Question 1

Third-grade students are creating a story map as they read about a donkey, Sylvester, who turns into a rock. The most important benefit of the story-mapping activity is that it helps students to   A. improve their comprehension of the story by organizing and sequencing events   B. make connections to other characters who have solved a problem  C. develop a vocabulary they can use in writing their own stories  D. understand the essential features of a problem and its solution

Accepted Answer

A. improve their comprehension of the story by organizing and sequencing events    The question requires an understanding of ways to promote students\' comprehension of a text. A story map is a visual depiction of the settings or the sequence of major events and actions of story characters. Using a story map enables students to relate story events and perceive structure in literary selections. By sharing personal interpretations of stories through illustrations, students increase their understanding and appreciation of selections.

Question 2

A first-grade student writes \"R dg is bg n blk\" and reads aloud \"Our dog is big and black.\" Which of the following activities will most likely improve the student\'s spelling skills?   A. Giving the student a list of high-frequency words   B. Discussing the difference between \"our\" and \"are\"  C. Providing the student with explicit instruction in phonics  D. Reviewing capitalization and punctuation rules

Accepted Answer

C. Providing the student with explicit instruction in phonics  The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. Analyzing student work can provide valuable insight into what students can do and what additional work and activities are needed. In the scenario, the student does not use vowels when spelling. To successfully decode or spell words, readers have to use the systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of a word or to spell words. Giving the student instruction in phonics will benefit spelling development.

Question 3

Which of the following types of writing involves telling stories, recalling memories, or creating imaginative pieces?   A. Informational   B. Persuasive  C. Expository  D. Narrative

Accepted Answer

D. Narrative  The question requires an understanding of informative, explanatory, persuasive, and narrative texts. In a narrative, the writer retells familiar stories, writes sequels for stories previously read, writes stories about events in his or her own life, or creates original stories.

Question 4

The writing sample below is typical of a particular student\'s work.  Me and my Mom are great buddies. We always go so many fun places together. Just yesterday a friend of ours gave my Mom and I tickets to a terific baseball game.  The teacher can best help the student\'s writing development by reviewing which of the following with the student?   A. Syntax   B. Verbs  C. Pronouns  D. Spelling

Accepted Answer

C. Pronouns  The question asks you to apply your understanding of how to help students produce clear and coherent writing. Students sometimes make random errors in their work, but sometimes the errors may be due to a misconception that is common among students. From the sample, the student has made some errors in pronoun usage, confusing subject pronouns (I, he, she, we, etc.) with objective pronouns (me, him, her, us, etc.). A review of the proper usage for each type of pronoun and the proper word order (e.g., \"my Mom and I\") would best help this student\'s writing.

Question 5

Ms. Bartholomew teaches a class of fifth graders from a variety of ethnic backgrounds. She often uses formal and informal rules to guide class discussion. In some cases, she uses playing cards to order the responses from the students. In other cases, she uses rules of procedure to guide class discussion, such as having students call on each other to give responses or limiting the length of their responses with a timer. What knowledge does the teacher demonstrate by using multiple discussion formats?   A. Formal speaking requires different skills than informal speaking.   B. Students will not respect the speaking styles of others unless they are taught to.  C. Conversation styles, including taking turns, are not uniform across cultures.  D. The teacher is allowing the students to take a leadership role, which will increase self-confidence.

Accepted Answer

C. Conversation styles, including taking turns, are not uniform across cultures.  The question requires an understanding of strategies to foster students\' participation in collaborative conversations with diverse partners. In some cultures, it is appropriate for people to talk simultaneously with others. In other cultures, deference is given to older speakers. By formalizing the process, the teacher is allowing students to feel comfortable speaking and to prepare what they will say. Each speaker is given a moment in the forefront. In addition, some of the teacher\'s techniques provide opportunities for reluctant speakers to answer before more eager students.

Question 6

Which of the following activities involves structural analysis?   A. Students identifying the beginning, middle, and ending sounds of words   B. Students using individual sounds to blend the letters that make up a word  C. Students determining the number of syllables that make up different words  D. Students determining the meaning of a word by considering the word\'s parts

Accepted Answer

D. Students determining the meaning of a word by considering the word\'s parts  The question requires an understanding of the basic components of vocabulary and strategies to determine the meaning of unknown words. Structural analysis deals with using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of a word.

Question 7

A teacher gives students a set of cards with headlines written on them and a set of clippings of news articles. The teacher asks the students to match each news article with its corresponding headline. Which of the following skills is the activity most likely to develop?   A. Making generalizations   B. Recognizing sight vocabulary  C. Identifying main ideas  D. Using context clues

Accepted Answer

C. Identifying main ideas  The question requires an understanding of ways to promote students\' comprehension. The activity requires the students to identify the main ideas the writer is attempting to express by reading the news articles and then selecting an appropriate headline for each article.

Question 8

A fifth-grade teacher in an urban school is having the class read the humorous book The Noonday Friends, set in New York City\'s Greenwich Village, by Mary Stolz. A new student, who lived in a rural community for his entire life prior to moving to the school, is having difficulty understanding the story, although he has read many books of comparable difficulty. Which of the following is the most probable explanation for the student\'s difficulty in comprehension?   A. The student\'s reading achievement level is significantly below that of the rest of the class.   B. The student\'s experiences do not include knowledge of the topic discussed in the book.  C. The student\'s former reading instruction focused exclusively on the development of word-attack skills.  D. The student\'s oral language abilities are significantly above the student\'s reading achievement level.

Accepted Answer

B. The student\'s experiences do not include knowledge of the topic discussed in the book.  The question requires an understanding of ways to promote students\' comprehension of texts. Readers use their background knowledge to help them comprehend the information in a text. In the process, readers relate the new information presented by the author to old information stored in their minds. It is highly probable that the student had little prior knowledge about the topic and, therefore, had difficulty in constructing meaning.

