PECT Test Mod 3

An understanding of which of the following mathematical concepts is most helpful when working with probabilities?

A. place value

B. divisibility rules

C. factors and multiples

D. ratios and proportions

D

A Venn diagram would be most appropriate for visually representing which of the following problems?

A. What are the common multiples of 2, 3, and 5 that are less than 40?

B. If 15 students in a class ride the bus to school and 10 do not, how many students are in the class?

C. What is the probability that out of 3 flips of a coin, the coin will come up heads every time?

D. If 4 students are wearing green shirts and 7 students are wearing blue shirts, how many students are wearing either a green or a blue shirt?

A

A teacher wants to help students develop their understanding of the relative magnitude of numbers. Which of the following types of mathematics learning materials would be most effective for the teacher to use for this purpose?

A. number lines

B. plastic coins

C. pattern blocks

D. number cubes

A

Which of the following strategies is most appropriate for solving the problem below?

One week Liam baked some cookies and gave half of them away. The next week Liam baked twice as many cookies as the week before and gave half of them away. The third week Liam again baked twice as many cookies as the week before and gave half of them away. If Liam gave away 24 cookies the third week, how many cookies did he give away altogether?

A. looking for a pattern

B. guessing and checking

C. working backward

D. solving a simpler problem

C

To correctly use the ordinal numbers first through fifth with a group of five objects placed in a row, a young child must first be able to:

A. recognize and write the numerals one through five.

B. understand that the order of the objects in the group does not affect the total number.

C. recognize that the last number counted is the number of objects in the group.

D. understand that the number five is made up of smaller numbers.

C

A preschool child measures the length of a long rectangular block by lining up several smaller blocks along the length of the longer block. This demonstrates that the child has an understanding of which of the following measurement concepts?

A. conservation

B. unit iteration

C. partitioning

D. transitivity

B

With respect to mathematics instruction, a standardized developmental screening test would be most appropriate for helping a second-grade teacher:

A. determine students' background knowledge of mathematics before beginning an instructional unit.

B. modify the curriculum based on students' mathematical abilities in second grade.

C. identify whether any student is at risk of a possible learning problem in mathematics.

D. assess the progress students have made in their mathematical thinking throughout the school year.

C

A kindergarten teacher wants to promote students' ability to interpret data. The teacher provides stickers of various colors and asks students to select the sticker that best matches the color of the shirts they are wearing. The students then place the stickers in columns based on color on a large sheet of paper. To meet the objective of the lesson, the most appropriate step for the teacher to take next would be to:

A. show the students how the same data can be displayed using different types of graphs.

B. ask students to identify which columns have more stickers and which have fewer.

C. help students predict how many students will be wearing each color shirt the next day and how to confirm the results.

D. guide students in repeating the activity using stickers that best match the color of the pants or skirts they are wearing.

B

A second-grade teacher is having students work on adding double-digit numbers. The teacher writes a problem on the board, asks students to estimate the answer, and then asks them to explain how they arrived at their answers. As students listen to their peers' explanations, some students are able to revise their answers correctly while others are not. Which of the following follow-up activities would be most appropriate?

A. working with students in small groups to help students at different ability levels construct their understanding of the concept of addition

B. providing more challenging problems such as triple-digit numbers addition for students to practice their estimation and reasoning skills

C. drawing on students' understanding of double-digit numbers addition to introduce other arithmetic concepts involving double-digit numbers

D. having students take a short test to find out who has grasped the concept and who may need more individual focused instruction

A

Which of the following mathematics activities would be most appropriate for promoting preschool students' skills in measurement?

