Core Subjects Questions: Math

A) Make a word wall. C) Use gestures, picture, and models to explain terms.

Ms. Davis teaches a fifth-grade math class primarily composed of English language learners (ELL). Which of the following can support her ELL students? Select all answers that apply.

A) Make a word wall. B) Explain terms in long sentences. C) Use gestures, picture, and models to explain terms. D) Speak loudly and slowly so they can hear each syllable separately./n/nD) Analyze the standards to determine learning objectives before she starts writing lesson plans.

Ms. Nakaroti wants to teach her students about properties of points, lines, planes, and angles. Which of the following should she include in her planning for the unit?

A) Ensure that students are engaged in group work every single instructional day. B) Use google to find worksheets about the topic. C) Make sure students write an essay that uses all of the key terms as their summative assessment. D) Analyze the standards to determine learning objectives before she starts writing lesson plans./n/nA) having students write a definition for each term in their own words in their native language

Mr. Fischer, a bilingual teacher, teaches a mathematics class composed of native English speakers and English language learners (ELLs). He has introduced a new topic with new vocabulary words in which he presented the vocabulary words with several examples. Which of the following strategies should Mr. Fischer use next to check each student's understanding of the vocabulary words?

A) having students write a definition for each term in their own words in their native language B) having students look up the definition online to see if it matches what Mr. Fischer told them C) placing students in groups so each student can explain the vocabulary terms to their peers in English D) having students copy down the definition for each word that Mr. Fischer wrote on the board in English/n/nC) heterogeneously, so that struggling students can learn from their peers and other students can benefit from explaining their reasoning

A second-grade teacher is planning a group activity in which students will sort 3D shape models based on their defining attributes. How should the teacher plan on grouping students for this activity, and why?

A) heterogeneously, so that the activity can be completed more quickly B) homogeneously, so that high-achieving students are not bored or held back by their peers C) heterogeneously, so that struggling students can learn from their peers and other students can benefit from explaining their reasoning D) homogeneously, so that the teacher can work more closely with the struggling students/n/nD) Pair Maria with another student who speaks Spanish, to clarify instructions in Spanish as needed.

Maria has recently moved from Mexico City to the U.S. She is a secondary student who speaks little English, but who came from her school in Mexico City with excellent grades. Which of the following would be the most appropriate accommodation for Maria's math teacher to use with Maria?

A) Make sure that Maria has all the materials she needs to complete the assigned tasks. B) Allow Maria to be an observer in math class for a few days until she feels a bit more at ease. C) Repeat the instructions that are given to the rest of the class more slowly and privately to Maria. D) Pair Maria with another student who speaks Spanish, to clarify instructions in Spanish as needed./n/nB) Behaviorism learning theory

Mrs. Jones is teaching a lesson on slope-intercept form. She requires each student to find the slope and y-intercept of a set of graphs, then put them into a formula that describes the graph. The students work one problem at a time and Mrs. Jones circulates to check their work. If a student has the correct answer, Mrs. Jones gives them a checkmark and they move on to the next question. If the student has the wrong answer, Mrs. Jones directs them to the incorrect portion of their work and they revise their answer. Mrs. Jones continues to circulate the room until all students have finished the assignment. Which of the following learning theories best matches the activity Mrs. Jones uses with her students?

A) Constructivist learning theory B) Behaviorism learning theory C) Social learning theory D) Sociocultural learning theory/n/nD) homogeneously

A first-grade class has been working on place value for several days. The teacher notices that some students are still struggling with the basic concept, some students are improving but still need additional practice, and some students have caught on quickly and are becoming bored. She plans to work with students in small groups while the rest of the class works in stations or independent work. What would be the most appropriate way to group students in this scenario?

A) randomly B) heterogeneously C) by seating arrangement D) homogeneously/n/nD) a math station where students repeatedly roll a die, recording the number that they roll each time

Which of the following would be the most beneficial activity for kindergarten students who are practicing subitizing skills?

A) a small group lesson in which students count a set of objects, touching each object once as they count B) a partner activity in which both students turn over cards and determines which number is larger C) a math station where students recreate a given pattern using different colored blocks D) a math station where students repeatedly roll a die, recording the number that they roll each time/n/nD) all of the above

A first-grade teacher is finishing a unit on place value and composing/decomposing numbers using hundreds, tens, and ones. Which of the following would help to ensure that students continue practicing this skill even after the unit is finished?

