Praxis 5025 Early Childhood Development – Math 100% Solved

Praxis 5025 Early Childhood Development – Math 100% Solved Cardinal numbers Numbers indicating quantity. This type of number answers the question "how many?" Ordinal numbers This type of number tells us the position of something in a list. Nominal numbers This type of number is one used only as a name or to identify something (e.g. a zip code, the number on the back of a football shirt.) Cardinality The last number in a sequence tells us how many objects there are in that given set. Commutative property The ability to change places or swap the numbers in addition/multiplication problems. 5+4=9 or 4+5=9 Associative property This states that you can add or multiply regardless of how the numbers are grouped. By 'grouped' we mean 'how you use parenthesis'. In other words, if you are adding or multiplying it does not matter where you put the parenthesis. Add some parenthesis any where you like!. Distributive property The distributive property lets you multiply a sum by multiplying each addend separately and then add the products. Composite number Can be divided up evenly Perimeter Adding all the sides together Order of operations Parentheses Exponents Multiplication Division Addition Subtraction Area Base x Height For a triangle use half of base. mixed number This has an integer part and fractional part exponent form A shorthand way of writing a repeated multiplication exponent How many times the base is multiplied by itself greatest common factor the largest number that is a factor of all the numbers in a problem least common multiple the smallest number of a group of numbers that all the given numbers will divide into evenly prime numbers whole numbers greater than 1 that only have two factors: 1 and the number itself composite numbers whole numbers that have more than two different factors terminating decimal a decimal that has a fixed number of digits repeating decimal a decimal that has a fixed number of digits acute triangle a triangle angles all less than 90 degrees Obtuse triangle A triangle with angles all greater than 90 degrees. isosceles triangle A triangle with two sides the same length quadrilateral A polygon with four sides trapezoid quadrilateral with exactly one pair of parallel sides parallelogram a quadrilateral with two pairs of parallel sides rhombus a parallelogram with all sides equal length histogram summarise information from large sets of data that can be naturally grouped into intervals Reasoning A major component of problem solving. This is where children think through questions and find suitable answers. Children use several skills like logic and analysis during this process. Number sense This involves understanding the various applications of numbers. For instance, numbers as tools for manipulating info, describing quantities, characterising relationships, etc. Also the ability to count up or down from a number, recognise relationships between numbers, breaking down numbers, etc. Develop number sense Counting real objects in children's lives, sorting objects by size/shape/colour, using numbers in real life (street signs, address), using fingers to found, etc. These all help... Spatial sense An individual's awareness of one's own body in space and in relation to objects or other people around them. Geometry The area of maths involving space, sizes, shapes, positions, movements and directions. Gives classifications and descriptions of our physical environment. Measurement The process of determining how long, wide, and tall something is physically, and how much it weighs by using measuring units such as inches, feet, yards, square feet, ounces, and pounds. Comparative sizes How large or small something is compared to another object as reference. Comparative Strategy Adults can ask younger children simple questions such as "Who can stand on one foot longer?" This helps children figure out which of two or more actions/activities takes a longer/the longest time. Abstract concepts of time Minutes, days, weeks, yesterday, tomorrow, etc Fractions Parts or pieces of the whole. Centration Piaget talked about young children focusing on one property of an object rather than all of its properties. Estimation Making an educated guess or informed guess about measurement when no actual measurement is available. Reasonable estimation More than, around, less than. Graphs Visual representations that depict mathematical information and show relationships among individual statistics, especially changes over time. Probabilities Indicate the likelihood that something will happen. Statistics The numbers and proportions of responses or results obtained in research studies. Counting A math skill milestone for young children. 3 Levels of Counting 1. Counting from 1 to 12, which requires memorization. 2. Counting from 13 to 19, which requires not only memorization, but also an understanding of the more unusual rules of "teen" numbers. 3. Counting from 20 on. This process is very consistent, and the numbers are ordered according to regular rules. Base ten 20, 30, 40, 50, 60, are 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, etc Counting to 100 Recommended counting level for 4 year olds. Clinical interviews Interviewers ask structured/semi-structured/open-ended questions and listen to the responses, often recording them for accuracy. Flexible questioning This helps uncover the child's thought process, which is what is leading him/her to engage in specific behaviors. Spatial awareness The relationships of objects to each other and within space are important concepts for children to learn. Rational Numbers Numbers that can be written as ratios or fractions. Irrational Numbers Numbers that can be written as decimal numbers, but not as fractions, because the numbers to the right of the decimal point that are less than 1 continue indefinitely. Cardinal Numbers Numbers that indicate quantity. For example: 3 kittens, or 7 buttons. Ordinal Numbers Numbers that indicate the order of items within a group or set. For example, when we say 'First', 'Second', 'Third', 'Fourth', etc. Nominal Numbers Numbers that name things. For example: Area codes, telephone numbers, etc Real Numbers Numbers that include all rational and irrational numbers. 1:1 Correspondence Matching number symbols to the quantities they represent. Why do children count with their fingers? Young children learn concretely before they develop abstract thought, so they must have concrete objects to work with to understand abstract mathematical concepts. Sorting and identifying Major learning accomplishment for young learners. Prerequisite abilities needed to develop early maths skills Ability to identify, copy, expand, create patterns, and count. Communicative property of addition Shows that when adding two or more numbers, the sum remains the same even if the order in which numbers were added changed. E.g. 8+7+3=18 and 3+7+8=18. Additive inverse property '____' of any number 'a' is '-a'. In other words, the _____ of an integer or real number a is what you add to a to get zero. Examples include 10 to -10 or -5 to 5 or 1/2 to -1/2. Partitive division A problem in which the total number of groups is known and the number of items in each group will be determined. Measurement division This is a way of understanding division in which you divide an amount into groups of a given size. If you are thinking about division this way, then 12 ÷ 3 means 12 things divided evenly into groups of 3, and we wish to know how many groups we can make. Quotient The answer after you divide one number by another dividend ÷ divisor = [______] Example: in 12 ÷ 3 = 4, 4 is the [________]