Question 9

Which of the following is a student activity that reinforces the poetic element of alliteration?   A. Students are given a page with a word written down the left side. They are asked to write a sentence or phrase, each one starting with a letter in the word.   B. Students are given a page with a topic written on it. They are asked to write five lines about the topic they have been given.  C. Students are given a page with a letter centered on the page. They are asked to write a sentence with four to six words, with each word starting with the letter on the page.  D. Students are given a page with a word centered on the page. They are asked to write as many words as they can that rhyme with the word.

Accepted Answer

C. Students are given a page with a letter centered on the page. They are asked to write a sentence with four to six words, with each word starting with the letter on the page.  The question requires an understanding of words and phrases as they are used in a text. Alliteration is the repetition of the same sounds or of the same kinds of sounds at the beginning of words used in a phrase or sentence.

Question 10

A teacher is informally assessing second-grade students\' listening-comprehension skills after reading Aesop\'s fable about the lion and the mouse. Which of the following prompts requires the children to draw an inference from the fable?   A. Who are the characters in the fable?   B. What lesson does the fable teach us?  C. How does the mouse help the lion?  D. Can mice and lions really talk?

Accepted Answer

B. What lesson does the fable teach us?  The question requires an understanding of integrating knowledge and ideas to promote students\' comprehension of texts. Making an inference is the act of drawing a conclusion based on information that is not directly stated in a story. (B) requires the students to provide answers by making judgments based on information in the story.

Question 11

During a conference, Jake tells his teacher that he has always wanted a dog. He says if he had a dog, he would always have a friend. Which of the following responses by the teacher indicates active listening?   A. I had a dog once and I loved him very much.   B. There are other ways to have a friend.  C. Are you sad because you don\'t have a dog?  D. You want a dog so you will have a companion.

Accepted Answer

D. You want a dog so you will have a companion.  The question requires an understanding of the skills necessary for speaking, listening, and presenting. The first step in active listening is paraphrasing the speaker\'s words back. Paraphrasing requires using similar words and phrases to restate what a speaker says. This shows that a person was listening to and understands a speaker.

Question 12

For vacation this year our family plans to go to Florida. We want to see walt disney world we want to see Epcot we want to see the theme parks. I can\'t hardly wait to go. A teacher shows students the paragraph above in order to assess their editing skills. Which of the following errors can the students find in the paragraph?  Select all that apply.   A. A misspelled word  B. A capitalization error  C. A run-on sentence  D. A double negative

Accepted Answer

B. A capitalization error C. A run-on sentence D. A double negative   The question requires an understanding of the conventions of standard English grammar, punctuation, and spelling when writing, reading, speaking, or listening. Proper nouns should be capitalized. In the second sentence of the writing sample, \"walt disney world\" should be capitalized. A run-on sentence is a sentence in which two or more independent clauses are joined without any internal punctuation. The second sentence of the writing sample is a run-on sentence. A double negative is the use of two negative words in a single clause. In the last sentence of the writing sample, \"can\'t\" and \"hardly\" are used in the same clause.

Question 13

During a unit on folktales, a second-grade teacher wants to help students engage in higher-order thinking. After the students read The Little Red Hen, the teacher asks the students to justify the little red hen\'s decision to eat the bread herself. Which level of Bloom\'s taxonomy does the activity address?   A. Application   B. Analysis  C. Synthesis  D. Evaluation

Accepted Answer

D. Evaluation  The question requires an understanding of ways to promote students\' comprehension of text. In asking the students to justify the little red hen\'s decision, the students are required to make judgments and evaluate a decision or course of action taken by the red hen.

Question 14

After reading a short story, fifth graders were asked to respond in writing to the following questions.  1. Do you think the plan the characters devised worked? Why or why not?  2. What song did the author quote in the story?  Answering question 1 requires students to do which of the following comprehension tasks?   A. Discuss their emotional responses to the story   B. Describe the author\'s literary techniques  C. Sequence specific details from the story  D. Evaluate an aspect of the story

Accepted Answer

D. Evaluate an aspect of the story  The question requires an understanding of ways to promote students\' comprehension of informational text and literature. Questioning helps to clarify meaning, promote comprehension, extend understanding, and ensures that a reader is engaged with the text. The question requires students to make a judgment about the characters\' plan.

Question 15

After reading a short story, fifth graders were asked to respond in writing to the following questions.  1. Do you think the plan the characters devised worked? Why or why not?  2. What song did the author quote in the story?  Which of the following questions would assess a different kind of comprehension from that assessed by questions 1 and 2 ?   A. Who had an occupation as a teacher?   B. What other ending could you develop for the story?  C. When and where did the story take place?  D. Why was the brother right to tell about the plan?

Accepted Answer

B. What other ending could you develop for the story?  The question requires an understanding of ways to promote students\' comprehension of informational text and literature. Question 1 requires the students to use information provided in the story to make an evaluation or judgement. Question 2 requires the students to recall information from the story and use the information to answer the question. (A), (C), and (D) also require students to recall information explicitly provided in the story and use it to answer the questions. (B), writing an alternate ending for the story, requires students to create a new product or point of view.

Question 16

Mr. Jones, a social studies teacher, notices that students are having difficulty understanding a chapter in their textbook. He leads a dialogue in which he generates questions, summarizes, predicts, and clarifies. Then the students take turns assuming the teacher\'s role. Which of the following best describes the method Mr. Jones is using?   A. Think-alouds   B. Reciprocal teaching  C. Cooperative learning groups  D. Question-answer relationships

Accepted Answer

B. Reciprocal teaching  The question requires an understanding of ways to promote students\' comprehension of texts. Reciprocal teaching is an approach to instruction that features interactive dialogue between teachers and students. Initially, the teacher models comprehension-fostering and comprehension-monitoring strategies and then gradually turns over the responsibilities to the students. The students take turns being the teacher and leading small-group discussions of the text.

