EC-6 Exam
Find the sum of the following: 2/9 + 1/4 + 1/6 A. 4/19 B. 23/36 C. 3/13 D. 4/9
B. 23/36
Which is a factor of 125? A. 6 B. 25 C. 100 D. 10
B. 25
Express 4 3/8 as a decimal number. A. 4.275 B. 4.375 C. 4.385 D. 4,595
B. 4,375
Use the figure below to answer the question that follows. (picture: If *hexagon-six triangles inside* + *triangle* = 1, what is *trapezoid-four triangles inside*) Students are using pattern blocks shaped as congruent equilateral triangles to construct fraction problems. Which of the following fractions does the parallelogram represent? A. 1/3 B. 4/7 C. 5/6 D. 1
B. 4/7
During math work stations, the students are to use the Math Talks poster to guide their thinking in solving the given problems. As the teacher walks around the room helping different students, the teacher hears Johnny ask Joe how he solved the problem of five times nine. Which response from Joe may have appeared on the Math Talks poster as a way to explain his thinking? A. I just multiplied five times nine because I know the answer B. I multiplied five times nine by counting by five nine times C. I don't really know how I got the answer D. five times nine is 45
B. I multiplied five times nine by counting by five nine times
Which of the following sentences contains an error in punctuation? A. As the rain pelted down upon him, he walked hurriedly down the street. B. My mother is a terrible listener, she always interrupts when I am talking. C. I need to investigate the cost of the new sailboat; the price needs to fall within my budget. D. "Hurry up!," shouted the train conductor.
B. My mother is a terrible listener, she always interrupts when I am talking.
The stimulus information below relate to the question that follows. A sixth-grade teacher, with students at the beginning and intermediate level of English language proficiency in listening and speaking, plans a unit on poetry. In order to provide targeted instruction for all students, the teacher chooses content concepts appropriate for the age and educational background level of students, the teacher adapts content for all students, and the teacher plans meaningful activities to integrate lesson concepts. As the teacher shares new terminology related to types of poetry, which of the following strategies will best support the English learners' understanding of the new words? A. Review definitions during class B. Share examples of the types of poetry C. Read the words aloud as a class D. Model correct pronunciations slowly for the class
B. Share examples of the types of poetry
The teacher considers ways to use word relationships and the students' prior knowledge to expand vocabulary knowledge. Which of the following strategies would best enhance word recognition? A. a homonym activity would enhance word recognition B. a mapping activity would enhance word recognition C. the use of synonyms would enhance word recognition D. the use of analogies would enhance word recognition
C. the use of synonyms would enhance word recognition
A second-grade teacher has asked his students to classify a set of polygons by their attributes. Which of the following attributes might his students use to classify the polygons? A. number of sides and number of angles B. size of shape, number of curves C. number of angles, congruency D. number of sides, symmetry
A. number of sides and number of angles
During a parent-teacher conference, Mr. Yassir shares with Janelle's parents his concern about the fifth grader's reading comprehension. He shows Janelle's parents the results of several informal classroom assessments as well as Janelle's TAKS scores- all of which indicate that this is an area in which Janelle struggles. Mr. Yassir outlines a series of strategies with which he will engage Janelle with her reading comprehension at home. Mark all of the following that Mr. Yassir should recommend. A. provide reading material through trips to the book store and library B. read Janelle's books and develop pop quizzes to test her comprehension C. ask her opinion and talk to her about the books she reads D. establish "No TV Nights" when the whole family will read and then talk about their books E. pay Janelle $5.00 for each book she reads F. Let Janelle select books for you to read aloud to her
A. provide reading material through trips to the book store and library C. ask her opinion and talk to her about the books she reads D. establish "No TV Nights" when the whole family will read and then talk about their books F. Let Janelle select books for you to read aloud to her
After her fifth guided reading group has read a story together, Mrs. Melton asks her students, "Did you find any of the parts of the story confusing?" Her goal in asking this question is to facilitate which comprehension skill? A. self-monitoring B. literal understanding C. creative response D. main idea
A. self-monitoring