A) a "number of the day" that students model using hundreds, tens, and ones B) an online game in which students identify the hundreds, tens, and ones place C) counting each day of school by adding a popsicle stick to a jar and making groups of tens when applicable D) all of the above/n/nB) Students will be able to place a given whole number in the correct position on an open number line.

According to the TEKS, which of the following is an appropriate skill for a second-grade student to master during a unit on numbers and operations?

A) Students will be able to identify three-dimensional solids, such as a cylinder or cone. B) Students will be able to place a given whole number in the correct position on an open number line. C) Students will be able to create a Venn diagram of the characteristics of their classmates. D) Students will be able to compare and order decimals to the hundredths./n/nA) 10

Use the expression to answer the prompt.

5902 + 2527 + 9864

If the result of the expression is estimated by rounding each number to the hundreds place, then by rounding each number to the tens place, by what value will the two estimates differ?

A) 10 B) 700 C) 7 D) 90/n/nB) Yes, because this allows students to develop a strategy that works for them.

Mr. Miller has taught addition with two-digit numbers and rounding. His students are beginning to use this concept in word problems. He teaches them 3 methods to simplify the process: guess and check, make a list, and draw a picture. Is teaching 3 different strategies a good practice?

A) No, because these are all visual methods of learning and does not help auditory and kinesthetic learners. B) Yes, because this allows students to develop a strategy that works for them. C) Yes, because students like to have choices as this gives them a sense of control. D) No, because it is overwhelming to students to have 3 choices./n/nD) Grade level and subject matter standards

What details should a teacher consider when choosing appropriate higher-order thinking questions for math?

A) Number of times a certain kind of question has been asked B) How well students respond to higher-order thinking questions on their first attempt C) Whether or not the students have heard higher-order thinking questions in other subject areas D) Grade level and subject matter standards/n/nB) Guide students in highlighting multiples of ten on a number line or hundreds chart as they skip count out loud.

A first-grade teacher is working with a small group of students on skip counting by tens. The students are able to recite numbers from 10 to 100 while skip counting, but they struggle when asked what ten more than 40 is. Which of the following strategies would help students improve their mathematical reasoning skills related to this concept?

A) Continue to practice skip counting until the students become more proficient in this skill. B) Guide students in highlighting multiples of ten on a number line or hundreds chart as they skip count out loud. C) Teach students to add 40 + 10 using two-digit addition strategies. D) Return to the question of ten more than 40 at a later time./n/nB) Ask students to explain why they think one number is greater than the other.

A kindergarten teacher is planning a lesson on comparing two numbers using "greater than" and "less than." After introducing the phrases "greater than" and "less than," she writes a 4 and 8 on the board and asks students to think about which number is greater. Which of the following activities should the teacher use next to promote and assess students' mathematical reasoning skills?

A) Ask students to write a sentence about how they know one number is greater than the other. B) Ask students to explain why they think one number is greater than the other. C) Have students work in groups to decide which number is greater. D) Teach students that the > symbol is like an alligator that "eats" the larger number./n/nB) Ask the student if 27 seems like a reasonable answer to 24 × 3.

A third-grade teacher notices that a student got nine out of ten multiplication problems correct, but on the missed problem they wrote 24 × 3 = 27. What would be the best step for the teacher to take next?

A) Ask the student to go back and check their work. B) Ask the student if 27 seems like a reasonable answer to 24 × 3. C) Pair the student with a peer who got the correct answer. D) Plan on working one-on-one with the student to review the steps for multiplying two-digit numbers by one-digit numbers./n/nA) 180 stickers

Sheila has a large collection of stickers. She gives ½ of her collection to Sue, ½ of what is remaining to Sandra, and then gave ⅓ of what was left over to Sarah. If she has 30 stickers remaining, how many stickers did she begin with?

A) 180 stickers B) 120 stickers C) 90 stickers D) 270 stickers/n/nD) Agree to meet, listen to their concerns, and then explain that one component of math is understanding reasonable answers.

Mr. Johns gave a test last week and Ginny missed one question. She answered that 14.5 people would ride on each bus rather than 15. Her parents would like a conference because she did the math problem correctly and should receive credit even though her answer was not reasonable. How should Mr. Johns handle this situation?