Question 17

\"It took the child a long time to lick the mile high ice cream cone.\"  As used in the sentence, \"mile high\" is an example of which of the following?   A. Simile   B. Personification  C. Hyperbole  D. Oxymoron

Accepted Answer

C. Hyperbole  The question requires an understanding of how to interpret words and phrases as used in a text. Since the ice cream cone is most likely only a few inches high, and not a mile high, the writer has effectively used a hyperbole (an extravagant expression used for emphasis or effect).

Question 18

Which of the following is the primary area of focus when scoring a writing assignment based on a holistic rubric?   A. The overall structure and quality of the assignment   B. The appropriate use of vocabulary in the assignment  C. The student\'s performance on a specific criterion  D. The levels of performance for each criteria

Accepted Answer

A. The overall structure and quality of the assignment   The question requires an understanding of how to help students produce clear and coherent writing. Holistic rubrics are used to assess students\' work as a whole, not just portions of students\' writing. A holistic rubric is used to assess the overall structure and quality of the writing.

Question 19

A teacher wants to describe to the class a rule associated with adding a silent \"e\" to the end of a consonant-vowel-consonant (CVC) word. The best approach would be to tell the students that when a silent \"e\" appears at the end of a CVC word, it cannot be heard, but   A. it makes the other vowel have a long sound   B. it makes the other vowel and consonants have a blended sound  C. it makes the other vowel have a short sound  D. it changes the other vowel into a long \"e\" sound

Accepted Answer

A. it makes the other vowel have a long sound   The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. Letters that appear in a word but are not pronounced are called silent letters. When a silent \"e\" appears at the end of a CVC word, the other vowel turns into a long vowel sound.

Question 20

I Y m H s a lm  A student writes the sentence shown and reads it to the teacher as follows.  \"I was at my house and saw a little mouse.\" The student\'s written sentence indicates that the student does not understand which of the following concepts?   A. Most words contain several letter-sound combinations.   B. Printed material is made up of letters.  C. Letters have both uppercase and lowercase forms.  D. Letters represent sounds.

Accepted Answer

A. Most words contain several letter-sound combinations.  The question requires an understanding of key ideas relevant to the foundations of literacy and reading development and the stages of early orthographic development. From the sample, the child uses only one letter to represent a single word or several words. The child does not yet understand that consonants and vowels combine to make up most words.

Question 21

A fifth-grade teacher writes the following on the board.  Hollow n. low-lying land; small depression in a flat surface  adj. empty, with nothing inside  v. to hollow out; to make something hollow  Which of the following sentences uses \"hollow\" as a noun, as in the first definition given?   A. Ashley\'s hollow features displayed her disappointment over losing her pet.   B. Marsha\'s sheep were grazing in the wide hollow between the mountains.  C. Jack\'s camera captured the raccoons trying to hollow out an old log.  D. Lilly\'s footsteps echoed with a hollow sound as she entered the old general store.

Accepted Answer

B. Marsha\'s sheep were grazing in the wide hollow between the mountains.  The question requires an understanding of how to interpret words and phrases as used in a text. The meaning of the word \"hollow\" is determined by whether it is used as a noun, adjective, or verb. Nouns are a part of speech that describe a person, place, thing, animal, or idea. In (B), hollow is used as a place, and it is functioning as a noun.

Question 22

While working on a writing assignment, a student asks a peer to listen to her read the rough draft and offer suggestions for clarifying, expanding, or condensing parts of the draft. The student is engaged in which stage of the writing process?   A. Proofing   B. Outlining  C. Revising  D. Publishing

Accepted Answer

C. Revising  The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. The example describes a student who is asking others for help in improving a writing piece, which is a step in the revising stage of writing.

Question 23

Which of the following teacher activities is designed to assess the listening skills of a primary student?   A. Reading a short sentence aloud and asking the student to restate what was read   B. Showing the student three pictures and asking the student to circle the two that start with the same letter sound  C. Asking the student to provide a pair of rhyming words  D. Asking the student to say and write the word \"red,\" and then having the student draw and color something red

Accepted Answer

A. Reading a short sentence aloud and asking the student to restate what was read    The question requires an understanding of ways to help students develop the skills necessary for speaking, listening, and presenting. Listening requires focusing attention on the person who is talking. Asking students to review or repeat what the teacher said will show if the students paid attention and understood what they heard.

Question 24

My birthday party was fun. I got a lot of presents and a lot of my friends came. We played games and ate ice cream and cake.  During a writing conference, a third-grade teacher works with a student to improve the personal narrative shown above. Which of the following strategies should the teacher use to help the student improve the narrative?   A. Asking questions about the events to help generate details   B. Suggesting that the student read a nonfiction text to find more ideas  C. Helping the student decide where to add transition words and phrases  D. Reteaching sentence structure

Accepted Answer

A. Asking questions about the events to help generate details   The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. The sample shown does not provide many details about the event. Additional details that could be added include when the party took place, where it took place, and the kind of games that the children played.

Question 25

A teacher observes that a student is having difficulty reading a list of words that includes \"spoil,\" \"bead,\" \"tray,\" and \"train.\" The teacher can best address the student\'s needs by providing additional instruction in which of the following phonetic elements?   A. Prefixes   B. Diphthongs  C. Onsets  D. Rimes

Accepted Answer

B. Diphthongs   The question requires an understanding of the key ideas relevant to the foundations of literacy and reading development. A diphthong refers to two adjacent vowel sounds occurring in the same syllable.

Question 26

During which stage of the writing process are students most likely to share their writing with the entire class?   A. Drafting   B. Revising  C. Editing  D. Publishing

Accepted Answer

D. Publishing   The question requires an understanding of how to help students produce clear and coherent writing using the stages of the writing process. During the publishing stage, students make their writing public by reading it to others or putting the writing into a booklet.

