MTTC Test (Lower Elementary Test #119) Questions &
Answers.
1. 1. A kindergarten teacher observes
as a small group of students practice
compar- ing numbers and quantities
using manipu- latives. Each student
has four counters. One student's
2.
counters are spaced farther apart
than the other students' counters, and
sever- al members of the group claim
that student has more counters than
everyone else. The teacher can build
on the students' under- standing 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.
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
A. Having one student count their own set of counters aloud
does not address the misconception that the number of coun-
ters in a set depends on how they are arranged.
B. This manner of addressing the mis- conception does
not necessarily build upon the students' understanding be-
cause the teacher did not check whether they grasped the
explanation or provide them with opportunities to explain in
their own words why the total number of objects in each group is
the same.
C. CORRECT. By asking probing ques- tions about the total
number of counters each student has, the teacher can help
students move beyond a naïve concep- tion that bigger equals
more and deepen their conceptual understanding of count- ing
and cardinality.
D. The attordances created by combining the counters into
a large group do not otter these students more substantive in-
sights into understanding counting and cardinality concepts
than the attordances created by using smaller groups of coun-
ters.
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
2. A first-grade teacher plans initial A. This activity does not require
lessons on comparing number values. students to compare numbers.
Which of the following activities would
be developmental- ly appropriate and B. The skills required to
engaging when introduc- ing this measure and sort rational
concept? numbers—the numbers that
would be used to describe shoe
A. Students form multiple-digit lengths—are too advanced to be
numbers us- includ-
ing index cards labeled with the digits 1, 2, 3, ed in a first-grade lesson
activity about
and 4. comparing number values.
B. Students measure the lengths of C. This activity is not
class- mates' shoes and then sort the developmentally ap- propriate
shoes from smallest to largest. because the concepts of num- ber
comparison should be introduced
C. Students discuss the values of to students without requiring them
different to also apply additional
mathematical knowl-
piles of coins, such as a pile of 5 quarters and edge that does not directly
support their
a pile of 5 pennies. 3. 3. First-grade
students consider
D. Students stand between two the follow- ing
different quantities and arrange equations.
their arms into a greater-than or
less-than symbol. 7 = 10 − 37 = 5 +
210 − 3 = 5 + 2
Most students state
that the last
equation is
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
incorrect. In order to address the understanding of these concepts.
students'
D. CORRECT. The alignment
and rigor of the activity is
developmentally appropri- ate for
introducing first-grade students to
the concept of comparing number
values and the kinesthetic activity
promotes their engagement.
A. CORRECT. The teacher should
review the meaning and function
of the equal sign because
students who agree that only the
first two equations are correct may
be interpreting the equal sign to
be a symbol that indicates the
result of
misconception, the last operation (i.e., they
the teacher should plan a re-
would likely
Answers.
1. 1. A kindergarten teacher observes
as a small group of students practice
compar- ing numbers and quantities
using manipu- latives. Each student
has four counters. One student's
2.
counters are spaced farther apart
than the other students' counters, and
sever- al members of the group claim
that student has more counters than
everyone else. The teacher can build
on the students' under- standing 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.
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
A. Having one student count their own set of counters aloud
does not address the misconception that the number of coun-
ters in a set depends on how they are arranged.
B. This manner of addressing the mis- conception does
not necessarily build upon the students' understanding be-
cause the teacher did not check whether they grasped the
explanation or provide them with opportunities to explain in
their own words why the total number of objects in each group is
the same.
C. CORRECT. By asking probing ques- tions about the total
number of counters each student has, the teacher can help
students move beyond a naïve concep- tion that bigger equals
more and deepen their conceptual understanding of count- ing
and cardinality.
D. The attordances created by combining the counters into
a large group do not otter these students more substantive in-
sights into understanding counting and cardinality concepts
than the attordances created by using smaller groups of coun-
ters.
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
2. A first-grade teacher plans initial A. This activity does not require
lessons on comparing number values. students to compare numbers.
Which of the following activities would
be developmental- ly appropriate and B. The skills required to
engaging when introduc- ing this measure and sort rational
concept? numbers—the numbers that
would be used to describe shoe
A. Students form multiple-digit lengths—are too advanced to be
numbers us- includ-
ing index cards labeled with the digits 1, 2, 3, ed in a first-grade lesson
activity about
and 4. comparing number values.
B. Students measure the lengths of C. This activity is not
class- mates' shoes and then sort the developmentally ap- propriate
shoes from smallest to largest. because the concepts of num- ber
comparison should be introduced
C. Students discuss the values of to students without requiring them
different to also apply additional
mathematical knowl-
piles of coins, such as a pile of 5 quarters and edge that does not directly
support their
a pile of 5 pennies. 3. 3. First-grade
students consider
D. Students stand between two the follow- ing
different quantities and arrange equations.
their arms into a greater-than or
less-than symbol. 7 = 10 − 37 = 5 +
210 − 3 = 5 + 2
Most students state
that the last
equation is
, MTTC Test (Lower Elementary Test #119) Questions &
Answers.
incorrect. In order to address the understanding of these concepts.
students'
D. CORRECT. The alignment
and rigor of the activity is
developmentally appropri- ate for
introducing first-grade students to
the concept of comparing number
values and the kinesthetic activity
promotes their engagement.
A. CORRECT. The teacher should
review the meaning and function
of the equal sign because
students who agree that only the
first two equations are correct may
be interpreting the equal sign to
be a symbol that indicates the
result of
misconception, the last operation (i.e., they
the teacher should plan a re-
would likely
