EC-6 Practice Questions 2 COMBINED
LANGUAGES 2024/2025
Word problem: Troy and Walter are neighbors. They both have mowed their grass
today. Troy mows his grass every 3 days. Walter mows his grass every 5 days.
How many days will it be before they both mow their grass on the same day?
Based on the word problem, the lesson will most likely cover which of the
following? - //Least common multiple
The 1st grade students, including ELL students, at Rice Elementary will be
assessed over their understanding of U.S. coins and the value of each coin. During
class instruction, all students were able to concretely work with play money to
make connections with coins and values. The teacher must determine the best way
to assess students over the values of the U.S. coins. Which would be an appropriate
method to do so? - //A. Provide pictures of each U.S. coin and have students match
the picture with the value of the coin.
Answer A is correct. English-language learners may particularly need
modifications with mathematics assessments and instruction. Teachers should have
visual models of strategies and structures used with related mathematics
vocabulary identified.
Third grade students will be learning about fractions to the ¼, 1/3, ½, 2/3, ¾, and
whole. The teacher knows to use concrete objects to teach mathematical concepts
is best practices for the students. In order to teach the fraction concept, which
common tools would be best for the teacher to use to demonstrate fractions with
items found in the classroom? - //B. ruler, clock, counters
,Answer B is correct. Rulers can be used to show parts of a whole and fractional
parts in fourths, eighths, and sixteenths. Clocks can be used to show fractional
parts in fourths by quarter of the hour, half hour, etc. Counters can be used to show
parts of a set and set models.
Learning to skip count forward in lower grades is preparation for which of the
following mathematical operations? - //multiplication
Answer D is correct. Skip counting builds the foundation for learning multiples
and how multiples applies with multiplication. A multiple is simply a number
multiplied (or skip counted) by an integer. The correct answer is D.
The least common factor of any two numbers is... - //1
The teacher is introducing comparing whole numbers in terms of greater than and
less than. The teacher brings to class ads from two different grocery stores. The
teacher instructs the students to find three items that appear in each ad and
compare their prices. What mathematical comparative language should the
students use to compare prices? - //The oranges at store A are less expensive than
the oranges at store B.
Answer D is correct. The formal mathematical language indicates to use the
expressions of less than and greater than when comparing real numbers, whole
numbers and fractions. The correct answer is D.
least common multiple - //The smallest number that both numbers will divide into
without a remainder
There is no such greatest common multiple.
,First graders are applying skip counting as they count to 100. The teacher wants to
explore common items for the students to use with skip counting. For skip
counting by 5s, the teacher will have the students trace their hands and number
their fingers then glue the hands on a large poster board to display the number of
hands with five fingers it would take to reach 100. What are some things the
teacher could use to teach skip counting by 2s? - //A. Socks, shoes, feet
Answer A is correct. Each of these examples (socks, shoes, feet) come in pairs or
groups of two. By using concrete everyday objects which students use, the concept
becomes more personal for the students to think through how to count by 2s and to
see that it is really just counting in pairs.
Express 4 3/8
as a decimal number. - //4.375
Answer B is correct. Find 3 ÷ 8 = 0.375. Add this to the whole number 4 as it is in
the original problem
Is the graph of a circle a function? Describe why or why not. - //No. It does not
pass the vertical line test.
Answer B is correct. There are multiple vertical lines that can be drawn over the
graph that will touch the graph in more than one place (two places to be exact), so
the graph is not a function.
In order to develop, justify and use conversions within a measurement system, the
teacher will arrange the classroom in collaborative grouping so students are able to
, practice measuring mass then converting it within the system. Which measurement
system will the students be working with in this collaborative setting? - //Metric
system
Answer C is correct. Mass is measured in grams and kilograms, both of which are
metric units of measurement. Mass is also measured on a different scale than
weight, which is part of the U. S. customary system.
Students learning to solve for missing values through input/output tables which
increase the output (or y value) by the same value are laying a foundation to be
able to work with which kind of function as they mature in their mathematical
knowledge? - //Linear Functions
Answer D is correct. As the x value changes, if the y value always changes by the
same value, you are working with a linear function. The correct answer is D.
Students in the second grade class at Lovett Elementary are exploring properties of
U.S. coins and bills. The teacher knows to help students make clear connections
with the play money in class and real money they would use at a store that the
lessons and activities need to be applicable to a real world situation. Which of the
following situations would be the most applicable for the students?
A. For students to shop in the "class store" and count out the money needed to
make the pretend purchases
B. For the teacher to assign the students to go to the grocery store and buy three
items to bring back to a class store
C. For the students to write down the cost of three items then add them to find the
total cost of the three items
LANGUAGES 2024/2025
Word problem: Troy and Walter are neighbors. They both have mowed their grass
today. Troy mows his grass every 3 days. Walter mows his grass every 5 days.
