FTCE Elementary Education K-6 (060) Math

Which is the correct sequence (largest to smallest) for the following measurement abbreviations? A. km, m, dm, cm, mm B. m, km, dm, cm, mm C. dm, cm, km, m, mm D. cm, dm, mm, km, m

A. km, m, dm, cm, mm

Ms. Green is using a strategy that involves a "teaching point." What strategy is Ms. Green using? A. math workshop B. math center C. math buddies D. collaborative learning

A. math workshop A math workshop is modeled on the reading workshop model which includes a teaching point. A math center is more student-directed. Math buddies and collaborative learning are ways to group students.

A school wants to create a vegetable garden for students as an applied science project. The school principal wants you to go see a supplier to order a fence for it. The garden is 30 feet wide and 44 feet long; however, there will be a gate which is 4 feet wide. How many feet of fencing are needed? A. 1320 feet B. 148 feet C. 144 feet D. 132 feet

C. 144 ft This problem is asking for perimeter. Note: a fence goes around the outside of the garden! The formula for perimeter of a rectangle is 2L + 2W or 2(44) + 2(30) = 148; however, the size of the gate (4 feet) must be subtracted 148-4 = 144.

Six students at the Florida Virtual School sign up for a group project. Since they don't know each other, the teacher suggests that each student call the other students individually to get to know each other. How many phone calls will there be? A. 12 B. 36 C. 15 D. 18

C. 15 5 + 4 + 3 + 2 + 1 = 15

Which expression is equivalent to dividing 400 by 16? a. 2 (200-8) B. (400/4) / 12 C. (216/8) + (184/8) D. (216/16) + (184/16)

D. (216/16) + (184/16)

Which statement is true about a triangular pyramid? a. A triangular pyramid has 4 faces. b. A triangular pyramid has 3 vertices. c. A triangular pyramid has 7 edges. d. A triangular pyramid has 1 square face.

a. A triangular pyramid has 4 faces.

Commutative Property of Addition: a. a+b = b+a b. (a+b)+c = a+(b+c) c. ab = ba d. (a*b)*c = a*(b*c) e. a(b+c) = ab+ac

a. a+b=b+a

A teacher is explaining a mental mathematics strategy to the class and says: Suppose we wanted to add 76 + 9. One way to do this addition problem is to think: 76 + 9 is the same as 76 plus 10 minus 1, because 10 minus 1 is 9. By adding 76 and 10, we get 86, then subtracting 1 gives the answer 85. This kind of thinking is also called "making 10." What type of strategy is being taught? a. compensation b. partitioning c. estimation d. rounding

a. compensation

The "making 10" strategy, such as 76 + 9 is the same as 76 plus 10 minus 1, because 10 minus 1 is 9. a. compensation b. partitioning c. estimation d. rounding

a. compensation

The ability to instantly see the number of objects in a small set without having to count: a. subitizing b. iteration c. tiling d. transivity

a. subitizing

Associative Property of Addition: a. a+b = b+a b. (a+b)+c = a+(b+c) c. ab = ba d. (a*b)*c = a*(b*c) e. a(b+c) = ab+ac

b. (a + b) + c = a + (b + c)

Which of the following numbers represents 75 thousandths? a. 0.0075 b. 0.075 c. 0.75 d. 7.50

b. 0.075 note: thousandths is third # after decimal

Students in the 3rdthird grade study multiplication in terms of equal groups, arrays, and area. What should students in the 4thfourth grade be expected to do as the next step in this learning progression? a. learn concepts, skills, and problem solving for multiplication and division b. extend their concept of multiplication to make multiplicative comparisons c. find whole number quotients and remainders involving two-digit divisors d. apply their previous understanding of multiplication to multiply fractions

b. extend their concept of multiplication to make multiplicative comparisons

A computational process in which the same steps are repeated until the final answer is found: a. subitizing b. iteration c. tiling d. transivity

b. iteration

splitting a number into smaller numbers to solve a problem. Example: breaking 14 into 10 + 4 or 27 into 20 + 7 a. compensation b. partitioning c. estimation d. rounding

b. partitioning think root word "part" as in breaking a part

Which of the following numbers represents 75 hundredths? a. 0.0075 b. 0.075 c. 0.75 d. 7.50

c. 0.75 note: hundredths is second # after decimal

Commutative Property of Multiplication: a. a+b = b+a b. (a+b)+c = a+(b+c) c. ab = ba d. (a*b)*c = a*(b*c) e. a(b+c) = ab+ac

c. ab=ba

Can be used to relate to calculating the area of rectangles wherein a rectangle is divided into unit squares and counted to find the area. Making patterns with no gaps: a. subitizing b. iteration c. tiling d. transivity

c. tiling

Associative Property of Multiplication: a. a+b = b+a b. (a+b)+c = a+(b+c) c. ab = ba d. (a*b)*c = a*(b*c) e. a(b+c) = ab+ac

d. (ab)c = a(bc) note: still "abc" on both sides

Which of the following numbers represents 75 tenths? a. 0.0075 b. 0.075 c. 0.75 d. 7.50

d. 7.50 note: tenths is first number after decimal

When introducing equations to students which step should miss Martin take first? a. assign students to work with a partner to solve 3x + 5 = 20 on whiteboards b. assign students to work individually to solve 3x + 5 = 20 on paper c. assign students to work with a partner to draw a picture representing 3x + 5 = 20 d. assign students to use mats and counters to demonstrate 3x + 5 = 20

d. assign students to use mats and counters to demonstrate 3x + 5 = 20 note: using concrete objects will help students obtain a conceptual understanding of the mathematical principles behind solving equations.

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? a. comparison, set size unknown b. equal groups, partition division c. comparison, multiplier unknown d. equal groups, measurement division

d. equal groups, measurement division

Which of the following concepts is recommended to be taught first in the development of fractional understanding for students? a. comparing sums of unit fractions b. using set models to show fractions c. adding fractions of unlike denominators d. representing fractions with area models

d. representing fractions with area models

One of the equivalence properties of equality. a=b and b=c, then a=c: a. subitizing b. iteration c. tiling d. transivity

d. transivity

Distributive Property: a. a+b = b+a b. (a+b)+c = a+(b+c) c. ab = ba d. (a*b)*c = a*(b*c) e. a(b+c) = ab+ac

e. a(b + c) = ab + ac