A. telling time to the nearest half hour on an analog or digital clock

B. sequencing three different events that occur in the daily classroom routine

C. combining play coins in different ways to equal one dollar

D. using a ruler to measure the length of an object to the nearest quarter inch

B

A third-grade teacher is developing a criterion-referenced test for a mathematics unit on multiplication. During the unit, students use arrays to solve multiplication problems involving one- and two-digit numbers. To produce a valid criterion-referenced test for this unit, the teacher must:

A. align the test questions with the national mathematics standards for multiplication at the third-grade level.

B. establish a cut-score that will show which students need remedial work with multiplication tables.

C. include test questions that allow students to solve multiplication problems using arrays as they did during the unit.

D. provide standardized questions based on the state curriculum so that students' scores can be compared across districts

C

A preschool teacher wants to promote children's skills related to counting and comparing numbers. Which of the following activities is most appropriate to use for this purpose?

A. asking the children to look around the classroom for the largest numeral they can find

B. letting the class vote on which book the teacher should read next and then asking the class which book won based on the votes

C. having the class count the number of times a flipped coin comes up heads and predicting whether or not heads will come up on the next flip

D. selecting one child each day to count the number of children in the class and set the appropriate number of cups out for juice at snack time

B

A third-grade student is having difficulty solving word problems in mathematics. Which of the following strategies would be most helpful for the teacher to suggest the student use first?

A. restating the problem in his or her own words

B. determining whether there is extraneous information in the problem

C. estimating what might be a reasonable answer to the problem

D. identifying two different strategies that might be helpful in solving the problem

A

A teacher provides mathematics instruction using manipulatives, worksheets, games, and class discussion. The primary benefit of providing instruction in multiple formats is that it:

A. helps students engage their prior knowledge.

B. encourages the development of social skills through group participation.

C. addresses a variety of learning styles.

D. allows students to see different ways to solve the same problem.

C

A teacher gives groups of students a number of triangles, squares, and semicircles and asks the students to combine these shapes to make as many different figures as they can. This activity will help build a foundation for students' future development of which of the following skills?

A. generating rules for patterns made of shapes

B. representing shapes on a coordinate grid

C. identifying three-dimensional geometric shapes

D. determining the area of irregular shapes

D

During group time, a preschool teacher uses shapes made out of felt to create a circle-circle-square, circle-circle-square pattern. The teacher asks children which shape should come next to continue the pattern. Some of the children say a circle and some say a square. Which of the following teacher strategies will best help the children construct their own understanding of the concept?

A. asking the children to identify the differences between the two shapes

B. having the children say the pattern out loud as a group and again asking which shape should come next

C. asking the children to vote on whether a circle or a square should come next

D. continuing the pattern first with a square and then with a circle and asking which shape seems best

B

A third-grade teacher asks teams of students to develop a scientific way for determining what types of materials can become charged with static electricity when rubbed against another material. To produce scientifically valid results from their investigations, it is most important that the student teams:

A. develop a system for recording how strong a static charge develops on each material.

B. keep other variables constant as they test the different materials.

C. explain in scientific language why some materials are more easily charged than others.

D. describe why they chose the materials that they did for testing

B

A second-grade class is beginning a unit on weather. Which of the following activities associated with this unit would be most effective for helping the students develop an understanding of the foundations of scientific inquiry?

A. The students watch a regular weather report and discuss how meteorologists make predictions.

B. The teacher demonstrates how water vapor condenses on the outside of a glass of ice water when it is humid.

C. Student teams research historic weather events and make class presentations of their findings.

D. The teacher sets up a simple weather station and has the class keep regular rainfall and temperature records.

D

Which of the following provides the best inquiry-based learning activity for a third grade class studying rocks and minerals?

A. constructing a poster of the rock cycle and providing written explanations of each stage

B. watching a video on how rocks and minerals form and then answering related questions

C. performing simple tests on a set of minerals and then using a key to identify them

D. summarizing an article about a rock or mineral resource for a class presentation

C

To present the concept of the conservation of mass to children in a prekindergarten class, it would be most appropriate for the teacher to ask the children to:

A. create stories about where water goes when it evaporates from a puddle on a hot day.

B. roll out balls of clay into flat pancake shapes and then discuss the concepts of shape and weight.

C. compare the cumulative weight of the food they eat every day with their body weight.

D. observe the expansion of water that has turned from liquid to ice and then give possible explanations.

B

A teacher is planning an activity to introduce the concept of density to first graders. The teacher would like to get students interested in the topic by using a discrepant event that surprises them with a result they do not expect. Which of the following activities would be most effective for stimulating students' interest in this topic?

