PECT - Module 3 - Practice Test Questions, Multiple Choice Questions And Answers

PECT - Module 3 - Practice Test Questions, Multiple Choice Questions And Answers 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 D 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 D 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 C 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 C 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. A 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 B 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 A. 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 A 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