MTTC TEST COMPREHENSIVE EXAM
SCRIPT VERIFIED QUESTIONS COMPLETE
ANSWERS GRADED APLUS
◉ 20. A first-grade student solves 8 + 5 and shows their work:
Two ten-frames are shown above a student work sample. The top
ten-frame shows the number 8. The bottom ten-frame shows the
number 5.The student work sample shows the equation 8 plus 5
equals 13. Two arrows extend below the 5 and connect to the
numbers 2 and 3, which are shown within circles. Two equations are
shown below this work.The first equation reads 8 plus 2 plus 3
equals 13. The second equation reads 10 plus 3 equals 13.
The student's work provides evidence that the student integrates
addition with which of the following skills?
A. decomposing and composing numbers into place-value
components
B. applying the associative and commutative properties
C. integrating inverse operations to confirm a solution
,D. understanding early fraction representations
Answer: A. CORRECT. The student decomposes "5" into "2 + 3" for
the purpose of creating a unit of ten from the 8 and 2.
B. The student does not rearrange terms or change the order for
operations in any way, so the associative and commutative
properties are not used in the solution.
C. The student does not use subtraction in their solution, so they are
not applying inverse operations.
D. The problem involves adding whole numbers, and the student
does not use fractional reasoning in their solution.
◉ A kindergarten teacher conferences with a small group of
students after a lesson on addition to check in with the students. The
teacher takes notes on each student's response to the following
prompt.
"Today we learned about addition at the carpet. What are some ways
you can already use what we learned about today in your homes or
outside of school?"
,Which of the following statements most effectively describes the
rationale for this question?
A. The teacher assesses students' knowledge of mathematical
vocabulary.
B. The teacher checks for accurate solutions to real-world addition
examples.
C. The teacher measures students' prior mathematical instruction
outside of the school day.
D. The teacher builds rapport with students and listens for student
interests to inform future instruction.
Answer: A. The teacher did not frame the question in a way that
requires students to respond with mathematical vocabulary.
B. The teacher does not provide any mathematical problems for
students to complete and does not check to see if they are correct.
C. The teacher does not provide any assessment of prior knowledge
or past instruction.
, D. CORRECT . The teacher asks a question to elicit student-generated
connections to addition in their lives. This information is important
to creating future relevant and meaningful instruction.
◉ A new student transfers into a math class. The other students
struggle to pronounce and remember the new student's name. As a
result, the students avoid talking to the new student, and the student
feels left out. Which of the following activities would help the
students get practice with the new name and meet the math goal of
comparing measurable attributes?
A. Students write down the new name 15 times and then come up
with pictures that help them break down and remember the
syllables.
B. Students play a game in which they pair up and answer questions
such as "Whose name is longer?" and "Whose name has more/fewer
vowels?"
C. The teacher asks each student to tell the class the story behind
their name (e.g., who named them, if it has a special meaning) while
taking notes on the board.
D. The teacher conducts the students in a "repeat after me x times"
challenge with the new student's name, for example, "Can you say
SCRIPT VERIFIED QUESTIONS COMPLETE
ANSWERS GRADED APLUS
◉ 20. A first-grade student solves 8 + 5 and shows their work:
Two ten-frames are shown above a student work sample. The top
ten-frame shows the number 8. The bottom ten-frame shows the
number 5.The student work sample shows the equation 8 plus 5
equals 13. Two arrows extend below the 5 and connect to the
numbers 2 and 3, which are shown within circles. Two equations are
shown below this work.The first equation reads 8 plus 2 plus 3
equals 13. The second equation reads 10 plus 3 equals 13.
The student's work provides evidence that the student integrates
addition with which of the following skills?
A. decomposing and composing numbers into place-value
components
B. applying the associative and commutative properties
C. integrating inverse operations to confirm a solution
,D. understanding early fraction representations
Answer: A. CORRECT. The student decomposes "5" into "2 + 3" for
the purpose of creating a unit of ten from the 8 and 2.
B. The student does not rearrange terms or change the order for
operations in any way, so the associative and commutative
properties are not used in the solution.
C. The student does not use subtraction in their solution, so they are
not applying inverse operations.
D. The problem involves adding whole numbers, and the student
does not use fractional reasoning in their solution.
◉ A kindergarten teacher conferences with a small group of
students after a lesson on addition to check in with the students. The
teacher takes notes on each student's response to the following
prompt.
"Today we learned about addition at the carpet. What are some ways
you can already use what we learned about today in your homes or
outside of school?"
,Which of the following statements most effectively describes the
rationale for this question?
A. The teacher assesses students' knowledge of mathematical
vocabulary.
B. The teacher checks for accurate solutions to real-world addition
examples.
C. The teacher measures students' prior mathematical instruction
outside of the school day.
D. The teacher builds rapport with students and listens for student
interests to inform future instruction.
Answer: A. The teacher did not frame the question in a way that
requires students to respond with mathematical vocabulary.
B. The teacher does not provide any mathematical problems for
students to complete and does not check to see if they are correct.
C. The teacher does not provide any assessment of prior knowledge
or past instruction.
, D. CORRECT . The teacher asks a question to elicit student-generated
connections to addition in their lives. This information is important
to creating future relevant and meaningful instruction.
◉ A new student transfers into a math class. The other students
struggle to pronounce and remember the new student's name. As a
result, the students avoid talking to the new student, and the student
feels left out. Which of the following activities would help the
students get practice with the new name and meet the math goal of
comparing measurable attributes?
A. Students write down the new name 15 times and then come up
with pictures that help them break down and remember the
syllables.
B. Students play a game in which they pair up and answer questions
such as "Whose name is longer?" and "Whose name has more/fewer
vowels?"
C. The teacher asks each student to tell the class the story behind
their name (e.g., who named them, if it has a special meaning) while
taking notes on the board.
D. The teacher conducts the students in a "repeat after me x times"
challenge with the new student's name, for example, "Can you say