A. After filling one glass with a saturated salt solution and one glass with tap water, the teacher asks students to predict what will happen when an egg is placed in each of the two glasses.

B. The teacher shows students that sound travels differently through the air and through a solid by having them place their ears against the surface of their desks while gently tapping the desk.

C. After placing an ice cube in a glass of water, the teacher asks students to explain why the ice cube floats.

D. The teacher mixes 50 mL of rubbing alcohol with 50 mL of water and asks students to explain why the combined volume of the two substances is less than 100mL.

A

A first-grade teacher is planning a unit on insects with the goal of motivating students to be good scientific observers of the natural world. The most effective way to achieve this goal would be to have the students:

A. watch a video about ants and then answer questions about ant behavior depicted in the video.

B. separate pictures of a variety of ant species by appearance and then come up with ideas to explain why they are different.

C. memorize the names of the body parts of ants and then identify those parts in various pictures of different ant species.

D. make drawings of ants from memory to share with the class and then observe real ants and draw them again

D

A third-grade teacher is planning a science unit on human body systems, a topic that has quite a bit of specialized scientific terminology associated with it. In presenting information during the unit, it is most advisable for the teacher to:

A. avoid scientific terminology whenever possible.

B. include only those terms that are already familiar to the students.

C. explain the Latin or Greek roots of the terms as they are used.

D. use the appropriate scientific terminology

D

A fourth-grade teacher wants to integrate the arts into the science curriculum. Which of the following student activities would be most appropriate for this age group?

A. visiting an art museum to observe how animals are depicted in paintings

B. collecting different types of leaves for pressing

C. researching an animal's habitat and creating a diorama

D. writing a short story or poem about a favorite pet

C

A teacher wants to introduce a kindergarten class to the concept of structure and function in living systems. Which of the following activities would provide the most appropriate introduction to the biological concept of structure and function for this age group?

A. comparing what different insects look like with how they move

B. measuring pulse rates before and after physical activity

C. identifying where different animals live and what they eat

D. contrasting flowers from different types of plants

A

As a third grader works on a diagram of the water cycle, the classroom teacher gives her specific feedback on the task while also asking the student to evaluate her own work. The teacher hopes the interaction will help him adapt his teaching approach to the student's learning style and encourage the student to become more involved in her own progress. Which of the following describes this type of interactive assessment?

A. summative assessment

B. performance assessment

C. formative assessment

D. criterion-referenced assessment

C

A second-grade teacher wants to develop an assessment that evaluates student achievement in science over time and involves students in their own evaluations. The teacher could most effectively achieve this by using which of the following assessment strategies?

A. giving regular content quizzes that students correct

B. having each student maintain a portfolio containing a variety of work samples

C. observing students as they carry out experiments

D. meeting with students weekly during the year to discuss recent work

B

At the start of a fourth-grade unit on the physical environment, which of the following questions should a teacher ask to promote the idea that the rock cycle and water cycle interact as part of a larger earth system?

A. How do rivers change the surface of the land?

B. What causes the water level of rivers to change?

C. How do people use rivers to produce energy?

D. What is the relationship between rivers and oceans?

A

One of the strongest arguments in favor of using an inquiry approach to teach elementary science is that with the inquiry approach elementary students can:

A. learn science content through a nonquantitative approach that is less intimidating.

B. participate in activities without having to learn challenging scientific concepts.

C. expand their innate curiosity about a topic into a more structured science investigation.

D. explore their own interests in a flexible setting without fear of failure.

C

A first-grade teacher is modifying a weather activity to incorporate a mathematics component. The original activity involves reading to the class a children's story about a large storm and then asking the class questions about how weather has affected their lives. Which of the following student-centered mathematics activities would provide the most age-appropriate link to the first-grade mathematics curriculum?

