MTTC #117 Practice Test Questions and Answers
2026/2027
1. A second-grade teacher gives each student three cards with colored squares on them: one with a
red square, one with a yellow square, and one with a green square. When students are engaged in
individual or paired work, the teacher asks students to place their red card on their desk if they do
not understand or are confused. They place the yellow card on their desk if they want to check in
or need a little help, and green if they feel they understand the task they are working on. In which
of the following ways does this approach help students become more engaged learners?
increasing their ability to generalize their learning providing
structure to the learning environment supporting self-
reflection on their own learning
maintaining a rapid pace of learning: supporting self-reflection on their own learning
2. At the end of a learning activity, a first-grade teacher asks students to get together in small
groups of two to three students for a discussion activity. Each group presents the teacher with
two thoughts and a question about the content they learned during the lesson. The primary benefit
of this extension activity is that it achieves which of the following goals?
providing additional data to monitor and assess progress on learning stan- dards
building on student thinking and informing the direction of subsequent learn- ing
supporting development of prerequisite skills needed for independent work
allowing the teacher to observe how successfully students collaborate: building on student thinking and informing
the direction of subsequent learning
,3. A third-grade teacher learns that a student is missing school due to some difficult family issues.
Which of the following teacher actions best supports the student during this time?
offering to tutor the student after school hours planning
assignments for independent completion
giving the family time before reaching out with academic support
waiting to provide supplemental instruction until after the student returns: plan- ning assignments for
independent completion
4. A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work
Everyone should do their fair share of the work. Stay with the
group; don't go off alone.
Give everyone a chance to speak and contribute.
The teacher reminds students of their rules when concerns arise. The teacher's actions most directly
support students in which of the following areas of so- cial-emotional development?
having a positive self-image maintaining a
growth mindset recognizing personal
responsibility
taking the perspective of other people: recognizing personal responsibility
5. Which of the following disabilities is likely to have the most significant effect on a child's rate
and scope of development and learning across physical, motor,
, cognitive, and communicative domains? depression
hearing loss Down
syndrome
attention-deficit/hyperactivity disorder (ADHDA D H D)
attention-deficit/hyperactivity disorder (ADHDA D H D): Down syndrome
6. Prior to the beginning of the school year, a teacher learns that a student who will be in the class has a
seizure disorder. Which of the following actions should the teacher take to best prepare for the needs
of this student?
scheduling observations by the school nurse requesting the
student's medical records determining feasible
accommodations
reviewing the student's 5045 O 4 Plan: reviewing the student's 504 Plan
7. A prekindergarten teacher overhears a parent scolding their child harshly for having difficulty
standing quietly with other students after school when waiting for pickup. Which of the following
actions most appropriately addresses this situation?
asking the principal to meet with the parent about their behavior toward their child
reporting a concern about suspected emotional abuse to Child and Family Services
asking the district's counseling staff to discuss with the parent more appropri-
2026/2027
1. A second-grade teacher gives each student three cards with colored squares on them: one with a
red square, one with a yellow square, and one with a green square. When students are engaged in
individual or paired work, the teacher asks students to place their red card on their desk if they do
not understand or are confused. They place the yellow card on their desk if they want to check in
or need a little help, and green if they feel they understand the task they are working on. In which
of the following ways does this approach help students become more engaged learners?
increasing their ability to generalize their learning providing
structure to the learning environment supporting self-
reflection on their own learning
maintaining a rapid pace of learning: supporting self-reflection on their own learning
2. At the end of a learning activity, a first-grade teacher asks students to get together in small
groups of two to three students for a discussion activity. Each group presents the teacher with
two thoughts and a question about the content they learned during the lesson. The primary benefit
of this extension activity is that it achieves which of the following goals?
providing additional data to monitor and assess progress on learning stan- dards
building on student thinking and informing the direction of subsequent learn- ing
supporting development of prerequisite skills needed for independent work
allowing the teacher to observe how successfully students collaborate: building on student thinking and informing
the direction of subsequent learning
,3. A third-grade teacher learns that a student is missing school due to some difficult family issues.
Which of the following teacher actions best supports the student during this time?
offering to tutor the student after school hours planning
assignments for independent completion
giving the family time before reaching out with academic support
waiting to provide supplemental instruction until after the student returns: plan- ning assignments for
independent completion
4. A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work
Everyone should do their fair share of the work. Stay with the
group; don't go off alone.
Give everyone a chance to speak and contribute.
The teacher reminds students of their rules when concerns arise. The teacher's actions most directly
support students in which of the following areas of so- cial-emotional development?
having a positive self-image maintaining a
growth mindset recognizing personal
responsibility
taking the perspective of other people: recognizing personal responsibility
5. Which of the following disabilities is likely to have the most significant effect on a child's rate
and scope of development and learning across physical, motor,
, cognitive, and communicative domains? depression
hearing loss Down
syndrome
attention-deficit/hyperactivity disorder (ADHDA D H D)
attention-deficit/hyperactivity disorder (ADHDA D H D): Down syndrome
6. Prior to the beginning of the school year, a teacher learns that a student who will be in the class has a
seizure disorder. Which of the following actions should the teacher take to best prepare for the needs
of this student?
scheduling observations by the school nurse requesting the
student's medical records determining feasible
accommodations
reviewing the student's 5045 O 4 Plan: reviewing the student's 504 Plan
7. A prekindergarten teacher overhears a parent scolding their child harshly for having difficulty
standing quietly with other students after school when waiting for pickup. Which of the following
actions most appropriately addresses this situation?
asking the principal to meet with the parent about their behavior toward their child
reporting a concern about suspected emotional abuse to Child and Family Services
asking the district's counseling staff to discuss with the parent more appropri-
