PECT - Module 3 - Practice Test Questions
Question 1.
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
ANSWER
D
Question 2.
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 place
holder 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
ANSWER
D
Question 3.
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
ANSWER
C
Question 4.
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
ANSWER
C
Question 5.
A kindergarten teacher keeps a large calendar on the classroom wall. Each morning, the teacher and the children discuss the
weather, and the children decide whether they should place a sun or a cloud on the calendar. Which of the following teacher-led
activities would be most effective and developmentally appropriate for integrating math into this science activity? A. creating a
weather picture graph and updating it daily B. asking the children to decide each morning whether it is sunnier or cloudier than the
day before C. adding a yellow marble to a jar for everyday it is sunny D. recording the daily temperature and correlating it too cloudy
and sunny days.
ANSWER
A
, Question 6.
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
ANSWER
B
Question 7.
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
ANSWER
A.
Question 8.
A first-grade teacher who wants to promote students' ability to communicate mathematical ideas should emphasize which of the
following teaching practices? A. having students explain their problem-solving strategies orally as part of daily mathematics activities
B. helping students create a personal dictionary of mathematical vocabulary C. engaging students in the process of writing their own
mathematical word problems. D. providing students with opportunities to complete mathematics activities with a partner or in small
group
ANSWER
A
Question 9.
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
ANSWER
C
Question 10.
In alignment with National Council of teachers of mathematics (NCTM) Principles and standards for school mathematic, elementary
mathematics activities A. encourage the use of shortcuts and mnemonic devices to improve fluency B. contribute to a portfolio that
students assembles to demonstrate their progress C. incorporate a wide variety of technology to meet the needs pf diverse learners
D. foster the development of reasoning, argumentation, and representation
ANSWER
D
, Question 11.
A kindergarten teacher wants students to be able to decompose the number 10 into number pairs. which of the following student
activities is likely to be most effective in meeting this objective? A. comparing two sets with quantities less than or equal to ten. B.
describing the role of ten in the place value system. C. Solving a series of addition problems with sums equal to ten D. Using number
cubes to show how to make ten in more than one way
ANSWER
D
Question 12.
A teacher would like to provide opportunities for elementary students to make conjectures and construct arguments related to
mathematics. Which of the following approaches is likely to be most effective in meeting his goal? A. encouraging students in
computer-assisted instruction and visual media. B. encouraging student interaction and cooperative learning. C. incorporating the use
of progressive and innovative textbooks D. ensuring that all students work at the same pace and level of complexity
ANSWER
B
Question 13.
A fourth-grade teacher leads an activity with a class. When a student states a number, the teacher re-sponds with a resulting number.
This continues until the students can identify the rule the teacher is using to calculate the resulting number. This activity is one layer
of scaffolding to prepare students for which of the following mathematical concepts? A. Functions B. probability C. proportions D.
multiplication
ANSWER
A
Question 14.
A third-grade teacher would like to design an assessment to measure student understanding of the following learning standard:
Understand concepts of area and relate area to multiplication and addition. Which of the following activities is most appropriate for
assessing a third-grade student's mastery of this standard? A. The student explains why the area of a square is the same as its side
length squared and how this relates to the diagonals of the square. B. The student finds the area of a rectangle using unit squares
and explains why it is the same as the product of the side length. C. The student verifies the formula for the area of a right triangle by
showing that it has half the area of a rectangle D. The student represents lengths on a number line and explains how multiplication is
related to making copies of the lengths.
ANSWER
B
Question 15.
During a six week mathematics unit, a teacher gives the class a quiz each Friday to assess students' understanding of the content
that was covered that week. The students perform well on the Friday quiz for weeks 1 and 2, but then they score very poorly on the
quiz for week 3. The teacher can best respond to the students' poor performance by using which of the following approaches? A.
creating a unit test that places greater weight on week 3 content than on other unit content B. reviewing week 3 content at the end of
the unit when students have a stronger knowledge base C. agreeing to ignore results for the week 3 quiz if student performance
improves on later unit quizzes D. reteaching week 3 content before moving on to the content planned for week 4 of the unit
ANSWER
D
Question 1.