Question 27

Which of the following graphic organizers would be most effective for students to use when planning to write a persuasive essay?   A. Venn diagram   B. T-chart  C. KWL chart  D. Cluster diagram

Accepted Answer

B. T-chart  The question requires an understanding of ways to help students produce clear and coherent writing. A T-chart is used for listing two separate viewpoints on a topic. Topics can include anything that can be clearly divided into two opposing views, such as pros and cons of an issue or two sides of an argument.

Question 28

While working on a research project, a student uses the Internet and finds a great deal of information on a chosen topic. Which of the following is the best step for the student to take next?   A. Making a decision about the relevance of the various pieces of information   B. Downloading the information and compiling it into a packet for the final report  C. Deciding on a format and outline for the final report  D. Searching for graphics to use as illustrations in the final report

Accepted Answer

A. Making a decision about the relevance of the various pieces of information    The question requires an understanding of ways to promote students\' use of resource materials to produce and publish writing. After a student has located information, the student must evaluate the information for its usefulness and relevance before moving ahead to plan the final product.

Question 29

During the early letter name-alphabetic stage in spelling development, a student might write U for \"you,\" BD for \"bed,\" Y for \"when,\" DF for \"drive,\" and SHP for \"ship.\" Which of the following is characteristic of what students do correctly during the stage?  Select all that apply.   A. Use consistent directionality  B. Demonstrate letter-sound correspondences  C. Spell consonant blends partially  D. Use vowels in unstressed syllables

Accepted Answer

A. Use consistent directionality B. Demonstrate letter-sound correspondences C. Spell consonant blends partially  The question requires an understanding of key ideas relevant to the foundations of literacy and reading development and the stages of early orthographic development. Spellers in the early letter name-alphabetic stage focus mainly on the consonant sounds heard in words. They begin by using only the initial consonant sounds and then move into representing the final consonant. Medial vowel sounds are absent from their spelling. Students in this stage know most of the alphabet, have a clear understanding of letter-sound relationships, and know that we write from left to right, but have not yet mastered spacing between words. This kind of spelling is called semiphonetic spelling.

Question 30

A kindergarten teacher opens a storybook to the middle and asks a student, \"Where on this page should I begin reading?\" The teacher is most likely evaluating the student\'s understanding of which of the following?   A. Receptive vocabulary   B. Phonological awareness  C. Concepts of print  D. Alphabetic principle

Accepted Answer

C. Concepts of print  The question requires an understanding of key ideas relevant to the foundations of literacy and reading development. Concepts of print is the understanding of how printed language works and general knowledge of print and books. When students learn that oral language can be written and then read, and about the parts that make up a book and the directionality of writing, they are being introduced to concepts of print.

Question 31

Ms. Anderson, a kindergarten teacher, greets the children as they enter the classroom and encourages them to look out of the window to determine the weather. She then writes the following \"Morning Message\" on a story board and reads the message aloud as she writes.  Good morning! Today is Thursday. It is rainy today. Which of the following best describes the primary purpose of the activity?   A. Guiding students as they begin to develop an understanding of the writing process   B. Providing students with opportunities for social interaction  C. Showing students how to use punctuation appropriately  D. Promoting students\' oral reading fluency

Accepted Answer

A. Guiding students as they begin to develop an understanding of the writing process   The question requires an understanding of best practices for students at the beginning stage of the writing process. The teacher\'s actions demonstrate a basic tenet of the writing process â the importance of the relationship between speech and writing. The teacher has provided a model of clear and coherent writing, which will help students become successful, independent writers.

Question 32

Students in a sixth-grade class are preparing to give oral reports on famous writers they have researched. Which of the following is most helpful for students to do when preparing to speak in front of an audience?   A. Make copies of the report to distribute to the class before the presentation   B. Write key words on note cards to refer to during the presentation  C. Memorize the entire report  D. Create a media-based presentation to read from directly

Accepted Answer

B. Write key words on note cards to refer to during the presentation  The question requires an understanding of ways to help students develop the skills necessary for speaking, listening, and presenting. Preparing note cards with main points will provide the student with an outline of ideas to refer to at any time during the presentation.

Question 33

A teacher observes that a first-grade student does not employ beginning and final consonants correctly while reading. Which of the following teaching strategies is most likely to help the student?   A. Teaching decoding skills and modeling how to use the skills in context   B. Showing a video of a children\'s story and listing some of the words that are used in the story  C. Pairing the student with another student who is able to use consonants correctly  D. Placing signs around the classroom to label items (e.g., desks, bookshelf, door)

Accepted Answer

A. Teaching decoding skills and modeling how to use the skills in context   The question requires an understanding of the roles of phonological awareness, phonics, and word-recognition skills in literacy development. The student needs additional instruction in word-recognition and decoding skills. Only (A) combines teaching the required skills with the meaningful contexts in which to use them.

Question 34

As part of a language arts program, a first-grade teacher often reads aloud from books, makes shopping lists with students, and displays pictures and prints in the classroom. The teacher\'s activities are primarily focused on meeting which of the following student needs?   A. The need for social adjustment   B. The need for reading readiness  C. The need for motor development  D. The need for improved auditory ability

Accepted Answer

B. The need for reading readiness  The question asks you to apply your understanding of key ideas relevant to the foundations of literacy and reading development. The ability to understand how print works does not emerge magically and unaided. This understanding comes through the active instruction by teachers and other adults who point out letters, words, and other features of the print that surrounds students.

