Preschool/ Kindergarten
Which of the following mathematics activities would be most appropriate for promoting preschool students' skills in measurement?
A. telling time to the nearest half hour on an analog or digital clock
B. sequencing three different events that occur in the daily classroom routine
C. combining play coins in different ways to equal one dollar
D. using a ruler to measure the length of an object to the nearest quarter inch
B. sequencing three different events that occur in the daily classroom routine
A first-grade teacher has assessed students' abilities in various gross-motor movements such as skipping, galloping, and sliding. Some of the students can do some of the movements but not all three. Based on these assessment results, the teacher could best promote the gross-motor development of all students in the class by:
A- playing a simple game in which students skip. gallop, or slide.
B- asking students to model skipping skills for further evaluation by a physical therapist.
C- having students practice skipping skills daily until all students are able to skip.
D- referring those students who lag behind in skipping skills for further evaluation by a physical therapist.
A- playing a simple game in which students skip. gallop, or slide.
Which of the following activities would be most appropriate to foster a fourth-grade students' skills in using mathematical language to communicate relationships and concepts
A. making a word problem for a classmate to solve that involves an application of the order.
B. using flashcards to learn mathematical vocabulary and practice for a quiz.
C. explaining why a procedure for multiplication work using place value and properties of operations.
D. reading and writing whole number up to one million in words and in number form
C. explaining why a procedure for multiplication work using place value and properties of operations.
Express the following words as numbers:
Fifty-six- 506
twenty-five- 205
The student who made the errors shown in the exercise above would benefit most from which of the following?
A. practicing basic math facts.
B. reviewing the concepts of "0" as a placeholder when writing numerals.
C. Using unit cubes to represent numbers in base 5.
D. arranging groups of base-10 blocks and writing the numerals represented.
D. arranging groups of base-10 blocks and writing the numerals represented.
Which of the four basic math operation is most applicable to solving elapsed time problems?
A- multiplication
B- division
C- addition
D- subtraction
C- addition
A kindergarten student recognizes that, although buttons are much smaller than elephants, five elephants represent the same quantity as five buttons. This best demonstrates that the child has an understanding of:
A. estimation
B. numerical operations
C. multiplication
D. number sense
D. number sense
With respect to mathematics instruction, a standardized developmental screening test would be most appropriate for helping a second-grade teacher:
A- determine student’s background knowledge of mathematics before beginning an instructional grade.
B-modify the curriculum based on students’ mathematical abilities in second grade.
C- identify whether any student is at risk of a possible learning problem in mathematics.
D-assess the progress students have made in their mathematical thinking throughout the school year.
C- identify whether any student is at risk of a possible learning problem in mathematics.
A third-grade student is having difficulty solving word problems in mathematics. Which of the following strategies would be most helpful for the teacher to suggest the student use first?
A. restating the problem in his or her own words
B. determining whether there is extraneous information in the problem
C. estimating what might be a reasonable answer to the problem
D. identifying two different strategies that might be helpful in solving the problem
A. restating the problem in his or her own words
Which of the following behaviors by a child demonstrates an understanding of one-to-one correspondence? A. placing blue and red balls in separate containers
B. identifying objects in a room that comes in pairs
C. Counting a group of ten objects by touching each object while saying its number aloud
D. matching a puzzle piece with the number five to a puzzle piece with five apples on it
C. Counting a group of ten objects by touching each object while saying its number aloud
A teacher wants to help students develop their understanding of the relative magnitude of numbers. Which of the following types of mathematics learning materials would be most efficient for the teacher to use for this purpose?
A- asking the children to look around the classroom for the largest numeral they can find
B- letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes
C- having the class count the number of times a flipped coin comes up heads and predicting whether or not heads will come up on the next flip
D- selecting one child day to count the number of children in the class and set the appropriate number of cups out for juice at snack time.
B- letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes
During group time, a preschool teacher uses shapes made out of felt to create a circle-circle-square, circle-circle-square pattern. The teacher asks children which shape should come next to continue the pattern. Some of the children say a circle and some say a square. Which of the following teacher strategies will best help the children construct their own understanding of the concept?
A- asking the children to identify the differences between the two shapes
B- having the children say the pattern out loud as a group and again asking which shape should come next
C- asking the children to vote on whether a circle or a square should come next
D- continuing the pattern first with a square and then with a circle and asking which shape seems best
B- having the children say the pattern out loud as a group and again asking which shape should come next
Which of the following strategies would be most appropriate for helping first-grade students develop skill in adding two number within 20?
A. showing students how to regroup using the standard addition algorithm
B leading students to discover the relationship between addition and multiplication.
C. helping students recognize that a digit in the tens place is ten times a digit in the ones place.
D. encouraging students to decompose one of the numbers so that it can make ten with the other number.
D. encouraging students to decompose one of the numbers so that it can make ten with the other number.
An understanding of which of the following mathematical concepts is most helpful when working with probabilities?
A. place value
B. divisibility rules
C. factors and multiples
D. ratios and proportions
D. ratios and proportions
7- A student incorrectly solves the multiplication problems below.
59 27 34
x13 21 24
_____ _______
217 27 166
590 640 680
______________
707 667 846
Based on this work, the best strategy would be to provide the student with additional instruction in:
A- addition facts.
