The conventional problem-solving strategies usually taught have been:

• A. act out the problem, make a drawing or diagram, and solve the problem.
• B. look for a pattern, construct a table, solve the problem, and look back.
• C. understand the problem, devise a plan, carry out the plan, and look back.
• D. understand the problem, devise a plan, act it out, and look back.

Precursors of conservation include all of the following EXCEPT:

• A. counting.
• B. one-to-one correspondence.
• C. comparing.
• D. estimation.

NCTM would NOT support which the assessment strategy of:

• A. focusing on specific and isolated skills.
• B. assessing what students know and think about mathematics.
• C. developing problem situations that require more than one mathematics concept to solve.
• D. using calculators, computers, and manipulatives during assessment.

Problem solving in mathematics involves application of all the process standards, which are:

• A. rationalizing, collecting, representing, and thinking.
• B. reasoning, communicating, connections, and representation.
• C. reasoning, communicating, and connections.
• D. collecting, representing, and thinking.

Asking the children to construct a graph to show how many beans have sprouted is an example of the process skill of:

• A. communication.
• B. predicting.
• C. inferring.
• D. classifying.

Asking a child to take 15 pieces of candy and give the same number of pieces to each of five children is an appropriate assessment task for:

• A. three-year-old.
• B. any preoperational child.
• C. a four-or five-year-old.
• D. a six- or seven-year-old.

Conducting the planned experiences with a child is called:

• A. planning activities.
• B. selecting materials.
• C. assessment.
• D. teaching.

Planning concepts experiences starts with:

• A. selecting objectives.
• B. selecting materials.
• C. assessment.
• D. evaluation.

According to the NCTM Assessment Principle, which one of the following is NOT an element that should be included in appropriate assessment?

• A. Assessment is something that should always be done at the end of the instruction.
• B. Assessment should be part of everyday instruction.
• C. Assessments tasks should be similar to instructional tasks.
• D. Assessment should involve observations, conversations, interviews, oral reports, and journals.