EC- 6 PRACTICE QUESTIONS: A
DETAILED COMPILATION OF
LANGUAGE ARTS, MATHEMATICS,
SCIENCE, ENGLISH AND SOCIAL
STUDIES STRATEGIES FOR EC-6
LEARNERS. 100% VERIFIED.
Word problem: Troy and Walter are neighbors. They both have mowed their grass today. Troy mows
his grass every 3 days. Walter mows his grass every 5 days. How many days will it be before they
both mow their grass on the same day?
Based on the word problem, the lesson will most likely cover which of the following?
Least common multiple
The 1st grade students, including ELL students, at Rice Elementary will be assessed over their
understanding of U.S. coins and the value of each coin. During class instruction, all students were
able to concretely work with play money to make connections with coins and values. The teacher
must determine the best way to assess students over the values of the U.S. coins. Which would be
an appropriate method to do so?
A. Provide pictures of each U.S. coin and have students match the picture with the value of the coin.
Answer A is correct. English-language learners may particularly need modifications with
mathematics assessments and instruction. Teachers should have visual models of strategies and
structures used with related mathematics vocabulary identified.
Third grade students will be learning about fractions to the ¼, 1/3, ½, 2/3, ¾, and whole. The teacher
knows to use concrete objects to teach mathematical concepts is best practices for the students. In
order to teach the fraction concept, which common tools would be best for the teacher to use to
demonstrate fractions with items found in the classroom?
B. ruler, clock, counters
Answer B is correct. Rulers can be used to show parts of a whole and fractional parts in fourths,
eighths, and sixteenths. Clocks can be used to show fractional parts in fourths by quarter of the
hour, half hour, etc. Counters can be used to show parts of a set and set models.
Learning to skip count forward in lower grades is preparation for which of the following
mathematical operations?
multiplication
Answer D is correct. Skip counting builds the foundation for learning multiples and how multiples
,applies with multiplication. A multiple is simply a number multiplied (or skip counted) by an integer.
The correct answer is D.
The least common factor of any two numbers is...
1
The teacher is introducing comparing whole numbers in terms of greater than and less than. The
teacher brings to class ads from two different grocery stores. The teacher instructs the students to
find three items that appear in each ad and compare their prices. What mathematical comparative
language should the students use to compare prices?
The oranges at store A are less expensive than the oranges at store B.
Answer D is correct. The formal mathematical language indicates to use the expressions of less than
and greater than when comparing real numbers, whole numbers and fractions. The correct answer is
D.
least common multiple
The smallest number that both numbers will divide into without a remainder
There is no such greatest common multiple.
First graders are applying skip counting as they count to 100. The teacher wants to explore common
items for the students to use with skip counting. For skip counting by 5s, the teacher will have the
students trace their hands and number their fingers then glue the hands on a large poster board to
display the number of hands with five fingers it would take to reach 100. What are some things the
teacher could use to teach skip counting by 2s?
A. Socks, shoes, feet
Answer A is correct. Each of these examples (socks, shoes, feet) come in pairs or groups of two. By
using concrete everyday objects which students use, the concept becomes more personal for the
students to think through how to count by 2s and to see that it is really just counting in pairs.
Express 4 3/8
as a decimal number.
4.375
Answer B is correct. Find 3 ÷ 8 = 0.375. Add this to the whole number 4 as it is in the original
problem
Is the graph of a circle a function? Describe why or why not.
No. It does not pass the vertical line test.
Answer B is correct. There are multiple vertical lines that can be drawn over the graph that will touch
the graph in more than one place (two places to be exact), so the graph is not a function.
, In order to develop, justify and use conversions within a measurement system, the teacher will
arrange the classroom in collaborative grouping so students are able to practice measuring mass
then converting it within the system. Which measurement system will the students be working with
in this collaborative setting?
Metric system
Answer C is correct. Mass is measured in grams and kilograms, both of which are metric units of
measurement. Mass is also measured on a different scale than weight, which is part of the U. S.
customary system.
Students learning to solve for missing values through input/output tables which increase the output
(or y value) by the same value are laying a foundation to be able to work with which kind of function
as they mature in their mathematical knowledge?
Linear Functions
Answer D is correct. As the x value changes, if the y value always changes by the same value, you are
working with a linear function. The correct answer is D.
Students in the second grade class at Lovett Elementary are exploring properties of U.S. coins and
bills. The teacher knows to help students make clear connections with the play money in class and
real money they would use at a store that the lessons and activities need to be applicable to a real
world situation. Which of the following situations would be the most applicable for the students?
A. For students to shop in the "class store" and count out the money needed to make the pretend
purchases
B. For the teacher to assign the students to go to the grocery store and buy three items to bring back
to a class store
C. For the students to write down the cost of three items then add them to find the total cost of the
three items
D. For students to solve problems with money on a worksheet
A. For students to shop in the "class store" and count out the money needed to make the pretend
purchases
The use of play money gives students a concrete example of the coins.
This hands-on experience with money allows the students to explore with the value of coins and
bills.
Shopping in a class store provides the students a real world experience in a controlled environment.