A) Offer to call them because a conference is not necessary. B) Offer to send the test home for them to review. C) Agree to meet, but let them know in advance that the grade will not be changed. D) Agree to meet, listen to their concerns, and then explain that one component of math is understanding reasonable answers./n/nC) a scavenger hunt in which students work in pairs to find examples of different shapes in the classroom

A kindergarten class is finishing a lesson on two-dimensional shapes. Which of the following would be the most beneficial activity that creates real-world connections for students to complete?

A) showing students different pattern blocks and asking them to name the shape B) a worksheet on which students match the name of the shape to its picture C) a scavenger hunt in which students work in pairs to find examples of different shapes in the classroom D) having students draw and cut the different 2D shapes using construction paper/n/nD) the Greeks

Who is credited with creating much of what we consider geometry?

A) the Americans B) the Indians C) the Babylonians D) the Greeks/n/nB) Have students work in pairs to create a new daily schedule with 30 more minutes of recess, 15 more minutes of lunch, and 15 more minutes of PE.

A third-grade class has been working on adding increments of time smaller than 60 minutes. The majority of students are able to correctly add 15- and 30-minute increments in both isolated problems and word problems. What activity could the teacher add to the next lesson to increase student engagement?

A) Move on to the next unit, as students have mastered this one already. B) Have students work in pairs to create a new daily schedule with 30 more minutes of recess, 15 more minutes of lunch, and 15 more minutes of PE. C) Challenge students to add lengthier times, such as 1 ½ hours. D) Give students an opportunity for extra credit if they complete a homework page on adding increments of time./n/nD) calculating the area of various two-dimensional shapes

A teacher wants to create a review assignment covering prerequisite knowledge for a new unit on volume. Which of the following concepts would be the best topic for the review assignment?

A) solving exponential equations B) naming two-dimensional shapes C) graphing two-dimensional shapes on the coordinate plane D) calculating the area of various two-dimensional shapes/n/nA) Students found the school store engaging and learned the material better than students given word problems.

Ms. Monroe is teaching her students about counting money and change. In her morning class, she gives several word problems as practice. In her afternoon class, she has students run a school store and practice giving change. She finds that students in her afternoon class perform much better on the unit test. What could explain the difference?

A) Students found the school store engaging and learned the material better than students given word problems. B) Students did not like the word problems. C) Students in her afternoon class are more intelligent than students in her first period class. D) The word problems were easier than giving change in a school store./n/nA) a parent going shopping at a store sale

A student asks a teacher when calculating percentages of numbers will be useful in real life. Which of the following examples would be the most appropriate response for the student?

A) a parent going shopping at a store sale B) a builder cutting materials for a house C) a pharmacist measuring the correct amount of medication D) an architect designing a building/n/nA) The base-ten number system was developed by the Hindu-Arabic civilizations.

A student asks the teacher who invented the number system we use today. Which of the following answers would be most appropriate?

A) The base-ten number system was developed by the Hindu-Arabic civilizations. B) The current number system was developed by the Greek and Roman empires. C) The current number system has evolved over a period of thousands of years and each culture contributed to its development. D) The base-ten number system was invented by Isaac Newton in the late 17th century./n/nA) Customer 1 will receive $0.62 in change after purchasing the plant.

Two customers are paying for a house plant that costs $6.25. Customer 1 provides the cashier with 17 quarters, 24 dimes, and 22 pennies. Customer 2 pays with 18 quarters, 5 dimes, and 19 nickels. Which of the following statements is true?

A) Customer 1 will receive $0.62 in change after purchasing the plant. B) Customer 2 gave the cashier more money than Customer 1. C) Customer 2 will receive $0.30 in change after purchasing the plant. D) Customer 1 does not have adequate money to pay for the house plant./n/nC) Teach a lesson on how math can be used to inform people about social issues and have students find numbers that can help tell the story of the agency

Mr. Marshall is a math teacher and a student council sponsor. He has encouraged student council to do a service project, but they are struggling with ideas. He decides to assign his math class a project where they research local non-profits. How can he align this project with the curriculum?

A) Require students to write 3 words problems about the agency they research B) Have students review the budget for the agency C) Teach a lesson on how math can be used to inform people about social issues and have students find numbers that can help tell the story of the agency D) Ask for a numbers sheet that has 10 numerical facts about the agency/n/nA) Going outside to measure various parts of the playground in inches, feet, or yards.

