FTCE K-6 Math

Which of the following sequences is the most appropriate learning progression through the levels of geometric thinking?

• analytic, abstract, descriptive

• analytic, descriptive, abstract

• descriptive, abstract analytic

• descriptive, analytic, abstract

Tags

CCSS.2.G.A.1

A local school district requires all 5th graders to complete an untimed test containing 50 multiple choice mathematics problems. The tests are scored and the results are compared throughout the district. What component of mathematics fluency is most likely the goal of this type of assessment?

• rate

• flexibility

• automaticity

• accuracy

Tags

CCSS.2.NBT.B.5

Students in the 3rd grade study multiplication in terms of equal groups, arrays, and area. What should students in the 4th grade be expected to do as the next step in this learning progression?

• learn concepts, skills, and problem solving for multiplication and division

• extend their concept of multiplication to make multiplicative comparisons

• find whole number quotients and remainders involving two-digit divisors

• apply their previous understanding of multiplication to multiply fractions

Tags

CCSS.7.EE.B.3

Which of the following concepts is recommended to be taught first in the development of fractional understanding for students?

• comparing sums of unit fractions

• using set models to show fractions

• adding fractions of unlike denominators

• representing fractions with area models

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

Analyze the sample scenario to answer the following question.

A student is making belts for some shorts. The student bought 66 inches of fabric which will be cut into 22-inch pieces. How many belts can be made with the fabric purchased?

Which of the following describes the problem structure?

• comparison, set size unknown

• equal groups, partition division

• comparison, multiplier unknown

• equal groups, measurement division

Tags

CCSS.3.OA.D.8

A kindergarten class is learning about addition without regrouping. Which of the following strategies would be most appropriate to begin teaching students how to add two digits?

• acting out addition by having students wear different colors

• telling a story about a funny character who adds numbers

• letting partners work in groups with leveled practice

• using realistic examples in a familiar context

Tags

CCSS.2.OA.A.1

A student is struggling to progress through the descriptive level of geometric thinking. Which of the following skills is considered the most basic in the levels of geometric thinking?

• recognizing and identifying shapes

• understanding the properties of shapes

• perceiving characteristics of shapes

• composing and decomposing shapes

Tags

CCSS.2.G.A.1

CCSS.1.G.A.1

In a 4th-grade mathematics meeting, two teachers are discussing ways to teach multiplication. Teacher A believes the class should be taught the standard algorithm as the best way to solve a multiplication problem. Teacher B believes the students should explore various multiplication strategies and decide which strategy is best for each problem.

What component of math fluency is Teacher B prompting?

• rate

• flexibility

• automaticity

• accuracy

Tags

CCSS.4.NBT.B.5

A student was responsible for taking care of a plant over a 3 month period. The student measured and recorded the height of the plant at the end of each month as shown in the table.

Which of the following equations relates the height of the plant, h, and the number of months, m, that the student had taken care of the plant, assuming a constant rate of growth?

• 2h + 2 = m

• 7m + 2 = h

• 2m + 7 = m

• 2m + 7 = h

Tags

CCSS.8.F.B.4

CCSS.HSF.LE.A.2

Simplify the expression.

90 − 60 ÷ 30 + 10

• 10

• 11

• 78

• 98

Tags

CCSS.5.OA.A.1

CCSS.5.OA.A.2