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PRAXIS 5008 Math & Science Questions & Answers
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PRAXIS 5008 Math & Science Questions & Answers
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PRAXIS 5008 Math & Science Questions & AnswersOne of Mr. Terry's students, Yvonne, found the answer to the problem 3/8 times 2/9 as
represented in the following work.
The figure shows a student's work. The work is as follows. Three eighths times two ninths,
equals two eighths times three ninths, which equals, one fourth times one third, which equals
one twelfth.
End figure description.
When Mr. Terry asked Yvonne to explain her work, she said, "It's easier to just switch the
numerators to make simpler fractions."
Which of the following statements is true of Yvonne's strategy?
A. Yvonne's strategy can only be used to rewrite products of fractions where the difference
between the numerators is 1 and the difference between the denominators is 1.
B. Yvonne's strategy can only be used to rewrite products of fractions where both fractions
are less than 1.
C. Yvonne's strategy can be used to rewrite any product of two fractions, but it will not always
result in fractio Correct Ans-C. Yvonne's strategy can be used to rewrite any product of two
fractions, but it will not always result in fractions that can be simplified.
Ms. Robinson is working with her students on mixed-number subtraction, and she wonders
how well her students understand that each whole in a mixed number is equivalent to the
fraction n over n equal parts. She wants to construct a subtraction problem for her students
that will assess their understanding of the concept.
Which of the following problems will give Ms. Robinson the most information about her
students' understanding that each whole in a mixed number is equivalent to the fraction n
over n equal parts?
A. 5 and three fourths, minus 3 and one half
, PRAXIS 5008 Math & Science Questions & Answers
B. 6 and four fifths, minus 2 and two sevenths
C. 4 and one third, minus 1 and five sixths
D. 5 and two fifths, minus 4 and two fifths Correct Ans-C. 4 and one third, minus 1 and five
sixths
Mr. Bennett's class was discussing strategies for adding whole numbers. One student, Katie,
said, "When I add two numbers, I get the same answer as when the numbers switch places."
Mr. Bennett asked his students to explain why Katie's claim is true when adding any two
whole numbers.
After giving the class time to work, he asked another student, Joel, to present his explanation.
Joel said, "If the answer is a little number like 4, then 2 plus 2 is the same either way. And if
the answer is a big number like 400, then 200 plus 200 is the same either way."
Which of the following statements best characterizes Joel's explanation?
A. It clearly explains why Katie's claim is true when adding any two whole numbers.
B. It assumes that Katie's claim is true, but it does not establish in general why her claim is
true.
C. It neither gives useful examples for showing that Katie's claim is true, nor does it establish
in general wh Correct Ans-C. It neither gives useful examples for showing that Katie's claim
is true, nor does it establish in general why her claim is true.
Mr. Benner places a row of 5 cubes on a student's desk and asks the student, Chanel, how
many cubes are on the desk. As Chanel points at the cubes one by one from left to right, she
counts, saying, "One, two, three, four, five." Then she says, "There are five cubes!"
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