A. developing a chart of the average annual rainfall in different parts of the United States

B. estimating what fraction of the local area's annual precipitation falls as snow during the winter

C. calculating the amount of rain that would fall if it rained for a whole day at a given rate

D. developing a histogram showing rainfall for a month based on data collected using a rain gauge

D

A second-grade teacher introduces students to the concept of renewable and nonrenewable resources in a discussion about the environment. A student asks the teacher why water is considered a renewable resource when it disappears after it rains or goes down the drain after a bath. Which of the following facts about water should the teacher cover in order to answer the student's question?

A. the role of evaporation, condensation, and stream flow in cycling water between the oceans, atmosphere, and land

B. the properties of aquifers that allow water that falls as precipitation to be stored underground

C. the importance of sewage treatment plants in turning waste water into clean water that can be returned to streams or used by people

D. the loss of some water resources for the foreseeable future due to contamination with pollutants

A

As part of a school program encouraging recycling, a second-grade teacher and her class decide to examine how their lunch and snack choices affect the trash the class generates. The students begin by setting aside all the plastic packaging materials from their lunches. For this grade level, which of the following activities would best help the students recognize the impact of their lunch choices on the plastic waste the class generates?

A. putting all plastic packaging materials in a recycling bin to see how long it takes to fill

B. researching the different types of plastic that can be recycled into new products

C. having students weigh the plastic packaging from their lunches daily for a month

D. making a poster showing the processes involved in turning recycled plastic into new products

C

Students in a second-grade class observe birds at a feeder hanging from a tree outside the classroom. The students observe that the birds have beaks of different shapes. Some birds are able to crack the seeds easily, while other birds pound at the seeds to open them. The students also notice that some of the birds can cling to the side of the tree, and others only perch on branches. Using the students' observations would be an appropriate way to introduce which of the following life science concepts? ‘

A. inheritance

B. life cycles

C. adaptation

D. habitat

C

Which of the following assessment instruments would be most appropriate to use to evaluate the gross-motor development of a five-year-old student?

A. self-evaluation

B. observational checklist

C. fitness test

D. summative exam

B

A first-grade teacher has assessed students' abilities in various gross-motor movements such as skipping, galloping, and sliding. Some of the students can do some of the movements but not all three. Based on these assessment results, the teacher could best promote the gross-motor development of all students in the class by:

A. playing a simple game in which students skip, gallop, or slide.

B. asking students to model skipping, galloping, and sliding movements for those who have trouble.

C. having students practice skipping skills daily until all students are able to skip.

D. referring those students who lag behind in skipping skills for further evaluation by a physical therapist.

A

Which of the following activities is more developmentally appropriate for fourth grade students than for first-grade students?

A. playing team sports that require strategy

B. engaging in creative movement that focuses on imagery and make-believe

C. moving rhythmically to music

D. participating in activities with one or two rules that are reinforced

A

Formative assessments in motor development would best be used for which of the following purposes?

A. documenting achievement of motor development goals

B. evaluating overall performance to assign a grade related to motor skills

C. screening for possible delays in motor development

D. identifying strengths and weaknesses in performance of motor skills

D

According to the USDA, which of the following is a component of a healthy diet?

A. consuming a variety of fruit juices as the primary source of fruit in the diet

B. replacing dairy products with soy-based and other nondairy substitutes

C. consuming less protein from animal sources and increasing consumption of beans and nuts

D. replacing the majority of red and yellow vegetables with root vegetables such as potatoes

C

Which of the following actions is most effective for reducing the risk of respiratory problems in children due to poor indoor air quality?