Question 35

A third-grade teacher uses student-centered reading activities for groups of four to six students. Each group chooses a different book based on student interest. Each member of a group is assigned a specific role, and students independently read a chapter of the book. After the independent reading, the groups meet, and discuss the book, guided by the specific role each group member was assigned. Which of the following identifies the reading skill best reinforced by the instructional method?   A. Phonemic awareness   B. Phonics  C. Fluency  D. Comprehension

Accepted Answer

D. Comprehension.   The question requires an understanding of ways to promote students\' comprehension of text. The instructional method described allows readers\' comprehension to deepen and expand as ideas are explained by the reader or to the reader. For example, the students are able to help each other understand the plot, make connections to their own lives, and make predictions based on what they shared in the group.

Question 36

At the end of a second-grade reading unit, the teacher reads the following sentences from the response journal of a student in the class.  I liked the story. The boy was a good sun.  Based on the sentences, the student needs help with which of the following?   A. Synonyms   B. Antonyms  C. Homographs  D. Homophones

Accepted Answer

D. Homophones  The question requires an understanding of the conventions of standard English grammar and spelling. Homophones are words that have the same pronunciation but different spellings and meaning. In the sample, the student confused the word \"son\" (which is the desired word) with the word \"sun,\" a word that sounds the same.

Question 37

Teacher: What is the first sound in \"van\"? Student: The first sound in \"van\" is /v/.  The activity shown represents which of the following phonemic-awareness strategies?   A. Isolation   B. Categorization  C. Blending  D. Segmentation

Accepted Answer

A. Isolation    The question requires an understanding of the roles of phonological awareness, phonics, and word recognition skills in literacy development. Phoneme isolation is the ability to identify where a sound appears in a word or to identify what sound appears in a given position in a word.

Question 38

Which of the following is most important for a student to consider before creating a net of a geometric solid?    A. The number of cubes with sides of unit length that can fit inside the geometric solid   B. The number of vertices of the geometric solid   C. The shape of each face of the geometric solid and where the faces can be connected   D. The total surface area of the geometric solid

Accepted Answer

C. The shape of each face of the geometric solid and where the faces can be connected  The question requires an understanding of how to design instruction to help students understand how to represent three-dimensional figures using nets. A net is made from the faces of a three-dimensional figure connected at certain edges so that it unfolds into a two-dimensional figure.

Question 39

The following three lesson summaries share a common objective: The students will understand and solve multiplication problems with accuracy and efficiency.  Lesson 1: Students create and test their own strategy, often mentally, to find an answer to a given multiplication word problem.  Lesson 2: Students practice using the traditional algorithm to find an answer to a given multiplication word problem.  Lesson 3: Students use a variety of concrete models to find an answer to a given multiplication word problem.  Which sequence of the lessons will best support the stated objective?    A. 1, 3, 2   B. 2, 3, 1   C. 3, 1, 2   D. 2, 1, 3

Accepted Answer

C. 3, 1, 2  The question requires an understanding of how to sequence lessons within a curriculum during curriculum planning. Students need to first build a conceptual understanding of multiplication with concrete objects. After much practice with the models, they should start to form their own strategies for solving multiplication problems and testing them. The traditional algorithm is optional.

Question 40

Which of the following is best to do as part of a formative assessment that is given to evaluate students\' levels of understanding?    A. Have students revisit assignments after they have been graded to find and correct mistakes   B. Praise students for discovering the correct solution to a problem   C. Give cumulative assessments at the end of each teaching unit   D. Hold student and teacher discussions on how to improve learning

Accepted Answer

D. Hold student and teacher discussions on how to improve learning  The question requires an understanding of how to design and use formative assessments to adjust instruction. The basis of formative assessment is involving students in their learning through discussions and giving feedback to help all students grow.

Question 41

To facilitate student ability in displaying and analyzing categorical data, a teacher gives each student in a third-grade class a collection of interlocking cubes in four different colors. The teacher uses a piece of grid paper to demonstrate how to construct a bar graph by stacking the cubes according to color and placing them along the horizontal axis of the grid paper. Which of the following questions are appropriate for the teacher to ask the students in reference to the data display?  Select all that apply.    A. What is the total number of cubes in the collection?   B. Which color occurs most frequently in the collection?   C. Of the cubes, which of the four colors is the class favorite?   D. How many more cubes of the color that is most represented are there than the color that is least represented in the collection?

Accepted Answer

A. What is the total number of cubes in the collection? B. Which color occurs most frequently in the collection? D. How many more cubes of the color that is most represented are there than the color that is least represented in the collection?  The question requires an understanding of how to design instruction to help students collect and display data to answer a statistical question. Questions about the total number of cubes in the data set, the color occurring most frequently in the data set, and the difference between the numbers of the most represented color and the least represented color are all examples of statistical questions that are relevant to the data display.

Question 42

The expression 2w+3 represents the difference, in dollars, between Jane\'s savings and Eve\'s savings after w weeks of saving for a trip. Which of the following must be used to determine the value of the difference between Jane\'s savings and Eve\'s savings after three weeks?    A. The associative property   B. The distributive property   C. Substitution   D. Multiplicative inverse

Accepted Answer

C. Substitution  The question requires an understanding of how to design instruction to help students understand how to evaluate expressions. The algebraic expression 2w+3 must be evaluated by substituting a 3 in for the w when first multiplying the 2 by the 3 to get 6 and then adding the 3 to get 9.

Question 43

The Evergreen Shoe Factory received an order for 100 pairs of shoes. The factory ships shoes in cartons that each holds up to 12 pairs. How many cartons will the factory need to ship this order?  Most of the fourth graders who worked on the problem above gave answers such as 8 R4, 8.333, and 813 . These responses suggest that the students need practice in   A. rounding down   B. expressing remainders  C. applying number sense  D. using fractions rather than decimals

Accepted Answer

C. applying number sense  The question requires an understanding of equations and number operations. The responses indicate that the students do not know how to express a reasonable answer. Since the shoes are shipped in cartons, the number of cartons should be expressed as a whole number and not in decimals, fractions, or with a remainder.

