PECT - Module 3 - Practice Test Questions, Multiple Choice Questions And Answers
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Course
PECT
Institution
PECT
PECT - Module 3 - Practice Test Questions, Multiple Choice Questions And Answers
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. ...
PECT - Module 3 - Practice Test Questions, Multiple
Choice Questions And Answers
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
A teacher would like to provide opportunities for elementary students to make
conjectures and construct arguments related to mathematics. Which of the
following approaches is likely to be most effective in meeting his goal?
A. encouraging students in computer-assisted instruction and visual media.
B. encouraging student interaction and cooperative learning.
C. incorporating the use of progressive and innovative textbooks
D. ensuring that all students work at the same pace and level of complexity
B
A fourth-grade teacher leads an activity with a class. When a student states a
number, the teacher responds with a resulting number. This continues until the
students can identify the rule the teacher is using to calculate the resulting
number. This activity is one layer of scaffolding to prepare students for which of
the following mathematical concepts?
A. Functions
B. probability
C. proportions
D. multiplication
A
A third-grade teacher would like to design an assessment to measure student
understanding of the following learning standard: Understand concepts of area
and relate area to multiplication and addition. Which of the following activities is
most appropriate for assessing a third-grade student's mastery of this standard?
A. The student explains why the area of a square is the same as its side length
squared and how this relates to the diagonals of the square.
B. The student finds the area of a rectangle using unit squares and explains why
it is the same as the product of the side length.
C. The student verifies the formula for the area of a right triangle by showing that
it has half the area of a rectangle
D. The student represents lengths on a number line and explains how
multiplication is related to making copies of the lengths.
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