A. replacing older carpets and fabric-covered cushions with newer ones as they become worn

B. eliminating dust by washing plastic toys with a mild soap solution once a week

C. using aerosol sprays rather than liquid cleaning products whenever possible

D. improving ventilation by opening windows and doors for a part of each day

D

A kindergarten teacher wants to promote the development of students' manipulative skills. The most developmentally appropriate activity for this purpose would be for the teacher to have the students:

A. practice dribbling a soccer ball from one end of the room to the other.

B. strike a thrown ball with a bat.

C. use an underhand throw to toss beanbags to a partner from various distances.

D. move around the room at varying speeds without bumping into one another.

C

A prekindergarten teacher would like to support students' safety knowledge and skills by promoting their ability to make 911 calls in an emergency. The teacher can best accomplish this goal by first:

A. reading aloud a story in which a child calls 911 and discussing the story with the class.

B. inviting emergency responders to speak to the class about when it is appropriate to make 911 calls.

C. using a toy phone to model dialing 911 and having students use it to practice making 911 calls.

D. presenting scenarios to the class and asking students whether they would call 911 in the situation described.

A

Which of the following questions is most important for a kindergarten teacher to consider first when planning instruction to develop students' motor skills?

A. Should activities focus on one type of movement, such as locomotor or non-locomotor movements?

B. What equipment is available or needs to be obtained for students to participate in physical activities?

C. What kinds of physical games and activities do students initiate on their own during free playtime?

D. What activities are appropriate for the physical and cognitive levels of the students?

D

In a first-grade class, the teacher introduces students to the conflict-resolution strategy below.

1. Stop before you lose your temper.

2. Say what you think the conflict is about.

3. Listen to the other person's feelings and ideas.

4. Think of solutions that will satisfy both of you.

The teacher asks students to describe some conflicts or disagreements they have had with another person at school. The teacher then guides pairs of students in role-plays to explore how the conflict-resolution steps could be applied in similar situations. Which of the following ideas is most important for the teacher to emphasize to students as they practice using step 2 of the conflict-resolution strategy?

A. expressing the emotions they are experiencing as calmly and clearly as possible to the other person

B. talking about the conflict as if it involves two other people rather than themselves

C. using a what or why message to explain what is bothering them, instead of a message that blames the other person

D. incorporating words such as fair and peaceful into their ideas about how the conflict or disagreement can be resolved

C

Which of the following is a developmentally appropriate physical activity goal for kindergarten students?

A. learning how to skip and gallop with ease

B. gaining experience in working with a partner

C. practicing striking a moving object with a racket

D. understanding and participating in competitive games

A

A preschool program has just received four new tricycles. On the day that the tricycles arrive, the children are excited and anxious to get outside to play with them. Prior to having students ride the tricycles, it is most important that the teacher:

A. explain to the children the types of movements used while riding a tricycle.

B. reinforce to the children the importance of sharing the tricycles.

C. encourage the children to ride a tricycle in order to get exercise.

D. provide the children with helmets and instruction on how to safely ride the tricycles.

D

A kindergarten teacher has several students who lack the fine-motor skills required for writing and forming letters. Which of the following instructional activities is likely to be most appropriate for these students?

A. providing increased time for worksheets that require tracing letters multiple times

B. engaging the students in building with small blocks and working with clay

C. teaching songs, rhymes, and chants that require coordination of hand movements to words

D. asking the students to create letters with their bodies before writing the letters with pencils or crayons

B

A four-year-old child's inability to perform which of the following tasks could indicate a need for further assessment of the child's motor development?

A. hitting a ball with a bat

B. kicking a stationary ball

C. balancing on a balance beam

D. using an overhand throw

B

Fourth graders are engaged in an online activity where they enter their age and keep a food and activity log for a week. The program gives them recommendations for healthy eating and activities. The primary benefit of this type of activity is that it:

A. provides students with a strategic plan for health and fitness.

B. fosters enjoyment in health and fitness activities.

C. promotes self-responsibility for personal health and fitness.

D. teaches students important vocabulary about health and fitness.

C

During an outdoor activity, a teacher throws a large ball to fourth-grade students. Instead of throwing the ball directly to the students, the teacher throws it so that the students need to move forward, backward, or laterally to catch the ball. This activity is likely to contribute most effectively to the students' development of which of the following skills?

A. perceptual

B. fine-motor

C. manipulative

D. nonlocomotor

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?