Question 44

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46  A teacher provides students with a list of all the numbers from 2 through 46, as shown. Which of the following activities will best help students develop an understanding of the concept of prime numbers?    A. Circle 2 and cross out all multiples of 2. Then circle the next largest remaining number and cross out all multiples of that number. Repeat this procedure.   B. Cross out 2 and circle 3. Cross out 4 and circle 5. Continue crossing out the next largest number and circling the number adjacent to it.   C. Make a list of all the numbers that divide 2. Then add to the list any numbers that divide 3 that are not in the list. Continue expanding the list by considering the divisors of each successively larger number.   D. Separate the even numbers and the odd numbers into two lists. Make a list of every number that will divide both an even and an odd number.

Accepted Answer

A. Circle 2 and cross out all multiples of 2. Then circle the next largest remaining number and cross out all multiples of that number. Repeat this procedure.  The question requires an understanding of how to design instruction to help students understand prime numbers. The method described in (A) is known as the sieve of Eratosthenes, which shows students that prime numbers are divisible only by 1 and the number itself and that any other number that is crossed out is divisible by a circled prime number, so it is therefore a composite number.

Question 45

Students in a fourth-grade class are asked to find the length of the line segment shown. A common incorrect answer given by fourth graders is 4 inches. A teacher who is developing a lesson plan on measurement wants to help students avoid the misconception that results in the incorrect answer. Which of the following tasks is best for the teacher to include in the lesson plan?    A. Completing a table with the lengths of several different objects and comparing the objects based on their measurable attributes   B. Using a piece of string that is the length of the line segment to measure the length of different objects around the room   C. Creating and using homemade rulers that use unit models of length so students realize that the spaces on the rulers are more important than the marks on the rulers   D. Using a ruler to measure pictures of objects

Accepted Answer

C. Creating and using homemade rulers that use unit models of length so students realize that the spaces on the rulers are more important than the marks on the rulers  The question requires an understanding of how to plan for strategies to address common student misconceptions. When a student makes a ruler and uses it, emphasis is put on how it is the spaces that are important, not the actual marks on the ruler. Comparing a homemade ruler to an actual ruler will help students see that both tools have the same purpose.

Question 46

Two whole pizzas of the same size are shared equally among three people. What is each person\'s share of pizza?  Select all that apply.   A. 2/3 is the same as 2Ã1/3 .   B. 2Ã·3 is the same as 2/3.   C. Division is thought of as repeated subtraction.   D. Division is thought of as a partitioning.

Accepted Answer

A. 2/3 is the same as 2Ã1/3 . B. 2Ã·3 is the same as 2/3. D. Division is thought of as a partitioning.  The question requires an understanding of how to design instruction to help students understand strategies and models for dividing numbers. A discussion of various ways of solving the problem will lead students to understand that each person will receive 1/3 of each pizza, or 2 times 1/3 of a pizza. Since there are 2 pizzas and 3 people, each person will receive 2 times 1/3 , or 2/3 , of a pizza. The students will also understand that 2 divided by 3, or 2/3 , can represent the division of 2 pizzas among 3 people. Finally, partitioning each pizza into 3 pieces will allow each person to receive 1/3 of each pizza, or 2/3 of a pizza. The students will see that all three representations result in an answer of 2/3.

Question 47

Leo has five fewer magnets than Su-Ling.  A teacher in a fifth-grade math class asks the students to write an equation in two variables that represents the word problem shown. Many students write an incorrect equation. Which of the following strategies will best help the students learn how to write a correct equation?    A. Translating each word into a symbol or operation as the sentence is read left to right   B. Writing pairs of numbers that make the problem statement true and identifying a pattern in the numbers before using variables   C. Representing the number of magnets one person has by using a variable and then representing the number of magnets the other person has using the same variable   D. Using counters to represent the number of magnets Leo has and taking away five to get the number of magnets Su-Ling has

Accepted Answer

B. Writing pairs of numbers that make the problem statement true and identifying a pattern in the numbers before using variables  The question requires an understanding of how to design instruction to help students understand how to write an equation from a context. By using numbers to model the word problem before using symbols, students will first use concrete representations and then use the results of what they learn from the concrete representations to understand how to represent the word problem symbolically with an equation that uses two variables.

Question 48

A fourth-grade class is discussing the problem shown.  Sid is traveling by train from Little City to Big City. The train departs Little City at 8:30 A.M. and arrives in Big City at 9:15 P.M. How long does it take the train to travel from Little City to Big City?  During the discussion, one student says, \"All you have to do is subtract 830 from 915, and you have the answer! It\'s 85 minutes.\" For which of the following reasons is the student incorrect?   A. The student did not consider how fast the train was traveling.   B. The student used an inappropriate number-base system to calculate elapsed time.  C. The student did not consider the distance between the cities.  D. The student made a subtraction error in calculating elapsed time.

Accepted Answer

B. The student used an inappropriate number-base system to calculate elapsed time.  The question requires an understanding of how to relate addition and subtraction to problems involving measurements. The student answered the question using the base-10 place value system without considering the unit of time.