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
ANSWER
D
Question 2.
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 place
holder 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
ANSWER
D
Question 3.
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
ANSWER
C
Question 4.
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
ANSWER
C
Question 5.
A kindergarten teacher keeps a large calendar on the classroom wall. Each morning, the teacher and the children discuss the
weather, and the children decide whether they should place a sun or a cloud on the calendar. Which of the following teacher-led
activities would be most effective and developmentally appropriate for integrating math into this science activity? A. creating a
weather picture graph and updating it daily B. asking the children to decide each morning whether it is sunnier or cloudier than the
day before C. adding a yellow marble to a jar for everyday it is sunny D. recording the daily temperature and correlating it too cloudy
and sunny days.
ANSWER
A
, Question 6.
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
ANSWER
B
Question 7.
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
ANSWER
A.
Question 8.
A first-grade teacher who wants to promote students' ability to communicate mathematical ideas should emphasize which of the
following teaching practices? A. having students explain their problem-solving strategies orally as part of daily mathematics activities
B. helping students create a personal dictionary of mathematical vocabulary C. engaging students in the process of writing their own
mathematical word problems. D. providing students with opportunities to complete mathematics activities with a partner or in small
group
ANSWER
A
Question 9.
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
ANSWER
C
Question 10.
In alignment with National Council of teachers of mathematics (NCTM) Principles and standards for school mathematic, elementary
mathematics activities A. encourage the use of shortcuts and mnemonic devices to improve fluency B. contribute to a portfolio that
students assembles to demonstrate their progress C. incorporate a wide variety of technology to meet the needs pf diverse learners
D. foster the development of reasoning, argumentation, and representation
ANSWER
D
, Question 11.
A kindergarten teacher wants students to be able to decompose the number 10 into number pairs. which of the following student
activities is likely to be most effective in meeting this objective? A. comparing two sets with quantities less than or equal to ten. B.
describing the role of ten in the place value system. C. Solving a series of addition problems with sums equal to ten D. Using number
cubes to show how to make ten in more than one way
ANSWER
D
Question 12.
A teacher would like to provide opportunities for elementary students to make conjectures and construct arguments related to
mathematics. Which of the following approaches is likely to be most effective in meeting his goal? A. encouraging students in
computer-assisted instruction and visual media. B. encouraging student interaction and cooperative learning. C. incorporating the use
of progressive and innovative textbooks D. ensuring that all students work at the same pace and level of complexity
ANSWER
B
Question 13.
A fourth-grade teacher leads an activity with a class. When a student states a number, the teacher re-sponds with a resulting number.
This continues until the students can identify the rule the teacher is using to calculate the resulting number. This activity is one layer
of scaffolding to prepare students for which of the following mathematical concepts? A. Functions B. probability C. proportions D.
multiplication
ANSWER
A
Question 14.
A third-grade teacher would like to design an assessment to measure student understanding of the following learning standard:
Understand concepts of area and relate area to multiplication and addition. Which of the following activities is most appropriate for
assessing a third-grade student's mastery of this standard? A. The student explains why the area of a square is the same as its side
length squared and how this relates to the diagonals of the square. B. The student finds the area of a rectangle using unit squares
and explains why it is the same as the product of the side length. C. The student verifies the formula for the area of a right triangle by
showing that it has half the area of a rectangle D. The student represents lengths on a number line and explains how multiplication is
related to making copies of the lengths.
ANSWER
B
Question 15.
During a six week mathematics unit, a teacher gives the class a quiz each Friday to assess students' understanding of the content
that was covered that week. The students perform well on the Friday quiz for weeks 1 and 2, but then they score very poorly on the
quiz for week 3. The teacher can best respond to the students' poor performance by using which of the following approaches? A.
creating a unit test that places greater weight on week 3 content than on other unit content B. reviewing week 3 content at the end of
the unit when students have a stronger knowledge base C. agreeing to ignore results for the week 3 quiz if student performance
improves on later unit quizzes D. reteaching week 3 content before moving on to the content planned for week 4 of the unit
ANSWER
D