A second-grade teacher is planning a lesson on measuring length using standard units. Which of the following would be an effective way to engage students in the lesson while allowing them to practice measurement strategies?

A) Going outside to measure various parts of the playground in inches, feet, or yards. B) Asking students to predict the length of common household items. C) Using an online program that allows students to use an on-screen ruler to measure objects. D) A worksheet that includes measurements of toys the students like./n/nB) addition

Klaus is planning his annual garden. He wants to plant 2 carrot plants, 3 pepper plants, and 1 squash plant. If he knows the area that each plant requires to grow and wants to determine the total area his garden will require, which operation will he use last in his calculation?

A) multiplication B) addition C) division D) subtraction/n/nB) 6 shirts and 3 pants

There was a big sale and Branden bought 9 items of clothing. Shirts were selling for $15 each and pants were $20. If he bought at least one of each item and spent $150, how many of each did he purchase?

A) 5 shirts and 4 pants B) 6 shirts and 3 pants C) 4 shirts and 5 pants D) 3 shirts and 6 pants/n/nB) Identify key phrases and write the math symbols above the words.

A teacher prompted her class to write an expression that matches the phrase "3 less than 2x." One student wrote the expression 3−2x on his paper. What suggestion should be given to the student to help him realize his mistake?

A) Draw a picture. B) Identify key phrases and write the math symbols above the words. C) Simplify the expression. D) Replace the variable with a number./n/nA) 70 is the slope of the line.

In January, Jim enrolled in a new gym membership this year which required a $50 membership fee and a $70 monthly fee. In April, Jim wrote an equation in the form y=mx+b to find the total amount he has spent on his gym membership so far that year. What is the meaning of the $70 monthly fee in his equation?

A) 70 is the slope of the line. B) 70 is the y-intercept of the line. C) 70 is the total amount he has spent this year. D) 70 is the x-intercept of the line./n/nB) v is the independent variable because the amount of money Sarah earns is dependent on the number of visitors to her site.

Sarah is a fashion blogger and is paid by advertisers each month based on the number of visitors that come to her website. To find her monthly income, she can use an equation in which mm represents the amount of money she makes and vv represents the number of visitors landing on her website. Based on this information, which of the following statements is true?

A) m is the dependent variable because it will be multiplied by the rate she receives per website visitor. B) v is the independent variable because the amount of money Sarah earns is dependent on the number of visitors to her site. C) v is the dependent variable because the amount of money Sarah earns will be the same each month. D) m is the independent variable because her monthly income changes each month./n/nC) number of hours worked

An electrician charges $30 to make a house call, plus $25 an hour for labor. The following equation represents d, the total number of dollars it costs for a certain amount of t, time (in hours): d = 30 + 25t. In the above problem, what is the independent variable?

A) house call charge B) amount of money paid C) number of hours worked D) price of labor/n/nC) order of operations when solving equations

Mr. Yoder gave each of his students some Starbursts and some Skittles. He instructed the students to use the candy to set-up and solve multi-step equations, using the Starbursts to represent the x's, the Skittles to represent the constants, and different colors to represent positives and negatives. To solve the equations, students must determine how many Skittles are equivalent to one Starburst. Which of the following concepts is Mr. Yoder most likely working on with his students?

A) understanding what a solution is B) combining like terms C) order of operations when solving equations D) properties of equality/n/nB) formal summative assessment

Which of the following best describes a high-stakes assessment, such as state mandated exams?

A) informal formative assessment B) formal summative assessment C) formal formative assessment D) informal summative assessment/n/nD) It allows the students several different ways to demonstrate what they have learned and can do.

Which of the following is the greatest benefit of using a variety of assessment methods?

A) It allows the teacher to quickly assess how well the students are doing. B) It allows the students to better understand why they received a particular grade. C) It allows the teacher to eliminate possible bias in assigning grades. D) It allows the students several different ways to demonstrate what they have learned and can do./n/nA) Projects require higher level thinking and can demonstrate greater concept mastery than tests.

Rather than give a unit test, Mrs. Kirby decides to assign a major project to her students. They are provided a rubric that sets the expectations and guidelines. Students will be given 2 class periods to work on it and the rest must be completed at home. Students will then present their projects in class. What is the main advantage to giving a project rather than a test?