Question 49

Which of the following is the most appropriate strategy to use when first teaching primary-grade students the mathematical concept of regrouping?   A. Using manipulatives and concrete materials   B. Presenting mathematics problems devised from newspaper articles and advertisements  C. Lecturing and allowing time for questions and answers  D. Having students write a story about regrouping

Accepted Answer

A. Using manipulatives and concrete materials   The question requires an understanding of how to help students gain a basic knowledge of place value and how to use place value. Regrouping involves trading, also known as borrowing or carrying. The use of manipulatives will provide students with a visual representation of the concept and give them an opportunity to use a hands-on approach

Question 50

Which of the following activities will best help kindergarten students understand the concept of negative numbers?   A. Watching a needle on a dial that shows how fast a wheel is turning   B. Using a thermometer to illustrate extreme temperatures recorded at the South Pole  C. Moving the hands of a clock back an hour at the beginning of daylight saving time  D. Placing money from a change purse into a piggy bank

Accepted Answer

B. Using a thermometer to illustrate extreme temperatures recorded at the South Pole  The question requires an understanding of how to help students make sense of numbers. Kindergarten students need a concrete model when first learning an abstract concept. From the choices provided, a thermometer showing temperatures above and below zero will best provide them with an appropriate model to learn about negative numbers.

Question 51

2/3x+4(â¯3â¯x)=1/2(â¯x+1)â¯3  Which TWO of the following are the most helpful to teach students to use as a first step in solving the equation shown?    A. Using the distributive property of multiplication over addition to distribute 4(â¯3â¯x) and 1/2(â¯x+1)   B. Multiplying both sides of the equation by 6 to eliminate all fractions   C. Adding 2/3x and â¯x on the left side of the equation to combine the variable terms   D. Subtracting 4(â¯3â¯x) from each side of the equation to move all the x terms to one side of the equation

Accepted Answer

A. Using the distributive property of multiplication over addition to distribute 4(â¯3â¯x) and 1/2(â¯x+1) B. Multiplying both sides of the equation by 6 to eliminate all fractions   The question requires an understanding of how to design instruction to help students understand how to symbolically manipulate equations to solve them. The use of the distributive property to eliminate groupings or eliminating fractions so that all calculations involve only non-fractional integers will be most productive as a first step in solving the equation because these actions will lead to the least number of steps being used to solve the equation.

Question 52

A fifth-grade teacher has students cut some two-dimensional shapes from paper and then fold them into three-dimensional figures. Which of the following concepts are the students most likely exploring?   A. Rotations   B. Reflections  C. Nets  D. Tessellations

Accepted Answer

C. Nets   The question requires an understanding of shapes and their attributes. A net is a two-dimensional shape that can be folded to form a three-dimensional shape or a solid.

Question 53

Fred, a student in a math class, showed the following solutions for two problems.  Problem: Dan cooked 60 of the 200 burgers at a company picnic. What percent of the burgers did he cook?  Work: 200 Ã 0.60 = 120  Answer: 120%   Problem: Tara watered 50 of the 180 plants in her mother\'s garden. What percent of the plants did she water?  Work: 180 Ã 0.50 = 90  Answer: 90%  Which of the following strategies could best help the student check answers to word problems and look for errors?   A. Estimate the answer first, use an algorithm, and compare results.   B. Practice multiplication with decimals outside the context of a word problem.  C. Multiply the first digits and add the appropriate number of zeros.  D. Complete the multiplication, then use division to check the answer.

Accepted Answer

A. Estimate the answer first, use an algorithm, and compare results.   The question requires an understanding of using knowledge of place value to perform multidigit operations. Estimating the answer first will ensure that the student knows an approximate answer to the question. Then, the student can use an algorithm to calculate the exact answer and check by comparing to the estimate.

Question 54

30 Ã· 6 53 Ã· 7 84 Ã· 8 75 Ã· 9  Third graders studying division were asked to solve and check the four division problems above and then write a story for each problem. Which of the following is the most likely reason for asking the students to write the stories?   A. To have students demonstrate that division can mean partitioning a set of objects   B. To have students practice division skills through drill-and-check exercises  C. To help students write quotients that might contain a decimal  D. To have students practice the strategy of solving a simpler problem than those presented

Accepted Answer

A. To have students demonstrate that division can mean partitioning a set of objects   The question requires an understanding of ways to help students develop an understanding of equations and number operations. In writing word problems, students need to demonstrate an understanding of arithmetic operations, different terms that are used for a specific operation, and how to use those terms appropriately in word problems.

Question 55

While teaching a unit on plotting points in the xy-coordinate plane, Ms. Santos noticed that some students were confusing the x-coordinate with the y-coordinate. Which of the following strategies will help these students correctly plot points?    A. Beginning at the origin and moving right or left the number of units of the first coordinate of the point, then moving up or down the number of units of the second coordinate of the point   B. Beginning at the origin and moving up or down the number of units of the first coordinate of the point, then moving right or left the number of units of the second coordinate of the point   C. Beginning at the first coordinate of the point on the y-axis and moving up and down the number of units of the second coordinate of the point   D. Beginning at the first coordinate of the point on the x-axis and moving right and left the number of units of the second coordinate of the point

Accepted Answer

A. Beginning at the origin and moving right or left the number of units of the first coordinate of the point, then moving up or down the number of units of the second coordinate of the point  The question requires an understanding of how to design instruction to help students learn strategies for plotting points in the coordinate plane. To plot points, a movement left or right of the origin is made according to the value of the first coordinate in the ordered pair for the point, and then a movement up or down is made according to the value of the second coordinate in the ordered pair for the point.

Question 56

Alex and Juanita have a total of 10 apples. If the number of apples that Alex has is 2 less than the number of apples that Juanita has, what is the number of apples that Alex has?  A sixth-grade teacher wants students to write equations from a given context such as the word problem shown. Which of the following strategies will best help students to translate the word problem into an equation?    A. Asking students to make a graph of the situation   B. Asking students to guess and test different number pairs   C. Asking students to model the situation with hypothetical numerical expressions   D. Asking students to find an answer to the word problem before writing the equation

Accepted Answer

C. Asking students to model the situation with hypothetical numerical expressions  The question requires an understanding of how to help students write equations from a context. The word problem uses the phrase 2 less than, which is often translated incorrectly as 2-x rather than x-2. Having students model the situation with numerical expressions should help them to see how, for example, 2 less than 5 relates to the more abstract 2 less than x. The statement 2 less than 5 translates to 5 - 2 so 2 less than x translates to x-2

Question 57

25Ã·10=N  A third-grade teacher asks students to write a word problem for the number sentence above, where N is the exact answer to the problem. Which of the following student responses best satisfies the conditions set by the teacher?   A. A team of Ten students wins Twenty-five movie tickets. How many tickets will each student get?   B. Ten students tied for the winning prize of Twenty-five in a contest. How many dollars will each student receive?  C. Twenty-five children at a birthday party will share Ten pizzas equally. How much pizza could each child have?  D. A tub of paint holds Twenty-five gallons. How many Ten pint cans can be completely filled with paint before the tub is empty?

