MTTC test 119 (lower elementary math)
Exam Questions With Correct Answers
Subarea I1—Mathematics-Specific Teaching Practices
Objective 002—Plan mathematics lessons and sequences of lessons.
A first-grade teacher plans initial lessons on comparing number values. Which of the following
activities would be developmentally appropriate and engaging when introducing this concept?
A: Students form multiple-digit numbers using index cards labeled with the digits 1, 2, 3, and 4.
B: Students measure the lengths of classmates' shoes and then sort the shoes from smallest to
largest.
C: Students discuss the values of different piles of coins, such as a pile of 5 quarters and a pile of
5 pennies.
D: Students stand between two different quantities and arrange their arms into a greater-than
or less-than symbol. - CORRECT ANSWER✔✔-Correct Response: D.
A:This activity does not require students to compare numbers.
B: The skills required to measure and sort rational numbers—the numbers that would be used
to describe shoe lengths—are too advanced to be included in a first-grade lesson activity about
comparing number values.
,C: This activity is not developmentally appropriate because the concepts of number comparison
should be introduced to students without requiring them to also apply additional mathematical
knowledge that does not directly support their understanding of these concepts.
D: Correct. The alignment and rigor of the activity is developmentally appropriate for
introducing first-grade students to the concept of comparing number values and the kinesthetic
activity promotes their engagement.
Subarea I1—Mathematics-Specific Teaching Practices
Objective 003—Use formative and summative mathematics assessments to gauge children's
learning and to make instructional decisions.
3. First-grade students consider the following equations.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
Most students state that the last equation is incorrect. In order to address the students'
misconception, the teacher should plan a review of which of the following concepts?
meaning and function of the equal sign
how addition and subtraction are related
the use of benchmark equations to find the answer
the concepts of "greater than," "less than," and "equal to" - CORRECT ANSWER✔✔-Correct
Response: A.
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 the last operation (i.e., they would likely believe
that the third equation should be written as 10 − 3 = 7 + 2 or 10 − 7 = 5 + 2).
, B: None of the equations shown makes use of addition and subtraction as inverse operations.
C: A review of benchmark equations (e.g., sums and differences involving 5 and 10) is not
necessary because students have previously agreed that 7 = 10 − 3 and 7 = 5 + 2.
D: There is evidence that the students are interpreting "=" to mean "the result of the last
operation," and reviewing the concepts of "greater than" and "less than" would not address this
misconception directly or efficiently.
A first-grade teacher uses an activity involving dice to help students make the jump from
counting to addition. Students roll two dice, then determine the sum of the dots that are face
up. On a piece of paper, students draw their dice as an addition problem and write the problem
using numbers. One student's work is shown.
Two dice are shown above an equation. The left die shows 3 pips, the right die shows 4 pips,
and the equation reads 3 plus 4 equals 7.
The teacher can increase students' success by taking which of the following actions before
explaining the activity?
A: teaching students how to add without using a counting strategy
providing context by describing games in which dice may be used
giving students the opportunity to become familiar with dice and their dots
posting addition tables at the front of the room and on each student's desk - CORRECT
ANSWER✔✔-Correct Response: C.
A: Students should explore the relationship between counting and addition before they learn to
add without a counting strategy.
B: Describing games in which dice may be used does not direct students' attention to attributes
of dice that makes them useful manipulatives for learning addition: the neat arrangement of
Exam Questions With Correct Answers
Subarea I1—Mathematics-Specific Teaching Practices
Objective 002—Plan mathematics lessons and sequences of lessons.
A first-grade teacher plans initial lessons on comparing number values. Which of the following
activities would be developmentally appropriate and engaging when introducing this concept?
A: Students form multiple-digit numbers using index cards labeled with the digits 1, 2, 3, and 4.
B: Students measure the lengths of classmates' shoes and then sort the shoes from smallest to
largest.
C: Students discuss the values of different piles of coins, such as a pile of 5 quarters and a pile of
5 pennies.
D: Students stand between two different quantities and arrange their arms into a greater-than
or less-than symbol. - CORRECT ANSWER✔✔-Correct Response: D.
A:This activity does not require students to compare numbers.
B: The skills required to measure and sort rational numbers—the numbers that would be used
to describe shoe lengths—are too advanced to be included in a first-grade lesson activity about
comparing number values.
,C: This activity is not developmentally appropriate because the concepts of number comparison
should be introduced to students without requiring them to also apply additional mathematical
knowledge that does not directly support their understanding of these concepts.
D: Correct. The alignment and rigor of the activity is developmentally appropriate for
introducing first-grade students to the concept of comparing number values and the kinesthetic
activity promotes their engagement.
Subarea I1—Mathematics-Specific Teaching Practices
Objective 003—Use formative and summative mathematics assessments to gauge children's
learning and to make instructional decisions.
3. First-grade students consider the following equations.
7 = 10 − 37 = 5 + 210 − 3 = 5 + 2
Most students state that the last equation is incorrect. In order to address the students'
misconception, the teacher should plan a review of which of the following concepts?
meaning and function of the equal sign
how addition and subtraction are related
the use of benchmark equations to find the answer
the concepts of "greater than," "less than," and "equal to" - CORRECT ANSWER✔✔-Correct
Response: A.
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 the last operation (i.e., they would likely believe
that the third equation should be written as 10 − 3 = 7 + 2 or 10 − 7 = 5 + 2).
, B: None of the equations shown makes use of addition and subtraction as inverse operations.
C: A review of benchmark equations (e.g., sums and differences involving 5 and 10) is not
necessary because students have previously agreed that 7 = 10 − 3 and 7 = 5 + 2.
D: There is evidence that the students are interpreting "=" to mean "the result of the last
operation," and reviewing the concepts of "greater than" and "less than" would not address this
misconception directly or efficiently.
A first-grade teacher uses an activity involving dice to help students make the jump from
counting to addition. Students roll two dice, then determine the sum of the dots that are face
up. On a piece of paper, students draw their dice as an addition problem and write the problem
using numbers. One student's work is shown.
Two dice are shown above an equation. The left die shows 3 pips, the right die shows 4 pips,
and the equation reads 3 plus 4 equals 7.
The teacher can increase students' success by taking which of the following actions before
explaining the activity?
A: teaching students how to add without using a counting strategy
providing context by describing games in which dice may be used
giving students the opportunity to become familiar with dice and their dots
posting addition tables at the front of the room and on each student's desk - CORRECT
ANSWER✔✔-Correct Response: C.
A: Students should explore the relationship between counting and addition before they learn to
add without a counting strategy.
B: Describing games in which dice may be used does not direct students' attention to attributes
of dice that makes them useful manipulatives for learning addition: the neat arrangement of