B- multiplication facts.
C- working with carried digits.
D- when to use zero as a placeholder.
C- working with carried digits.
A teacher wants to help students develop their understanding of the relative magnitude of numbers. Which of the following types of mathematics learning materials would be most effective for the teacher to use for this purpose?
A. number lines
B. plastic coins
C. pattern blocks
D. number cubes
A. number lines
A kindergarten teacher wants to promote students' ability to interpret data. The teacher provides stickers of various colors and asks students to select the sticker that best matches the color of the shirts they are wearing. The students then place the stickers in columns based on color on a large sheet of paper. To meet the objective of the lesson, the most appropriate step for the teacher to take next would be:
A- show the students how the same data can be displayed using different types of graphs.
B- ask students to identify which columns have more stickers and which have fewer.
C- help students predict how many students will be wearing each color shirt the next day and how to confirm the results.
D- guide students in repeating the activity using stickers that best match the color of the pants or skirts they are wearing.
.B- ask students to identify which columns have more stickers and which have fewer.
a pair of first-grade uses a 2.5 in. block to measure the length of a table. The students then use a 5in block to measure a different table of the same length. They announce to the teacher that the first table is longer than the second table. The teacher then measures the two tables with a ruler and shows the students that the two tables are the same length. This situation could be most appropriately used for introducing the students to which of the following mathematical concepts?
A. geometric shapes
B. Standard units of measure
C. conservation of number
D. perimeter and area
B. Standard units of measure
A third grade student has solved a word problem correctly but had not shown any of the work. The teacher can best assess the student's conceptual understanding of the problem by asking the student to:
A.- solve additional similar problems.
B- determine if the answer is reasonable.
C- explain the steps to arrive at the answer.
D- create a similar type of word problem.
C- explain the steps to arrive at the answer.
Which of the following strategies is most appropriate for solving the problem below?One week Liam baked some cookies and gave half of them away. The next week Liam baked twice as many cookies as the week before and gave half of them away. The third week Liam again baked twice as many cookies as the week before and gave half of them away. If Liam gave away 24 cookies the third week, how many cookies did he give away altogether?
A- looking for a pattern
B- guessing and checking
C- working backward
D- solving a simpler problem
C- working backward
A teacher provides mathematics instruction using manipulatives, worksheets, games, and class discussion. The primary benefit of providing instruction in multiple formats is that it:
A. helps students engage their prior knowledge.
B. encourages the development of social skills through group participation.
C. addresses a variety of learning styles.
D. allows students to see different ways to solve the same problem.
C. addresses a variety of learning styles.
A preschool teacher wants to promote children's skills related to counting and comparing numbers. Which of the following activities is most appropriate to use for this purpose?
A- asking the children to look around the classroom for the largest numeral they can find
B- letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes
C- having the class count on the number of times a flipped coin comes up heads and predicting whether or not heads will come up on the next flip
D- selecting one child each day to count the number of children in the class and set the appropriate number of cups out for juice at snack time
B- letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes
A second-grade teacher is having students work on adding double-digit numbers. The teacher writes a problem on the board, asks students to estimate the answer, and then asks them to explain how they arrived at their answers. As students listen to their peers' explanations, some students are able to revise their answers correctly while others are not. Which of the following follow-up activities would be most appropriate?
A. working with students in small groups to help students at different ability levels construct their understanding of the concept of addition
B. providing more challenging problems such as triple-digit numbers addition for students to practice their estimation and reasoning skills
C. drawing on students' understanding of double-digit numbers addition to introduce other arithmetic concepts involving double-digit numbers
D. having students take a short test to find out who has grasped the concept and who may need more individual focused instruction
A. working with students in small groups to help students at different ability levels construct their understanding of the concept of addition
A third-grade teacher is developing a criterion-referenced test for a mathematics unit on multiplication. During the unit, students use arrays to solve multiplication problems involving one- and two-digit numbers. To produce a valid criterion- referenced test for this unit, the teacher must:
A- align the test questions with the national mathematics standards for multiplication at the third-grade level.
B- establish a cut-score that will show students need remedial work with multiplication tables.
include test questions that allow students to solve multiplication problems using arrays as they did during the unit.
C- include test questions that allow students to solve multiplication problems using arrays as they did during the unit.
D- provide standardized questions based on the state curriculum so that students’ scores can be compared across districts.
C- include test questions that allow students to solve multiplication problems using arrays as they did during the unit.
To correctly use the ordinal numbers first through fifth with a group of five objects placed in a row, a young child must first be able to:
A. recognize and write the numerals one through five.
B. understand that the order of the objects in the group does not affect the total number.
C. recognize that the last number counted is the number of objects in the group.
D. understand that the number five is made up of smaller numbers.
C. recognize that the last number counted is the number of objects in the group.
A teacher regularly utilizes peer tutoring in math. The teacher pairs students according to skill level and makes sure that each of the students has a turn in the role of tutor. Which of the following is likely to be the most important benefit of incorporating this type of peer support into instruction?
A. increasing students' motivation to learn math content
B. prompting students to evaluate their math performance in relation to that of their classmates
C. helping students develop efficient and effective study skills in math
D. accelerating the pace at which students are able to master math content
A. increasing students' motivation to learn math content