MTTC Mathematics Exam Questions
With 100% Verified Answers
1. A kindergarten teacher observes as a small group of students
practice comparing numbers and quantities using manipulatives.
Each student has four counters. One student's counters are spaced
farther apart than the other students' counters, and several
members of the group claim that student has more counters than
everyone else. The teacher can build on the students'
understanding of counting and cardinality by:
A. Encouraging the one student to count their counters for the
group.
B. Identifying the error and moving the one student's counters
closer together.
C. Asking probing questions about the total number of counters
each student has.
D. Prompting the group to combine their counters and count how
many they have in all. - C. Asking probing questions about the total
number of counters each student has.
correct answer . By asking probing questions about the total
number of counters each student has, the teacher can help
students move beyond a naïve conception that bigger equals more
and deepen their conceptual understanding of counting and
cardinality.
,MTTC Mathematics Exam Questions
With 100% Verified Answers
2. A first-grade teacher plans initial lessons on comparing number
values. Which of the following activities would be developmentally
appropriate and engaging when introducing this concept?
A. Students form multiple-digit numbers using index cards labeled
with the digits 1, 2, 3, and 4.
B. Students measure the lengths of classmates' shoes and then sort
the shoes from smallest to largest.
C. Students discuss the values of different piles of coins, such as a
pile of 5 quarters and a pile of 5 pennies.
D. Students stand between two different quantities and arrange
their arms into a greater-than or less-than symbol. - D. Students
stand between two different quantities and arrange their arms into
a greater-than or less-than symbol.
correct answer . The alignment and rigor of the activity is
developmentally appropriate for introducing first-grade students to
the concept of comparing number values and the kinesthetic
activity promotes their engagement.
3. First-grade students consider the following equations.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
, MTTC Mathematics Exam Questions
With 100% Verified Answers
Most students state that the last equation is in
correct answer . In order to address the students' misconception,
the teacher should plan a review of which of the following
concepts?
A. Meaning and function of the equal sign.
B. How addition and subtraction are related.
C. The use of benchmark equations to find the answer.
D. The concepts of "greater than," "less than," and "equal to". - A.
Meaning and function of the equal sign.
correct answer . The teacher should review the meaning and
function of the equal sign because students who agree that only
the first two equations are
correct answer may be interpreting the equal sign to be a symbol
that indicates the result of the last operation (i.e., they would likely
believe that the third equation should be written as 10 − 3 = 7 + 2
or 10 − 7 = 5 + 2).
4. A first-grade teacher uses an activity involving dice to help
students make the jump from counting to addition. Students roll
two dice, then determine the sum of the dots that are face up. On a
With 100% Verified Answers
1. A kindergarten teacher observes as a small group of students
practice comparing numbers and quantities using manipulatives.
Each student has four counters. One student's counters are spaced
farther apart than the other students' counters, and several
members of the group claim that student has more counters than
everyone else. The teacher can build on the students'
understanding of counting and cardinality by:
A. Encouraging the one student to count their counters for the
group.
B. Identifying the error and moving the one student's counters
closer together.
C. Asking probing questions about the total number of counters
each student has.
D. Prompting the group to combine their counters and count how
many they have in all. - C. Asking probing questions about the total
number of counters each student has.
correct answer . By asking probing questions about the total
number of counters each student has, the teacher can help
students move beyond a naïve conception that bigger equals more
and deepen their conceptual understanding of counting and
cardinality.
,MTTC Mathematics Exam Questions
With 100% Verified Answers
2. A first-grade teacher plans initial lessons on comparing number
values. Which of the following activities would be developmentally
appropriate and engaging when introducing this concept?
A. Students form multiple-digit numbers using index cards labeled
with the digits 1, 2, 3, and 4.
B. Students measure the lengths of classmates' shoes and then sort
the shoes from smallest to largest.
C. Students discuss the values of different piles of coins, such as a
pile of 5 quarters and a pile of 5 pennies.
D. Students stand between two different quantities and arrange
their arms into a greater-than or less-than symbol. - D. Students
stand between two different quantities and arrange their arms into
a greater-than or less-than symbol.
correct answer . The alignment and rigor of the activity is
developmentally appropriate for introducing first-grade students to
the concept of comparing number values and the kinesthetic
activity promotes their engagement.
3. First-grade students consider the following equations.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
, MTTC Mathematics Exam Questions
With 100% Verified Answers
Most students state that the last equation is in
correct answer . In order to address the students' misconception,
the teacher should plan a review of which of the following
concepts?
A. Meaning and function of the equal sign.
B. How addition and subtraction are related.
C. The use of benchmark equations to find the answer.
D. The concepts of "greater than," "less than," and "equal to". - A.
Meaning and function of the equal sign.
correct answer . The teacher should review the meaning and
function of the equal sign because students who agree that only
the first two equations are
correct answer may be interpreting the equal sign to be a symbol
that indicates the result of the last operation (i.e., they would likely
believe that the third equation should be written as 10 − 3 = 7 + 2
or 10 − 7 = 5 + 2).
4. A first-grade teacher uses an activity involving dice to help
students make the jump from counting to addition. Students roll
two dice, then determine the sum of the dots that are face up. On a