A) Projects require higher level thinking and can demonstrate greater concept mastery than tests. B) There are usually fewer answers to grade on a project than a test so it saves time. C) It lowers students anxieties as they do not have to prepare for a test. D) Parents can help their children with the project and parental involvement is key to academic success./n/nA) estimating using number sense

Most students in a class answer no to the following problem: "Lily has $42 and wants to buy some new books. Each book costs $8. She thinks she can buy 5 books with her money. Does she have enough money to buy 5 books?" Which of the following concepts should the teacher review?

A) estimating using number sense B) using fractions instead of decimals C) rounding D) applying the rules of the order of operations/n/nD) all of the above are good times for a formative assessment

Which of the following would be an appropriate time for a classroom teacher to use a formative assessment?

A) as a closing activity at the end of a class period B) when students are involved in a cooperative group project C) as the teacher is introducing a new concept D) all of the above are good times for a formative assessment/n/nD) rounding

The majority of students in a class give an answer of 8 for the following problem: "Sarah is organizing chairs for a school assembly. Each row can hold 8 chairs, and there are 65 students attending the assembly. How many full rows of chairs does Sarah need to set up so that all the students will have a seat?" This response suggests that the teacher needs to reteach what concept?

A) using the correct operation for the scenario B) using fractions instead of decimals C) expressing remainders D) rounding/n/nA) have each student complete the problem on a piece of paper and collect them

Mrs. Davis writes the problem 0.45×3 on the board and asks students to solve it mentally, indicating with a thumbs-up when they have the answer. She calls on one student to provide his answer, to which he replies, "1.35." Mrs. Davis responds with, "Correct!" What could Mrs. Davis have done differently to ensure that she assessed each student's understanding?

A) have each student complete the problem on a piece of paper and collect them B) meet with the students who had not yet put their thumbs up C) ask the student to come to the board to explain his answer D) ask multiple students to share and defend their answers/n/nD) reteach the concept to the entire class and consider using models such as centimeter blocks to help students visualize the figures

In Mr. Fisher's fifth-grade classroom, students are learning how to calculate the volume of rectangular prisms. On an exit ticket, Mr. Fisher notices that over half of the students repeat one of the prism's dimensions, rather than using all three dimensions (for example, length x width x width). What is the best next step for Mr. Fisher to take to ensure all of his students are proficient with this skill?

A) move on to the next topic and revisit volume when it is time to review for the test B) offer another opportunity for students to calculate the volume of a prism on a subsequent exit ticket C) provide practice for the multiplication of three numbers D) reteach the concept to the entire class and consider using models such as centimeter blocks to help students visualize the figures/n/nA) 1/3

Mrs. Harris writes all the numbers from 4 to 24 on slips of paper and places them in a hat. She then asks a student to pick a number from the hat. What is the probability that the number chosen by the student will be a prime number?

A) 1/3 B) 1/24 C) 9/20 D) 3/10/n/nA) 2/5

In a survey, 20 people were asked how many minutes a day they spend exercising. The results of the survey are in the table below:

Minutes of Exercise Each Day Number of People

m = 0 6

0 < m ≤ 30 4

30 < m ≤ 60 5

60 < m ≤ 90 3

m > 90 2

If a person is randomly selected from those surveyed, what is the probability the person exercised more than 30 minutes but no more than 90 minutes a day?

A) 2/5 B) 1/4 C) 3/5 D) 3/20/n/nD) 1/216

A game has a player throw 3 standard dice at the same time. What is the probability of getting 3 sixes in one throw?

A) 1/6 B) 1/36 C) 1/2 D) 1/216/n/nC) 11

Tim rolls a pair of six-sided dice 25 times and records the sum of the two numbers. How many different sums are possible?

A) 10 B) 12 C) 11 D) 36/n/nB) The new drug was effective at lowering blood glucose.

Jeanette wants to determine if a diabetes drug is effective. She has a group of 100 diabetic rats. She gives 50 rats the new drug and the other 50 rats no medicine. She finds that the blood glucose levels of the rats who received the treatment is 20 points lower than the rats who did not receive treatment. Which of the following is true?

