PECT PREK-4 MODULE 3 WITH ACTUAL
QUESTIONS AND ANSWERS ALL VERIFIED
AND GRADED A+
Use -of -a -circle -graph -is -best -when -used -to -answer -a -question -about -what -concept?
a. -What -is -the -difference -between -the -minimum -and -maximum -value?
b. -Is -there -a -change -over -time?
c. -What -is -the -relationship -between -two -variables?
d. -How -do -all -the -parts -related -to -the -whole? -- -CORRECT -ANSWER-D
A -kindergarten -teacher -wants -to -develop -the -concept -of -set -and -which -items -belong -in -a -set.
-What -would -be -an -appropriate -activity -for -her -to -do?
a. -Have -students -use -as -many -words -as -they -can -think -of -to -describe -a -tree -and -a -set -of -
playground -equipment
b. -Look -at -two -objects -and -tell -how -they -are -similar -and -different
c. -Give -students -a -set -of -pattern -blocks -and -have -the -students -sort -the -blocks -into -categories
-they -see -fit
d. -Give -students -sticks -of -differing -lengths -and -have -them -put -them -in -order -from -smallest -to
-biggest -- -CORRECT -ANSWER-C
A -teacher -has -students -cut -a -square -or -rectangle -from -a -piece -of -paper. -She -then -has -
students -draw -a -line -connecting -opposing -corners. -The -class -discusses -their -findings. -What -is -
she -trying -to -teach -the -students -about?
a. -Similarity
b. -Right -triangles
c. -Parallel -lines
d. -Slope -- -CORRECT -ANSWER-B
Second -graders -are -working -with -groups -of -blocks. -The -students -find -that -with -some -groups -
of -blocks, -they -can -make -two -vertical -stacks -exactly -the -same -height. -With -other -groups -of -
blocks, -there -is -one -block -left -over. -What -concept -could -be -introduced?
, a. -Even -and -odd -numbers
b. -Common -numbers
c. -Inverse -operations
d. -None -of -the -above -- -CORRECT -ANSWER-A
A -student -is -having -trouble -with -single -by -double -digit -addition. -Which -assessment -could -best -
pinpoint -the -problem?
a. -Criterion -referenced -assessment
b. -Norm -referenced -assessment
c. -Performance -assessment
d. -Error -analysis -- -CORRECT -ANSWER-D
A -kindergarten -student -is -completing -a -triangle, -circle, -triangle, -circle -pattern -at -a -math -center.
-This -practice -is -setting -the -stage -for -which -mathematical -concept?
a. -Algebra
b. -Geometry
c. -Measurement
d. -Probability -- -CORRECT -ANSWER-A
A -kindergarten -teacher -shows -the -class -a -picture -of -two -buildings -and -asks -the -questions: -
"Which -building -has -more -windows? -Which -building -has -fewer -cars -outside?" -What -
mathematical -skill -is -the -teacher -reinforcing?
a. -Ordering -numbers
b. -Identifying -patterns -in -the -real -world
c. -Drawing -conclusions -from -observational -data
d. -None -of -the -above -- -CORRECT -ANSWER-C
Which -skill -must -a -student -have -before -they -are -able -to -add -the -numbers -1-5?
a. -Counting -forward -from -1-10
b. -Counting -backwards -from -10
QUESTIONS AND ANSWERS ALL VERIFIED
AND GRADED A+
Use -of -a -circle -graph -is -best -when -used -to -answer -a -question -about -what -concept?
a. -What -is -the -difference -between -the -minimum -and -maximum -value?
b. -Is -there -a -change -over -time?
c. -What -is -the -relationship -between -two -variables?
d. -How -do -all -the -parts -related -to -the -whole? -- -CORRECT -ANSWER-D
A -kindergarten -teacher -wants -to -develop -the -concept -of -set -and -which -items -belong -in -a -set.
-What -would -be -an -appropriate -activity -for -her -to -do?
a. -Have -students -use -as -many -words -as -they -can -think -of -to -describe -a -tree -and -a -set -of -
playground -equipment
b. -Look -at -two -objects -and -tell -how -they -are -similar -and -different
c. -Give -students -a -set -of -pattern -blocks -and -have -the -students -sort -the -blocks -into -categories
-they -see -fit
d. -Give -students -sticks -of -differing -lengths -and -have -them -put -them -in -order -from -smallest -to
-biggest -- -CORRECT -ANSWER-C
A -teacher -has -students -cut -a -square -or -rectangle -from -a -piece -of -paper. -She -then -has -
students -draw -a -line -connecting -opposing -corners. -The -class -discusses -their -findings. -What -is -
she -trying -to -teach -the -students -about?
a. -Similarity
b. -Right -triangles
c. -Parallel -lines
d. -Slope -- -CORRECT -ANSWER-B
Second -graders -are -working -with -groups -of -blocks. -The -students -find -that -with -some -groups -
of -blocks, -they -can -make -two -vertical -stacks -exactly -the -same -height. -With -other -groups -of -
blocks, -there -is -one -block -left -over. -What -concept -could -be -introduced?
, a. -Even -and -odd -numbers
b. -Common -numbers
c. -Inverse -operations
d. -None -of -the -above -- -CORRECT -ANSWER-A
A -student -is -having -trouble -with -single -by -double -digit -addition. -Which -assessment -could -best -
pinpoint -the -problem?
a. -Criterion -referenced -assessment
b. -Norm -referenced -assessment
c. -Performance -assessment
d. -Error -analysis -- -CORRECT -ANSWER-D
A -kindergarten -student -is -completing -a -triangle, -circle, -triangle, -circle -pattern -at -a -math -center.
-This -practice -is -setting -the -stage -for -which -mathematical -concept?
a. -Algebra
b. -Geometry
c. -Measurement
d. -Probability -- -CORRECT -ANSWER-A
A -kindergarten -teacher -shows -the -class -a -picture -of -two -buildings -and -asks -the -questions: -
"Which -building -has -more -windows? -Which -building -has -fewer -cars -outside?" -What -
mathematical -skill -is -the -teacher -reinforcing?
a. -Ordering -numbers
b. -Identifying -patterns -in -the -real -world
c. -Drawing -conclusions -from -observational -data
d. -None -of -the -above -- -CORRECT -ANSWER-C
Which -skill -must -a -student -have -before -they -are -able -to -add -the -numbers -1-5?
a. -Counting -forward -from -1-10
b. -Counting -backwards -from -10
