe gchildren's glearning?
  7. lesson gplans:g Help gyou gplan gthe gexperiences gthat gwill gaid gconcept gdevelopment gBasic gscience gplan gcomponents

13 g/ g 19 Physically gjoined gor gnot gphysically gjoined gGroups gof gthe gsame gor gnot gthe gsame gnumber

  1. Informal gActivities:g Ask gchildren gto gpass gout gitems gto gclass-mates:gscissors, gcrayons, gpaper, gnapkins, gor gsnacks Check gto gsee gif geveryone ghas gtheir gcoat gon, gtwo gmittens gon, ga gcup gof gmilk, gor ga gchair
  2. AdultgGuidedgActivitiest: g Matching gactivities gsuch gas gspoons gto gbowls, ganimals gto gcages, gor ggroups gof gitems
  3. two gcounting goperations: g Rote gcounting reciting gthe gnames gof gnumerals gin gorder gfrom gmemory gRational gcounting matching geach gnumeral gname gin gorder gto gan gobject gin ga ggroup
  4. evaluation gof gone- gto- gone gcorrespondence gactivities:g Notice geach gchild's gresponse gduring gadult gguided gactivities Notice gduring gfree gplay gif gthe gchild gpasses gout gmaterials gto gother gchildren gone gat ga gtime Notice gwhether gchildren gcan gput gitems gaway gby gmatching geach gitem gwith ga gdrawing gof gthe gitem
  5. number gsense gunderstanding gnumbers: g Number gsense gis gthe gconcept gof gunderstanding g"oneness", g"twoness", getc. making gthe gconnection gbetween gquantities gand gcounting gunderstanding gmore gand gless understanding gimportant gbenchmarks gsuch gas g 5 gand g 10 gas gthey grelate gto gother gquantities helping gchildren gestimate gquantities gand gmeasurements
  6. counting: g Counting gis ga gskill assists gchildren gin gthe gprocess gof gunderstanding gquantity provides gunderstanding gthat gthe glast gnumber gnamed gis gthe gquantity gin gthe ggroup gand gsupports gnumber gsense
  • gCounting gincludes gtwo goperations: rote gcounting grationalgcounting
  1. Adult gGuided gActivitiest: g Use gof grhymes, gfingerplays, gand gsongs gClapping gand gcounting gas ga ggroup Experience gwith ggroups gof gitems g 0 - 4 gGroup ggames gthat grequire gcounting gSorting gsmall gobjects
  2. Naturalistic gActivitiess: g Practicing grote gcounting gUse gof gnumber gin gchild's gactivities:g"I ghave gtwo gtrucks."

14 g/ g 19

  1. Informal gActivities:g How gmany gears gdo gyou ghave? gPut gsix gnapkins gon geach gtable How gmany gcups gdo gyou gneed gto ggive geveryone gat gyour gtable gone?
  2. evaluation: g Note ganswers ggiven gby gchildren gduring gadult gguided gsessions gObserve gchildren gto gsee gif gthey gapply gwhat gthey gknow Formal gevaluation gcan gbe gdone gindividually Collect gphotos, ganecdotes, gand gchecklists gfor gportfolios
  3. logic gand gclassifying: g Concepts gthat gare gfundamental gand gapply gacross gthe gcurriculum gand ginclude glogical gsorting gand gmatching gof ggroups.
  4. classification: g The gactivity gof gsorting gand ggrouping gthings gsuch gas gpeople, ganimals gand gobjects. Necessary gto gjoin gand gseparate ggroups gand gcount gthe gmembers gbefore glearning gformal gaddition gand gsubtraction.
  5. logical gcriteria gfor ggroups:g Color gShape Size gMaterial gPattern gTexture gFunction gAssociation gClass gname Commongfeatures gNumber
  6. Adult gGuided gActivities: g Sorting gleaves gfound gon ga gnature gwalk gGive geach gcar ga ggarage Find gthe gbuttons gthat gare gnot gblue Which gobjects gwill gsink gand gwhich gwill gfloat?
  7. Naturalistic gActivities:g Infant glearns gwhich gobjects gare ggood gfor gteething gToddler gputs gthings ginto gcontainers Preschool gchild gsorts gand ggroups gitems gfor gplay
  8. Informal gActivities: g Show gthat gyou gvalue gsorting gand ggrouping gactivities gby gacknowledging gthem Separate gthe gspoons gfrom gthe gknives gWhich gobjects gwill groll gdown gyour gramp?
  9. evaluation: g Does geach gchild gsort gand ggroup gduring gplay? gDoes geach gchild guse gfeature gnames gduring gplay?
  10. Discoveries gmade gthrough gcomparison:g The grelationship gbetween gtwo gthings

16 g/ g 19 informal gmeasurement gsize length gheight gweigh t gspeed quantity gmeasurement are gtwo ggroups gthe gsame gor gdoes gone ggroup ghave gmore gthings?

  1. comparison gterms:g Informal gmeasurement glarge—small big—little glong—short gtall—short gfat—skinny gheavy—light gfast—slow gcold—hot gthick—thin gwide— narrow gnear—far later—sooner g(earlier) older—younger g(newer) ghigher—lower g g g loud—soft g(sound) Number g g more— less/fewer
  2. Naturalistic gActivities: g Infants glearn gsome gthings gare gsmall gor glarge gwhen gthey ghandle gthem Toddlers gfind gthat gsome gplaces gare gnarrow gor gwide gas gthey gmove gabout gPreschool gchild gcompares ggroups gand gsizes gof gblocks
  3. Adult gGuided gActivities: g Commercial gmaterials gComputer gsoftware Books gand ggames Informal gmeasurement gcomparing gtwo gobjects gor gtwo ggroups
  4. Informal gActivities: g Comment gon gthe gchild's gplay gmaterials gusing gbasic ginformal gterms

17 g/ g 19 When gthe gdifference gbetween gtwo ggroups gis glarge, gthe gchild gcan gtell gthat gone gis glarger gthan gthe gother gby glooking

19 g/ g 19 patterns gconstruction

  1. assessment gand gevaluation: g Does gthe gchild guse gspace gwords? gDoes ghe greact gappropriately gto gdirections ginvolving gthe guse gof gspace? gExample: gPut gthe gnapkin gon gthe gtable. Does gthe gchild ganswer gspace gquestions gwith gspace gwords? gExample: gWhere gis gyour ghat? gUnder gthe gchair. Does gthe gchild guse gorganization gand gpattern garrangement gduring gplay? gDoes gthe gchild guse gconstruction gmaterials, gsuch gas gblocks? How gdoes gthe gchild guse gher gown gbody gin gspace?
  2. the gimportance gof gparts gand groles: g The gconcept gof gparts gand gwholes gis gthe gbridge gto gunderstanding gfractions.
  3. three gtypes gofgpart/gwhole grelationships: g Some gthings gare gmade gup gof gspecial gparts Groups gof gthings gcan gbe gdivided ginto gparts gWhole gthings gcan gbe gdivided ginto gsmaller gparts
  4. fundamental gconcepts gin gscience: g The gfundamental gconcepts gin gmath gare galso gfundamental gin gscience: One-to-onegcorrespondence gNumber gsense gand gcounting gSets gand gclassifying gComparing Shape gSpac e Parts gand gwholes