Accepted Answer

B. Ten students tied for the winning prize of Twenty-five in a contest. How many dollars will each student receive?  The question requires an understanding of how to write, interpret, analyze, and evaluate numerical expressions. Sharing Twenty-five between Ten students can be expressed as the equation provided in the question.

Question 58

Students place unit cubes in a rectangular solid until the base is covered. Students continue adding layers of cubes until the solid is filled to the top. Which of the following concepts does the activity address?   A. Area   B. Volume  C. Perimeter  D. Circumference

Accepted Answer

B. Volume  The question requires an understanding of measurement of volume. Placing unit cubes to completely fill a rectangular solid demonstrates volume.

Question 59

29Ã57=  Before students in a fifthgrade class solve the problem above, the teacher has them use mental mathematics to compute 9Ã7,20Ã7,9Ã50, and 20Ã50. For which of the following reasons is it appropriate to have the students use mental mathematics that way?   A. To reinforce the connection between multiplication and addition   B. To practice rounding to the nearest 10  C. To introduce the associative property of multiplication  D. To recall the partial products used in the algorithm

Accepted Answer

D. To recall the partial products used in the algorithm  The question requires an understanding of strategies for designing instruction to help students understand an algorithm for multiplying whole numbers. An alternative algorithm to the standard algorithm for multiplication is to use place value to break apart each of the numbers into tens and ones, and then to multiply ones by ones, tens by tens, and the two possible products of ones by tens. The justification for this algorithm comes from applying the distributive property of multiplication over addition or by using an area model where the dimensions are shown using tens and ones.

Question 60

A kindergarten teacher shows students how to count objects in a set and then represent the number of objects with a numeral. The activity best fosters students\' understanding of which of the following mathematical concepts?   A. Identifying patterns and relationships   B. Recognizing and naming numbers  C. Comparing two- and three-dimensional shapes  D. Applying the cardinality principle

Accepted Answer

D. Applying the cardinality principle  The question requires an understanding of strategies to help students develop number sense. In the activity, students count to determine the quantity of objects in a set and then match the quantity with a numeric value.

Question 61

A fourth-grade teacher uses a group activity to introduce a unit. During the activity, the students in each group find all the factors of several numbers. Students then sort the numbers by writing any number with only two factors on one sheet of paper and any number with more than two factors on another sheet of paper. What is most likely the purpose of the activity?   A. To determine the number of factors for numbers  B. To distinguish between prime and composite numbers  C. To develop the concept of greatest common factor for numbers  D. To find and use factor trees for numbers

Accepted Answer

B. To distinguish between prime and composite numbers  The question requires an understanding of strategies for designing instruction to help students understand prime numbers. An inductive learning activity that requires sorting helps students build the concepts of prime and composite numbers.

Question 62

To introduce students to geometry, a first-grade teacher selects a variety of classroom objects having different shapes and passes them to the students. Which of the following concepts is most appropriate for the students to explore?   A. Measurement of angles   B. Plane and solid figures  C. Area and perimeter  D. Reflection and rotation

Accepted Answer

B. Plane and solid figures  The question requires an understanding of how to explain shapes and their attributes. Since students in first grade are already familiar with some shapes, by using their prior knowledge, the students are ready to learn about and understand other shapes and the vocabulary used in geometry.

Question 63

While traveling through Belgium, Sam purchases gasoline at a price of 1.60 euros per liter. If there are 3.79 liters per gallon and, at that time, 0.74 euros per dollar, what is the price of gasoline in dollars per gallon?  Ms. Samuels presented the question shown to her class. Which of the following strategies will best help the students understand how to solve the problem?   A. Making two graphs that show the conversions from euros to dollars and liters to gallons  B. Making two tables that show the conversions from euros to dollars and liters to gallons  C. Showing the multiplication and division of each unit rate; i.e., euroslitersÃlitersgallonsÃ·dollarseuros=dollarsgallons  D. Finding the new ratio in parts; i.e., first euros/litersÃliters/gallons=euros/gallons, then euros/gallonsÃdollars/euros=dollars/gallons

Accepted Answer

D. Finding the new ratio in parts; i.e., first euros/litersÃliters/gallons=euros/gallons, then euros/gallonsÃdollars/euros=dollars/gallons  The question requires an understanding of how to design instruction to help students understand ratios, rates, and unit rates. Helping students to see how to correctly use the units to guide the multiplications so that the units cancel and leave the rate that has the desired units is best for understanding how to approach the problem.

Question 64

A retailer wants to determine the size most often purchased of a certain type of children\'s shoe to ensure that enough of that item is available to meet consumer demand. Sizes sold last month: 2, 2, 2, 3, 5, 5, 7, 8.  A fifth-grade teacher poses the question above to the class during a lesson. The lesson most likely addresses which of the following concepts?   A. Mode   B. Median  C. Mean  D. Range

Accepted Answer

A. Mode   The question requires an understanding of how to represent and interpret data. The mode is the number that occurs most often in a given set of numbers.

CIA – Flashcard

Unlock all answers in this set

Haven't found what you were looking for?

Search for samples, answers to your questions and flashcards