How many days will it be before they both mow their grass on the same day?
Based on the word problem, the lesson will most likely cover which of the
following? - //Least common multiple
The 1st grade students, including ELL students, at Rice Elementary will be
assessed over their understanding of U.S. coins and the value of each coin. During
class instruction, all students were able to concretely work with play money to
make connections with coins and values. The teacher must determine the best way
to assess students over the values of the U.S. coins. Which would be an appropriate
method to do so? - //A. Provide pictures of each U.S. coin and have students match
the picture with the value of the coin.
Answer A is correct. English-language learners may particularly need
modifications with mathematics assessments and instruction. Teachers should have
visual models of strategies and structures used with related mathematics
vocabulary identified.
Third grade students will be learning about fractions to the ¼, 1/3, ½, 2/3, ¾, and
whole. The teacher knows to use concrete objects to teach mathematical concepts
is best practices for the students. In order to teach the fraction concept, which
common tools would be best for the teacher to use to demonstrate fractions with
items found in the classroom? - //B. ruler, clock, counters
,Answer B is correct. Rulers can be used to show parts of a whole and fractional
parts in fourths, eighths, and sixteenths. Clocks can be used to show fractional
parts in fourths by quarter of the hour, half hour, etc. Counters can be used to show
parts of a set and set models.
Learning to skip count forward in lower grades is preparation for which of the
following mathematical operations? - //multiplication
Answer D is correct. Skip counting builds the foundation for learning multiples
and how multiples applies with multiplication. A multiple is simply a number
multiplied (or skip counted) by an integer. The correct answer is D.
The least common factor of any two numbers is... - //1
The teacher is introducing comparing whole numbers in terms of greater than and
less than. The teacher brings to class ads from two different grocery stores. The
teacher instructs the students to find three items that appear in each ad and
compare their prices. What mathematical comparative language should the
students use to compare prices? - //The oranges at store A are less expensive than
the oranges at store B.
Answer D is correct. The formal mathematical language indicates to use the
expressions of less than and greater than when comparing real numbers, whole
numbers and fractions. The correct answer is D.
least common multiple - //The smallest number that both numbers will divide into
without a remainder
There is no such greatest common multiple.
,First graders are applying skip counting as they count to 100. The teacher wants to
explore common items for the students to use with skip counting. For skip
counting by 5s, the teacher will have the students trace their hands and number
their fingers then glue the hands on a large poster board to display the number of
hands with five fingers it would take to reach 100. What are some things the
teacher could use to teach skip counting by 2s? - //A. Socks, shoes, feet
Answer A is correct. Each of these examples (socks, shoes, feet) come in pairs or
groups of two. By using concrete everyday objects which students use, the concept
becomes more personal for the students to think through how to count by 2s and to
see that it is really just counting in pairs.
Express 4 3/8
as a decimal number. - //4.375
Answer B is correct. Find 3 ÷ 8 = 0.375. Add this to the whole number 4 as it is in
the original problem
Is the graph of a circle a function? Describe why or why not. - //No. It does not
pass the vertical line test.
Answer B is correct. There are multiple vertical lines that can be drawn over the
graph that will touch the graph in more than one place (two places to be exact), so
the graph is not a function.
In order to develop, justify and use conversions within a measurement system, the
teacher will arrange the classroom in collaborative grouping so students are able to
, practice measuring mass then converting it within the system. Which measurement
system will the students be working with in this collaborative setting? - //Metric
system
Answer C is correct. Mass is measured in grams and kilograms, both of which are
metric units of measurement. Mass is also measured on a different scale than
weight, which is part of the U. S. customary system.
Students learning to solve for missing values through input/output tables which
increase the output (or y value) by the same value are laying a foundation to be
able to work with which kind of function as they mature in their mathematical
knowledge? - //Linear Functions
Answer D is correct. As the x value changes, if the y value always changes by the
same value, you are working with a linear function. The correct answer is D.
Students in the second grade class at Lovett Elementary are exploring properties of
U.S. coins and bills. The teacher knows to help students make clear connections
with the play money in class and real money they would use at a store that the
lessons and activities need to be applicable to a real world situation. Which of the
following situations would be the most applicable for the students?
A. For students to shop in the "class store" and count out the money needed to
make the pretend purchases
B. For the teacher to assign the students to go to the grocery store and buy three
items to bring back to a class store
C. For the students to write down the cost of three items then add them to find the
total cost of the three items