A) The new drug was ineffective at lowering blood glucose. B) The new drug was effective at lowering blood glucose. C) The rats who received the treatment were the control group. D) The rats who didn't receive a treatment were the experimental group./n/nC) probability

Students in Mr. Miller's class are given a worksheet with the different combinations that can be reached when flipping a coin and rolling a standard die. Students then work in pairs to flip and roll all of the combinations. What topic is Mr. Miller teaching?

A) ratios B) sample space C) probability D) teamwork/n/nC) As students enter her room, they randomly draw a red or black card. She teaches the concept by explaining that the class is the population and students who drew a red card are the sample group.

Mrs. Spiser is teaching her students about populations and samples. At the start of the lunch period, the students go to the cafeteria to take a randomized survey to determine the number of students who bought lunch. They will then apply the results of their survey to the whole school to determine the total number of students who buy lunch each day. To reinforce the concept, Mrs. Spiser should include which of the following activities in her lesson plan the morning before the students take the survey?

A) As students enter her room, they tell her if they bought lunch yesterday. She teaches the concept by explaining that the class is the population and students who bought lunch yesterday are the sample group. B) As students enter her room, they tell her if they bought lunch yesterday. She teaches the concept by explaining that the school is the population and students who bought lunch yesterday are the sample group. C) As students enter her room, they randomly draw a red or black card. She teaches the concept by explaining that the class is the population and students who drew a red card are the sample group. D) As students enter her room, they randomly draw a red or black card. She teaches the concept by explaining that the school is the population and students who drew a red card are the sample group./n/nC) 92/125

The table shows results from a survey in which people were asked how many apps (a) they have on their cell phones. If 125 people were surveyed, what is the probability that a person selected at random will have at least 24 apps but less than 48 apps on their phone?

Number of Apps Number of People

a < 12 9

12 ≤ a < 24 14

24 ≤ a < 36 50

36 ≤ a < 48 42

a ≥ 48 10

A) 102/125 B) 2/5 C) 92/125 D) 106/125/n/nD) Put the words on a Word Wall with the word, picture, and definition.

Mr. Thomas is teaching measures of central tendency to his class that is mostly comprised of English Language Learners (ELL). What is the best support for teaching the new vocabulary words?

A) Give the words and definitions to the students in English and Spanish. B) Say the words and their definitions slowly, loudly, and repeatedly throughout the lesson. C) Teach the class as if all students are fluent in English so the students don't feel different. D) Put the words on a Word Wall with the word, picture, and definition./n/nD) 25

The test scores in Mrs. Marsala's math class are as follows: 72, 75, 78, 84, 88, 89, 91, 92, 93, 94, 97 What is the range of scores?

A) 87 B) 89 C) 72 D) 25/n/nB) range: 9; mode: 3

What is the range and mode of the data set below? 10, 8, 5, 3, 7, 4, 5, 9, 2, 3, 7, 3, 8, 6, 4, 1, 2, 1, 10, 3

A) range: 9; mode: 3 and 4 B) range: 9; mode: 3 C) range: 10; mode: 3 and 4 D) range: 10; mode: None/n/nC) 122

The debate team has averaged 108 points in the last 5 tournaments. If they scored 120, 98, 92, and 108 in the first 4 tournaments, how many points were scored in the fifth tournament?

A) 120 B) 124 C) 122 D) 108/n/nC) 14

Zuri has scored 16, 22, 18, 10, and 22 points in her first 5 basketball games. How many points does she need to score in her next game so that her average points per game is 17?

A) 2 B) 8 C) 14 D) 20/n/nD) The small amount of data might be skewing the median higher than normal.

Rachel is thinking about buying her first house. The data below represents the houses sold in her city in the last month. $90k, $120k, $200k, $350k, $459k, $750k, $775k, $800k, $990k Rachel concludes she can't buy a house because the median home price is $459k and her budget is only $200k. Why is the use of the median misleading in this situation?

A) Based on the median there are no houses in her price range. B) The outliers of the data set are making the median higher than normal. C) The outliers of the data set are making the median lower than normal. D) The small amount of data might be skewing the median higher than normal./n/nD) Students survey a random sample of 50 people at the grocery store, calculate the average amount of money spent, and then use the data to estimate the average amount of money spent at the grocery store by all customers.

Miss Minor is designing a lesson in which students will use statistics to make inferences about a population based on a sample. Which of the following tasks best assesses the students on this concept?