The teacher instructs the students to use their knowledge of place value to describe a number in more than one form. Which of the following indicated different forms of a number a student could use? A. standard form, word form, expanded form, expanded notation B. standard form, number form, word form, expanded form C. number form, word form, expanded form, expanded notation D. standard form, number form, word form, expanded notation
A. standard form, word form, expanded form, expanded notation
Which of the following topics would lend itself to the most social studies and social science disciplines? A. the Brown vs. Board of Education decision B. the Battle of Gettysburg C. the assassination of President Kennedy D. the bombing of Pearl Harbor
A. the Brown vs. Board of Education decision
Mrs. Brown would like for her students to use information they have collected in the form of a frequency table on population of cultures within the school to create a scatter plot. From the scatter plot, she plans for the students to show the normal distribution of the population of cultures and draw inferences about the populations of the school. What information would the students need to collect in order to be able to show the normal distribution Mrs. Brown is requesting? A. the number of students indicating their association with each culture B. number of total students in the school and the number of cultures within the school C. types of cultures within the school D. types of students within the school
A. the number of students indicating their association with each culture
The width and length of a rectangle are whole numbers different from zero. Which of the following statements about the rectangle must always be true? A. the perimeter is an even number B. the area is an odd number C. the length of the diagnosis is a prime number D. the ratio of the length to the width is a composite number
A. the perimeter is an even number
A teacher assigns her middle school students to read about types of rocks. Which of these follow-up activities might provide the most relevant way for her students to learn about types of rocks and their characteristics? A. the teacher will provide embarrassed graphics that capture the characteristics of different rock types. B. the teacher will provide a printout table neatly listing rock types, rock descriptions, and other characteristics along with pictures. C. the teacher will provide high resolution pictures of rocks for students to examine and identify rock types and characteristics. D. the teacher will provide a touch screen eboard that allows for movable images of rocks on the screen with access to other related links for topic support.
A. the teacher will provide embarrassed graphics that capture the characteristics of different rock types.
Mrs. White's students are exploring graphing on a coordinate plane. Students are asked to describe the x-axis and y-axis in terms of parallel lines, perpendicular lines, origin of intersection of lines and ordered pair. Which of the following describes the coordinate plane illustrated below? (picture of graph x-axis at 4, y-axis at 3) A. the x-axis and y-axis form intersecting, perpendicular lines whereby the ordered pair indicated here is (4,3) B. the x-axis and y-axis are parallel lines whereby the ordered pair indicated here is (3,4) C. the x-axis and y-axis are intersecting lines and the point of origin indicated here is (4,3) D. the x-axis and y-axis have an origin of intersection at (0,0). The ordered pair is graphed on perpendicular lines and intersect at (3,4)
A. the x-axis and y-axis form intersecting, perpendicular lines whereby the ordered pair indicated here is (4,3)
A teacher works with English leaners at various levels of language proficiency. Which of the following strategies provides language support for ELs during classroom instruction? Select all that apply. A. visuals which illustrate complex concepts B. access to content word lists C. cooperative learning activities D. sentence stems
A. visuals which illustrate complex concepts B. access to content word lists C. cooperative learning activities D. sentence stems
A political scientist would most likely use the term ticket-splitting when discussing situations where- A. voters choose to vote for candidates from different parties for various offices in an election B. delegates at a political party convention vote for different candidates to be named the nominee C. electors vote for a presidential candidate other than the one chosen by the voters of a state D. members of Congress vote for legislation that was supported by the opposing party
A. voters choose to vote for candidates from different parties for various offices in an election
Complete the table to show the correct number of phonemes for each word listed. Watch Play See Knight
3 phonemes 3 phonemes 2 phonemes 3 phonemes
Complete the table to show the correct number of phonemes for each word listed. Fox Plan Sight Shin Bent
4 phonemes 4 phonemes 3 phonemes 3 phonemes 4 phonemes Phoneme- the smallest unit of sound.