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

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

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

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

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

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

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
c. Recognizing written numerals
d. Writing numbers 1-10

A

A student is doing math problems that require adding two digit and one digit numbers and subtracting one digit numbers from two digit numbers. The student gets all the problems correct except for two subtraction problems. How should the teacher correct the student's problem?

a. Review place value with the student
b. Use manipulatives
c. Teach the student how to check subtraction through addition
d. None of the above

C

How would you foster an awareness of the seasons and weather changes in a kindergarten student?

a. Have students chart the daily temperature and precipitation using information from a local newspaper
b. Sort clothes, tools, and toys according the their appropriate season
c. Use a flashlight and a beach ball to explain how the earth's orbit affects the seasons
d. Explore the weather of different countries

B

A kindergarten teacher wants to develop observational skills in her students. What would be an appropriate activity to use?

a. Describe the birds they see around the school using a list of terms provided by the teacher
b. Sort objects by common characteristics
c. Look at the different parts of a flower using a magnifying glass
d. None of the above

B

What activity would help show fourth grade students that white light is made up of different wavelengths of light?

a. Make a simple kaleidoscope out of cardboard tubes and wax paper
b. In a dark room, shine a white light into a prism and observe the different colors that come out
c. Use only blue and yellow light to grow plants in the classroom
d. None of the above

B

A kindergarten teacher sets up a center with ramps of different heights, trucks, and balls. Interacting with these materials could introduce which concept to students?

a. Gravitational acceleration
b. Friction
c. Inertia
d. Gravity

D

A fourth grade science teacher is doing a unit on the solar system. She uses a poster to show the solar system and wants to illustrate the great distance between planets. What would be an appropriate activity?

a. Adjusting a recipe for making different amounts of cookies
b. Making a proportional map of the classroom
c. Comparing the surface area and volume of different boxes
d. None of the above

B

A group of second graders is posing theories on how clouds are formed. One student proposes the idea that clouds are made of snow and when the snow melts, it rains. Many students agree with this idea. How can you correct this thinking?

a. Show students the difference between summer and winter clouds
b. Explain that when people are in planes, they see white fluffy clouds
c. Make a cloud by heating water in a plastic bottle
d. Asking students in what part of the water cycle is snow evaporated

C

A third grade teacher is introducing a unit on weather and the water cycle. What would be an appropriate introductory activity?

a. Write reports on historical weather events
b. Have students recall experiences with extreme weather like a big snowstorm or heat wave
c. Ask students to provide guesses as to what causes severe weather
d. Tell students to wash their hands in cold water

B

A teacher is starting a unit on earthquakes and volcanoes. She knows that most of her students have adequate prior knowledge of this topic except for five students. What should she do to ensure these students have adequate background knowledge before beginning the unit?

a. Put these five students in the same group and give them more time to work on assignments
b. Give the five students a website to explore at home so they can get background knowledge on their own time
c. Show the whole class pictures and give explanations so that the whole class receives some background knowledge
d. Put these five students in discussion groups with students who have prior knowledge of the topic

C

Which disease can be prevented by vaccine?

a. Measles
b. Impetigo
c. Strep throat
d. Conjuntivitis

A

What is the best benefit of having an active lifestyle for a child?

a. Reduces childhood obesity
b. Increases blood pressure
c. Quicker reaction time

A

Which physical activity would be appropriate for prekindergartners in the parallel play stage?

a. Relay races
b. Making a human pyramid
c. Mimicking animal movements
d. Playing catch

C

A teacher wants to model I Messages as a healthy form of communication. What would be a good statement for the teacher to use?

a. I asked you to put it on the shelf the first time
b. When you throw blocks, I feel worried that you will hit someone
c. When you follow directions, I feel like you are good students
d. None of the above

B

What is the best practice to reduce the spread of common cold germs in the classroom?

a. Encourage sick kids to stay home
b. Disinfect the surfaces of all the desks
c. Encourage and promote the regular washing of hands
d. Separate the sick kids from the rest of the class

C

A teacher engages her students in a discussion regarding safe and unsafe practices on the playground. What would be an appropriate follow up activity to this discussion?