The teacher is gathering data on the students from the past three assessments given in her class. In
order to analyze and draw conclusions on the data in the most efficient manner, the teacher has
decided it would be best to plot the assessment scores for each student to determine the probability
DETAILED COMPILATION OF
LANGUAGE ARTS, MATHEMATICS,
SCIENCE, ENGLISH AND SOCIAL
STUDIES STRATEGIES FOR EC-6
LEARNERS. 100% VERIFIED.
Word problem: Troy and Walter are neighbors. They both have mowed their grass today. Troy mows
his grass every 3 days. Walter mows his grass every 5 days. How many days will it be before they
both mow their grass on the same day?
Based on the word problem, the lesson will most likely cover which of the following?
Least common multiple
The 1st grade students, including ELL students, at Rice Elementary will be assessed over their
understanding of U.S. coins and the value of each coin. During class instruction, all students were
able to concretely work with play money to make connections with coins and values. The teacher
must determine the best way to assess students over the values of the U.S. coins. Which would be
an appropriate method to do so?
A. Provide pictures of each U.S. coin and have students match the picture with the value of the coin.
Answer A is correct. English-language learners may particularly need modifications with
mathematics assessments and instruction. Teachers should have visual models of strategies and
structures used with related mathematics vocabulary identified.
Third grade students will be learning about fractions to the ¼, 1/3, ½, 2/3, ¾, and whole. The teacher
knows to use concrete objects to teach mathematical concepts is best practices for the students. In
order to teach the fraction concept, which common tools would be best for the teacher to use to
demonstrate fractions with items found in the classroom?
B. ruler, clock, counters
Answer B is correct. Rulers can be used to show parts of a whole and fractional parts in fourths,
eighths, and sixteenths. Clocks can be used to show fractional parts in fourths by quarter of the
hour, half hour, etc. Counters can be used to show parts of a set and set models.
Learning to skip count forward in lower grades is preparation for which of the following
mathematical operations?
multiplication
Answer D is correct. Skip counting builds the foundation for learning multiples and how multiples
,applies with multiplication. A multiple is simply a number multiplied (or skip counted) by an integer.
The correct answer is D.
The least common factor of any two numbers is...
1
The teacher is introducing comparing whole numbers in terms of greater than and less than. The
teacher brings to class ads from two different grocery stores. The teacher instructs the students to
find three items that appear in each ad and compare their prices. What mathematical comparative
language should the students use to compare prices?
The oranges at store A are less expensive than the oranges at store B.
Answer D is correct. The formal mathematical language indicates to use the expressions of less than
and greater than when comparing real numbers, whole numbers and fractions. The correct answer is
D.
least common multiple
The smallest number that both numbers will divide into without a remainder
There is no such greatest common multiple.
First graders are applying skip counting as they count to 100. The teacher wants to explore common
items for the students to use with skip counting. For skip counting by 5s, the teacher will have the
students trace their hands and number their fingers then glue the hands on a large poster board to
display the number of hands with five fingers it would take to reach 100. What are some things the
teacher could use to teach skip counting by 2s?
A. Socks, shoes, feet
Answer A is correct. Each of these examples (socks, shoes, feet) come in pairs or groups of two. By
using concrete everyday objects which students use, the concept becomes more personal for the
students to think through how to count by 2s and to see that it is really just counting in pairs.
Express 4 3/8
as a decimal number.
4.375
Answer B is correct. Find 3 ÷ 8 = 0.375. Add this to the whole number 4 as it is in the original
problem
Is the graph of a circle a function? Describe why or why not.
No. It does not pass the vertical line test.
Answer B is correct. There are multiple vertical lines that can be drawn over the graph that will touch
the graph in more than one place (two places to be exact), so the graph is not a function.
, In order to develop, justify and use conversions within a measurement system, the teacher will
arrange the classroom in collaborative grouping so students are able to practice measuring mass
then converting it within the system. Which measurement system will the students be working with
in this collaborative setting?
Metric system
Answer C is correct. Mass is measured in grams and kilograms, both of which are metric units of
measurement. Mass is also measured on a different scale than weight, which is part of the U. S.
customary system.
Students learning to solve for missing values through input/output tables which increase the output
(or y value) by the same value are laying a foundation to be able to work with which kind of function
as they mature in their mathematical knowledge?
Linear Functions
Answer D is correct. As the x value changes, if the y value always changes by the same value, you are
working with a linear function. The correct answer is D.
Students in the second grade class at Lovett Elementary are exploring properties of U.S. coins and
bills. The teacher knows to help students make clear connections with the play money in class and
real money they would use at a store that the lessons and activities need to be applicable to a real
world situation. Which of the following situations would be the most applicable for the students?
A. For students to shop in the "class store" and count out the money needed to make the pretend
purchases
B. For the teacher to assign the students to go to the grocery store and buy three items to bring back
to a class store
C. For the students to write down the cost of three items then add them to find the total cost of the
three items
D. For students to solve problems with money on a worksheet
A. For students to shop in the "class store" and count out the money needed to make the pretend
purchases
The use of play money gives students a concrete example of the coins.
This hands-on experience with money allows the students to explore with the value of coins and
bills.
Shopping in a class store provides the students a real world experience in a controlled environment.
The teacher is gathering data on the students from the past three assessments given in her class. In
order to analyze and draw conclusions on the data in the most efficient manner, the teacher has
decided it would be best to plot the assessment scores for each student to determine the probability
