MTTC Mathematics Exam Questions Correctly
Answered.
1. 1. A kindergarten teacher observes as a
C. Asking probing questions
small group of students practice
about the total number of
comparing numbers counters each
and quantities using manipulatives. Each student student has.
has four counters. One student's counters are
spaced farther apart than the other Correct. By asking probing
students' counters, and several ques- tions about the total
members of the group number of
claim that student has more counters than every- counters each student
has, the
one else. The teacher can build on the using index cards
students' understanding of counting and labeled with the
cardinality by: digits 1, 2, 3, and
4.
A. Encouraging the one student to B. Students
count their counters for the group. measure the
B. Identifying the error and moving the lengths of
one stu- dent's counters closer together. classmates'
C. Asking probing questions about the total shoes and then
sort the shoes
num- ber of counters each student has.
from smallest to
D. Prompting the group to combine their
largest.
coun- ters and count how many they
have in all.
2. 2. A first-grade teacher plans initial
lessons on comparing number values.
Which of the follow- ing activities would
be developmentally appro- priate and
engaging when introducing this con-
cept?
A. Students form multiple-digit numbers
, MTTC Mathematics Exam Questions Correctly
Answered.
teacher can help students move beyond a naïve conception that their arms into a greater-
bigger equals more and deepen their conceptual understanding than or less-than symbol.
of counting and cardinality.
Correct. The alignment and
rig- or of the activity is
developmen- tally
appropriate for introducing
first-grade students to the
concept of comparing number
values and
D. Students stand between two ditterent quantities and arrange
C.Students discuss the values of different piles of the kinesthetic activity
promotes
coins, such as a pile of 5 quarters and a their engagement.
pile of 5 pennies.
, MTTC Mathematics Exam Questions Correctly
Answered.
D. Students stand between two different
quanti- ties and arrange their arms into a
greater-than or less-than symbol.
3. 3. First-grade students consider the A. Meaning and function of
following equations. the equal sign.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
Most students state that the last Correct. The teacher should revie
equation is in-
correct. In order to address the students' miscon- the meaning and functio
of the
ception, the teacher should plan a review of which equal sign because
students who
of the following concepts? agree that only the first two
equa- tions are correct may be
A. Meaning and function of the equal interpret- ing the equal sign
sign. to be a symbol that indicates
B. How addition and subtraction are the result of the last
related.
operation (i.e., they would
C. The use of benchmark equations to
like-
find the answer.
ly believe that the third equation
D.The concepts of "greater than," "less than," and should be written as 10
3=7+2
"equal to". or 10 − 7 = 5 + 2).
4. 4. A first-grade teacher uses an activity C. Giving students the
involv- ing dice to help students make opportunity to become
the jump from familiar with dice and
counting to addition. Students roll two dice, then their dots.
determine the sum of the dots that are face up.
On a piece of paper, students draw their Correct. Providing students with
dice as
an addition problem and write the problem using opportunities to
Answered.
1. 1. A kindergarten teacher observes as a
C. Asking probing questions
small group of students practice
about the total number of
comparing numbers counters each
and quantities using manipulatives. Each student student has.
has four counters. One student's counters are
spaced farther apart than the other Correct. By asking probing
students' counters, and several ques- tions about the total
members of the group number of
claim that student has more counters than every- counters each student
has, the
one else. The teacher can build on the using index cards
students' understanding of counting and labeled with the
cardinality by: digits 1, 2, 3, and
4.
A. Encouraging the one student to B. Students
count their counters for the group. measure the
B. Identifying the error and moving the lengths of
one stu- dent's counters closer together. classmates'
C. Asking probing questions about the total shoes and then
sort the shoes
num- ber of counters each student has.
from smallest to
D. Prompting the group to combine their
largest.
coun- ters and count how many they
have in all.
2. 2. A first-grade teacher plans initial
lessons on comparing number values.
Which of the follow- ing activities would
be developmentally appro- priate and
engaging when introducing this con-
cept?
A. Students form multiple-digit numbers
, MTTC Mathematics Exam Questions Correctly
Answered.
teacher can help students move beyond a naïve conception that their arms into a greater-
bigger equals more and deepen their conceptual understanding than or less-than symbol.
of counting and cardinality.
Correct. The alignment and
rig- or of the activity is
developmen- tally
appropriate for introducing
first-grade students to the
concept of comparing number
values and
D. Students stand between two ditterent quantities and arrange
C.Students discuss the values of different piles of the kinesthetic activity
promotes
coins, such as a pile of 5 quarters and a their engagement.
pile of 5 pennies.
, MTTC Mathematics Exam Questions Correctly
Answered.
D. Students stand between two different
quanti- ties and arrange their arms into a
greater-than or less-than symbol.
3. 3. First-grade students consider the A. Meaning and function of
following equations. the equal sign.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
Most students state that the last Correct. The teacher should revie
equation is in-
correct. In order to address the students' miscon- the meaning and functio
of the
ception, the teacher should plan a review of which equal sign because
students who
of the following concepts? agree that only the first two
equa- tions are correct may be
A. Meaning and function of the equal interpret- ing the equal sign
sign. to be a symbol that indicates
B. How addition and subtraction are the result of the last
related.
operation (i.e., they would
C. The use of benchmark equations to
like-
find the answer.
ly believe that the third equation
D.The concepts of "greater than," "less than," and should be written as 10
3=7+2
"equal to". or 10 − 7 = 5 + 2).
4. 4. A first-grade teacher uses an activity C. Giving students the
involv- ing dice to help students make opportunity to become
the jump from familiar with dice and
counting to addition. Students roll two dice, then their dots.
determine the sum of the dots that are face up.
On a piece of paper, students draw their Correct. Providing students with
dice as
an addition problem and write the problem using opportunities to