a. Tell students that if they do one of the unsafe practices, they will be punished
b. Encourage students to report any unsafe practices to the teacher
c. As a class, come up with a list of playground rules to keep everyone safe
d. Encourage seat belt use in cars

C

A teacher instructs students to stand side by side, but not allow their shoulders to touch. The teacher asks the students to walk around the room and then tells them to stop after a while. What concept is the teacher introducing?

a. Following directions
b. Hand/eye coordination
c. Motor skills
d. Personal space

D

Complete proteins come from which food group?

a. Fruits
b. Vegetables
c. Dairy
d. Whole grains

C

An abacus helps reinforce which concept?

a. Place value
b. Rounding numbers
c. Fractions
d. None of the above

A

What would be an accurate authentic assessment for a second grader completing a unit on rocks and minerals?

a. Identifying rocks using an identification card in a certain time frame, and then comparing how many students identified to the class average
b. Designing a proposal for a report relating to Earth Science at home
c. Making a poster to explain to the class a weather experiment
d. Taking a test

A

Which activity practices gross motor skills?

a. Puzzles
b. Drawing shapes
c. Playing outside
d. Throwing a bean bag underhand

D

Which practice reinforces geometry concepts?

a. Putting two colored squares on the board and discussing the color of each
b. Ask students, "Who is standing behind you? Beside you? In front of you?"
c. Ask students, "Who is first? Second? Third?"
d. Practicing fractions

B

The strategy of "counting on" is essential for what math skill?

a. Addition
b. Subtraction
c. Geometry
d. Place value

A

Which can cause postnatal cognitive impairment?

a. Smoking
b. Lead paint
c. Food additives
d. Cleaning supplies

B

A physical education teacher sets up the following way. She encourages students to move through, landing one foot in each hoop. What skill is this reinforcing?
OOOO
OOOO

a. Power
b. Strength
c. Agility
d. Flexibility

C

A teacher is instructing a lesson about factors and gives pairs of students 8 plastic cubes. Which question could the teacher ask that would accurately introduce this concept?

a. How many different rectangles can you make?
b. How many sides does a cube have?
c. What shape do you make when you combine 4 cubes?
d. When you stack 3 cubes on top of each other, how many faces are covered?

A

What is the best way to promote healthy classrooms?

a. Use disinfectant wipes
b. Teach and encourage the importance of washing hands
c. Move the children's seats so not to spread germs
d. Have kids that are sick stay home

B

There is a preschool garden in a classroom, but bugs are eating plant leaves. What should the teacher instruct the students to do?

a. Teach how to maintain the ecosystem by providing natural blockades or removing the pests
b. Use pesticides to kill them
c. Let the bugs continue to eat the plants
d. Eliminate the garden

A

Mr. Adams asks his students to match pictures to the type of energy that they represent. Which is most correct?

a. Banana and electrical energy
b. Light bulb and mechanical energy
c. Crawling baby and potential energy
d. Apple and chemical energy

D

Mrs. Vote is reviewing decimals with her class. She says that some decimals are terminating and some are repeating. Which is an example of a repeating decimal?

a. 0.315
b. 0.0376234
c. 0.0575757
d. 0.25254

C

Maria and her lab group have been watching the development of meal worm larva. They make a connection to caterpillars and indicate they think the meal worms will become butterflies. What is this an example of?

a. An observation
b. Organizing data
c. An experiment
d. An inference

D

Which of the following is the most accessible example of weathering for students?

a. A tree root splitting a sidewalk
b. A nail that becomes rusted over several months
c. The smoothing and rounding of rocks in a stream
d. Water freezing and thawing to eventually form potholes

C

You are on the playground at recess and Johnny runs to the other side of the fence to chase after a ball. He is heading out into the street and there is a car coming. You cannot get to him in time. What should you yell to be sure he stops?

a. No, Johnny!
b. Johnny, no!
c. Stop Johnny!
d. Watch out Johnny!

