MTTC TEST (LOWER ELEMENTARY TEST #120)
EXAM WITH CORRECT ACTUAL QUESTIONS
AND CORRECTLY WELL DEFINED ANSWERS
LATEST ALREADY GRADED A+ 2026
Save
Terms in this set (54)
,1. A second-grade teacher is A. CORRECT. The phenomenon of frozen water
planning a unit on structure and melting and re-freezing is a good anchor
properties of matter. Which of the because it is observable, accessible across
following statements about cultures, requires additional instruction, relates to
scientific phenomena should be both structure and properties of matter, and
used as an anchoring phenomena lends itself to investigations, including those
for this grade? related to temperature and phase changes.
A. An ice cube melts in a glass but B. Shadows are engaging, observable
becomes solid again when the phenomena; however, they are not examples of
water is frozen. matter and therefore are not a good anchor for
this unit.
B. Shadows are much cooler than
areas of ground where sunlight C. Items clinging to a balloon is an engaging and
strikes. observable phenomenon; however, electric
charge as a property of matter is beyond the
C. Some things cling to a balloon scope of second-grade learning and therefore
after it has been rubbed on a cloth. not an appropriate anchor.
D. A match changes its appearance D. The change in a match after burning is an
after it burns. interesting and observable phenomenon;
however, it would fit best in a unit on physical and
chemical changes, rather than in an introduction
to structure and properties of matter, and it
would be more appropriate for older students
than for second-grade students.
,2. A kindergarten science classroom A. CORRECT. This investigation offers students
investigates changing the speed the opportunity to observe how the speed
and direction of an object with a and/or direction of an object changes with a push
push or a pull. Which of the or a pull (e.g., pushing or pulling a toy car with
following activities most various amounts of force). The descriptions of
appropriately supports the students what they observed and the comparisons of
in analyzing and interpreting data? different outcomes provide data that can be used
for interpretation and analysis with the help of
A. comparing different the teacher.
observations of what occurred
B. The concept of change due to force is the
B. distinguishing between opinions focus of the lesson and, while opinions and
and evidence in an argument evidence will be discussed, distinguishing them
isn't the result of analyzing the data. In this
C. describing how specific images scenario, students are more engaged in the
support a scientific explanation practice of argument.
D. making valid claims to determine C. Students are working with objects in this
an optimal design solution to a lesson, not viewing images, and they are working
problem toward the practice of developing an
explanation.
D. Students are investigating how speed and
direction can change, but not in reference to a
specific goal, such as designing an optimal
solution. This scenario is more about the
practices of engaging in argument and designing
solutions than in analyzing and interpreting data.
, 3. Students in a third-grade science A. Third-grade students should not yet be
class make claims about how a learning about wave properties, which would
prototype design that they made include discussions of amplitude, frequency, and
for a weather-related problem wavelength. Moreover, these properties only
works. This activity matches which relate to weather tangentially.
of the following disciplinary core
ideas? B. While weather is a naturally occurring
phenomenon and so might be considered a
A. wave properties natural resource, this concept is not helpful in
designing solutions for a weather-related
B. natural resources problem.
C. developing possible solutions C. CORRECT. Communicating with other students
about their prototypes is an important part of the
D. defining and delimiting developing possible solutions portion of the
engineering problems engineering design process and aids in the
development of ideas, including generating
improvements.
D. The students should have already completed
defining and delimiting their current engineering
problems because they are described as being at
the point of making claims about how their
prototypes work.
EXAM WITH CORRECT ACTUAL QUESTIONS
AND CORRECTLY WELL DEFINED ANSWERS
LATEST ALREADY GRADED A+ 2026
Save
Terms in this set (54)
,1. A second-grade teacher is A. CORRECT. The phenomenon of frozen water
planning a unit on structure and melting and re-freezing is a good anchor
properties of matter. Which of the because it is observable, accessible across
following statements about cultures, requires additional instruction, relates to
scientific phenomena should be both structure and properties of matter, and
used as an anchoring phenomena lends itself to investigations, including those
for this grade? related to temperature and phase changes.
A. An ice cube melts in a glass but B. Shadows are engaging, observable
becomes solid again when the phenomena; however, they are not examples of
water is frozen. matter and therefore are not a good anchor for
this unit.
B. Shadows are much cooler than
areas of ground where sunlight C. Items clinging to a balloon is an engaging and
strikes. observable phenomenon; however, electric
charge as a property of matter is beyond the
C. Some things cling to a balloon scope of second-grade learning and therefore
after it has been rubbed on a cloth. not an appropriate anchor.
D. A match changes its appearance D. The change in a match after burning is an
after it burns. interesting and observable phenomenon;
however, it would fit best in a unit on physical and
chemical changes, rather than in an introduction
to structure and properties of matter, and it
would be more appropriate for older students
than for second-grade students.
,2. A kindergarten science classroom A. CORRECT. This investigation offers students
investigates changing the speed the opportunity to observe how the speed
and direction of an object with a and/or direction of an object changes with a push
push or a pull. Which of the or a pull (e.g., pushing or pulling a toy car with
following activities most various amounts of force). The descriptions of
appropriately supports the students what they observed and the comparisons of
in analyzing and interpreting data? different outcomes provide data that can be used
for interpretation and analysis with the help of
A. comparing different the teacher.
observations of what occurred
B. The concept of change due to force is the
B. distinguishing between opinions focus of the lesson and, while opinions and
and evidence in an argument evidence will be discussed, distinguishing them
isn't the result of analyzing the data. In this
C. describing how specific images scenario, students are more engaged in the
support a scientific explanation practice of argument.
D. making valid claims to determine C. Students are working with objects in this
an optimal design solution to a lesson, not viewing images, and they are working
problem toward the practice of developing an
explanation.
D. Students are investigating how speed and
direction can change, but not in reference to a
specific goal, such as designing an optimal
solution. This scenario is more about the
practices of engaging in argument and designing
solutions than in analyzing and interpreting data.
, 3. Students in a third-grade science A. Third-grade students should not yet be
class make claims about how a learning about wave properties, which would
prototype design that they made include discussions of amplitude, frequency, and
for a weather-related problem wavelength. Moreover, these properties only
works. This activity matches which relate to weather tangentially.
of the following disciplinary core
ideas? B. While weather is a naturally occurring
phenomenon and so might be considered a
A. wave properties natural resource, this concept is not helpful in
designing solutions for a weather-related
B. natural resources problem.
C. developing possible solutions C. CORRECT. Communicating with other students
about their prototypes is an important part of the
D. defining and delimiting developing possible solutions portion of the
engineering problems engineering design process and aids in the
development of ideas, including generating
improvements.
D. The students should have already completed
defining and delimiting their current engineering
problems because they are described as being at
the point of making claims about how their
prototypes work.