A) Students survey a random sample of 45 people in their community and calculate the average number of pets per household, and then use it to find the amount of variation in the sample data. B) Students survey a random sample of 75 students that attend their school and calculate the average age of the students they surveyed. C) Students survey a random sample of 30 of their classmates and their average score on the most recent exam. They then compare it to the known average score of the exam. D) Students survey a random sample of 50 people at the grocery store, calculate the average amount of money spent, and then use the data to estimate the average amount of money spent at the grocery store by all customers./n/nD) median

A teacher measures the heights of her third-grade students, as well as herself, and then writes the results on the classroom whiteboard. The recorded heights in inches are: 48, 50, 52, 47, 49, 51, 54, 46, 53, 51, 49, 46, and 64. She then asks her students to arrange the heights in order from lowest to highest and determine the middle height. This activity helps students visualize and understand which concept?

A) range B) mode C) mean D) median/n/nC) 55

Which number could be added to the data set below so that the range stays the same? 23, 87, 19, 34, 37, 87, 81, 5, 14, 100, 26

A) 0 B) 2 C) 55 D) 103/n/nB) 74

The Blueville Bears golf team has 6 members. In their last tournament, the players averaged a score of 79. The first five players on the roster had scores of 72, 76, 102, 70, and 80. What was the score of the sixth player?

A) 70 B) 74 C) 75 D) 80/n/nB) an online program that allows students to plot their data point on a dot plot

A third-grade teacher is planning a lesson on representing data using dot plots. She plans to introduce the concept of dot plots, show examples, and create a class dot plot that shows how many siblings the students have. Which of the following would be the best way to incorporate technology into this lesson?

A) an online video that demonstrates how to make a dot plot B) an online program that allows students to plot their data point on a dot plot C) a quiz on dot plots that students complete independently on the computer D) an internet search of dot plots so students can view several examples/n/nA) reteach the concept to the whole class using manipulatives.

A recent formative assessment shows that 80% of Ms. Parker's first-grade class has not mastered the skill of finding the value of unknown addends. In her lesson on this concept, Ms. Parker taught students to "count up" from one number to the other to find the unknown addend. Based on results of the formative assessment, Ms. Parker should:

A) reteach the concept to the whole class using manipulatives. B) reteach the lesson to the whole class the following week. C) reteach the concept later in the year when students are more developmentally ready. D) reteach the lesson in small groups the following day./n/nC) Students play a card game in which students arrange themselves in order according to the number on the card they are holding.

A teacher is planning a unit on comparing and ordering numbers. Which of the following activities could the teacher use to support students' learning of this concept?

A) Students play math bingo in which the spaces on the bingo card contain two-digit addition and subtraction problems. Students match the expressions with the numbers that are called out. B) Students solve addition sentences of two single-digit numbers, then find another student in the room with the same answer. C) Students play a card game in which students arrange themselves in order according to the number on the card they are holding. D) Students play a dice game in which students roll a number, then build it with tens rods and ones. After each roll, they continue to build on the number./n/nC) infinity

The mathematics teacher and art teacher work together to create an interdisciplinary lesson using tessellations, which are basic geometric shapes set to a repeating pattern. The students cover a large piece of poster board with the patterns they create. Which of the following mathematical concepts is most closely reflected in this activity?

A) perimeter B) number sense C) infinity D) conservation/n/nD) place value

Base ten blocks are commonly used by teachers to illustrate the concept of:

A) adding two-digit numbers B) one-to-one correspondence C) adding within ten D) place value/n/nA) Use an interactive part-part-whole model that allows students to drag items from the "whole" to the "parts" to find the unknown addend.

A first-grade teacher is planning a lesson on solving problems with an unknown addend, such as 3 + __ = 8. She knows that students have struggled with this concept in previous years and is looking for a way to engage students with technology while still improving their understanding of the concept. Which of the following could she do in order to achieve this?

A) Use an interactive part-part-whole model that allows students to drag items from the "whole" to the "parts" to find the unknown addend. B) Ask another teacher who has had success teaching this concept to record herself explaining it so it can be shown to the class. C) Use a video with characters the students enjoy that demonstrates how to solve these types of problems. D) Make sure to include several practice problems that include unknown addends on an online math program students use./n/nC) base ten blocks

A kindergarten teacher is working on adding one-digit numbers with a small group of students. Which of the following would NOT be a manipulative that the teacher might plan to use?