B

A kindergarten student recognizes that, although buttons are much smaller than elephants, five elephants represent the same quantity as five buttons. This best demonstrates that the child has an understanding of:

A. estimation
B. numerical operations
C. multiplication
D. number sense

D

Express the following words as numbers:
Fifty-six- 506
twenty-five- 205
The student who made the errors shown in the exercise above would benefit most from which of the following?

A. practicing basic math facts
B. reviewing the concepts of "0" as a place holder when writing numerals
C. Using unit cubes to represent numbers in base 5
D. arranging groups of base-10 blocks and writing the numerals represented

D

A third grade student has solved a word problem correctly but had not shown any of the work. The teacher can best assess the student's conceptual understanding of the problem by asking the student to:
A. solve additional similar problems
B. determine if the answer is reasonable
C. explain the steps to arrive at the answer
D. create a similar type of word problem

C

Which of the following behaviors by a child demonstrates an understanding of one-to-one correspondence?

A. placing blue and red balls in separate containers
B. identifying objects in a room that comes in pairs
C. Counting a group of ten objects by touching each object while saying its number aloud
D. matching a puzzle piece with the number five to a puzzle piece with five apples on it

C

A kindergarten teacher keeps a large calendar on the classroom wall. Each morning, the teacher and the children discuss the weather, and the children decide whether they should place a sun or a cloud on the calendar. Which of the following teacher-led activities would be most effective and developmentally appropriate for integrating math into this science activity?

A. creating a weather picture graph and updating it daily
B. asking the children to decide each morning whether it is sunnier or cloudier than the day before
C. adding a yellow marble to a jar for everyday it is sunny
D. recording the daily temperature and correlating it too cloudy and sunny days.

A

a pair of first-grade uses a 2.5 in. block to measure the length of a table. The students then use a 5in block to measure a different table of the same length. They announce to the teacher that the first table is longer than the second table. The teacher then measures the two tables with a ruler and shows the students that the two tables are the same length. This situation could be most appropriately used for introducing the students to which of the following mathematical concepts?

A. geometric shapes
B. Standard units of measure
C. conservation of number
D. perimeter and area

B

A teacher regularly utilizes peer tutoring in math. The teacher pairs students according to skill level and makes sure that each of the students has a turn in the role of tutor. Which of the following is likely to be the most important benefit of incorporating this type of peer support into instruction?

A. increasing students' motivation to learn math content
B. prompting students to evaluate their math performance in relation to that of their classmates
C. helping students develop efficient and effective study skills in math
D. accelerating the pace at which students are able to master math content

A

A first-grade teacher who wants to promote students' ability to communicate mathematical ideas should emphasize which of the following teaching practices?

A. having students explain their problem-solving strategies orally as part of daily mathematics activities
B. helping students create a personal dictionary of mathematical vocabulary
C. engaging students in the process of writing their own mathematical word problems.
D. providing students with opportunities to complete mathematics activities with a partner or in small group

A

Which of the following activities would be most appropriate to foster a fourth-grade students' skills in using mathematical language to communicate relationships and concepts

A. making a word problem for a classmate to solve that involves an application of the order.
B. using flashcards to learn mathematical vocabulary and practice for a quiz.
C. explaining why a procedure for multiplication work using place value and properties of operations.
D. reading and writing whole number up to one million in words and in number form

C

In alignment with National Council of teachers of mathematics (NCTM) Principles and standards for school mathematic, elementary mathematics activities

A. encourage the use of shortcuts and mnemonic devices to improve fluency
B. contribute to a portfolio that students assembles to demonstrate their progress
C. incorporate a wide variety of technology to meet the needs pf diverse learners
D. foster the development of reasoning, argumentation, and representation

D

A kindergarten teacher wants students to be able to decompose the number 10 into number pairs. which of the following student activities is likely to be most effective in meeting this objective?

A. comparing two sets with quantities less than or equal to ten.
B. describing the role of ten in the place value system.
C. Solving a series of addition problems with sums equal to ten
D. Using number cubes to show how to make ten in more than one way

D