A) counters B) small objects, such as beads C) base ten blocks D) unifix cubes/n/nB) use everyday language

Which of the following is not an appropriate instructional strategy to promote student's use of mathematical language?

A) activate background knowledge to link language to topics in previous grades B) use everyday language C) provide daily opportunities for students to reason, in writing and verbally D) define mathematical vocabulary daily in conjunction with pictorial representations/n/nC) Cuisenaire rods

Ms. Daniels is a second-grade teacher who notices that several of her students are struggling to determine the value of an unknown addend in an equation. She plans to reteach this concept in small groups to the students who are struggling. Which of the following manipulatives would enhance Ms. Daniels' small group lessons on this topic?

A) algebra tiles B) fraction tiles C) Cuisenaire rods D) number lines/n/nD) having students graph lines with different y-intercepts then determine how b changes the graph of y=mx+b

Mrs. Cooper wants to reinforce a concept she is teaching her sixth-graders by having students use their calculators to solidify their conceptual understanding. In which of the following activities would the use of a calculator be most beneficial to conceptual understanding?

A) having students change fractions to decimals using the calculator B) having students race to see who can find the square root of numbers the fastest C) having students input a table into the calculator so it can plot the points for them D) having students graph lines with different y-intercepts then determine how b changes the graph of y=mx+b/n/nA) 3/40

The state sales tax is 7.5%. Which number could also represent 7.5%?

A) 3/40 B) 0.0075 C) 3/4 D) 0.75/n/nB) 3

Simplify the expression: 15−3(8−6)^2

A) 576 B) 3 C) 48 D) -21/n/nA) 2, 3, 4

The least common multiple of three positive numbers is 12. Which of the following could be the three numbers?

A) 2, 3, 4 B) 12, 144, 1,728 C) 12, 24, 36 D) 2, 3, 6/n/nD) 1

Which of the following numbers is neither prime nor composite?

A) 4 B) 3 C) 2 D) 1/n/nA) to help students identify composite numbers

A teacher presents a game where students are asked to find numbers between 1 and 60 with more than two factors. The students mark these numbers with an "X" on their game boards. What is the most likely purpose of this game?

A) to help students identify composite numbers B) to find the least common multiple of numbers C) to encourage students to practice multiplication tables D) to reinforce skills in adding even and odd numbers/n/nA) (16/4)^2 C) (24/12)(64/8) D) (121/11) / (55/11)

Which of the following are equivalent to dividing 144 by 9? Select all answers that apply.

A) (16/4)^2 B) 2(132/12) C) (24/12)(64/8) D) (121/11) / (55/11) E) 9/144/n/nA) understanding the properties of prime numbers

During a math lesson, a teacher asks students to circle all numbers with only two factors from a list of numbers between 10 and 100. What mathematical concept is being reinforced by this activity?

A) understanding the properties of prime numbers B) exploring patterns in odd and even numbers C) learning the addition of multi-digit numbers D) identifying numbers that are multiples of 5/n/nC) 5(35+18) D) (25x7)+(9x10)

Which of the following are equivalent to 175 plus 90? Select all that apply. Select all answers that apply.

A) (25+9)x(7+10) B) 5(35x18) C) 5(35+18) D) (25x7)+(9x10)/n/nC) the relationship between prime factorization and the number of factors

A fifth-grade teacher designs a math investigation to deepen students' understanding of prime and composite numbers. The class is divided into small groups, each given a set of numbers from 2 to 50.

Students are asked to follow a series of steps: identify all factors for each number categorize the numbers as prime or composite find the largest prime number in their set determine how many composite numbers in their set have exactly three factors

What is the primary mathematical concept this investigation is designed to reinforce?

A) the concept of multiples and divisibility rules B) the difference between odd and even numbers C) the relationship between prime factorization and the number of factors D) the properties of square numbers and perfect squares/n/nC) 1 and 7/15

Solve 2/3 + 4/5

A) 2/5 B) 1 and 1/2 C) 1 and 7/15 D) 2/15/n/nC) 2 / (sqrt of 4)

Which of the following is not equivalent to 1/2?

A) 1/3 / 2/3 B) 50% C) 2 / (sqrt of 4) D) 1 / (sqrt of 4)/n/nA) They help students visualize the meaning of the concepts.

It is advantageous to provide students with physical models when teaching addition and subtraction. How do these models help students learn?