Direction: Complete the task by selecting the best answer from the drop-down menu in the text that follows. Students are having a hard time understanding how to add a known constant with an unknown value, so the teacher borrows two beakers and brings two identical glass bowls to class. She fills one beaker with 200 ml of water and the second beaker with 300 ml of orange juice and pours them in the same bowl. Students understand there is 500 ml of water/orange juice mixture in the bowl. Now, the teacher puts masking tape around the second beaker, so the scale is not visible. She fills the first beaker with 200 ml of water and the second beaker with an unknown amount of grape juice and pours both beakers in the 2nd bowl. It is obvious that the second bowl has more than the first bowl. So, students determine the fluid in the second bowl is *(>,<,<=,>=)* the fluid in the first bowl. After some discussion and coaching from the teacher, the students determine the unknown will be represented by x. The teacher has one of the students write a big "x" on the masking tape. Now, the teacher pours the 200 ml from the bowl back in beaker 1 and the rest back in the beaker with the masking tape. The teacher repeats the steps. She pours the 200 ml in the glass bowl and has been poured in the bowl. About 3/4 of the class understand that x-amount of fluid was added to 200 ml making the total fluid in the 2nd bowl 200 ml + x ml. The teacher is trying to teach *-the connection between math and science -a science lesson - a social science lesson -a chemistry lesson
- > -the connection between math and science
Directions: Click and drag the selected answer to the correct box. Examine the underlined words in the sentences listed below. The boy felt neglected, INDEED. ALTHOUGH they lost the game, they demonstrated great skill. She is INTELLIGENT and generous. The brilliant student would do ANYTHING to make a good grade. The words underlined in the sentences above are shown boxed below. Click and drag each boxed word and drop it in the area of the diagram that correctly identifies the part of speech the word represents. -Subordinating Conjunction -Predicate Adjective -Conjunctive Adverb -Indefinite Pronoun
-Subordinating Conjunction: Although -Predicate Adjective: Intelligent -Conjunctive Adverb: Indeed -Indefinite Pronoun: Anything
Read the text below and click on evidence in the passage that clearly supports the value of self-assessment in the student learning. In 1996 Fernandes and Fontana - two highly respected education researchers out of Portugal - established a training program of self-assessment strategies with 25 primary school teachers. Over a period of eight months, the teachers implemented these strategies within their classrooms. Students in these classrooms were compares to students in the classrooms of 20 control teachers. Students in these classrooms of 20 control teachers. The results showed that students who are provided with regular opportunities and encouragement to engage in self-assessment are more likely to attribute their learning to internal beliefs (i.e. students believe they can have an impact on their own learning). These students were less likely to attribute success to luck or other unknown variables and were more likely to understand the real causes of their academic success, such as learning, effort and studying. (Changes in the control beliefs in Portuguese primary school pupils because of the employment of self-assessment strategies. British Journal of Educational Psychology, 66, 301-313). Students who engage in these activities are more likely to develop internal attributions, a feeling of empowerment, and sense of autonomy. These same attributes empower us as adults in our own work, so it does make sense that it would do the same to students in a classroom.
-The results showed that students who are provided with regular opportunities and encouragement to engage in self-assessment are more likely to attribute their learning to internal beliefs (i.e. students believe they can have an impact on their own learning). -Students who engage in these activities are more likely to develop internal attributions, a feeling of empowerment, and sense of autonomy.
Mrs. Williams' kindergarten students are collecting data about the first graders' favorite color of chocolate coated candies. What conclusions can be drawn from the graph below? (picture of bar graph- Red: 40, Blue: 20, Green: 30, Yellow: 20, Brown: 25, Orange: 30) Click below to highlight the correct conclusion phrase or phrases. -There are 40 first graders who like red chocolate coated candies. -There are only 15 first graders who like blue chocolate coated candies. -There are 50 first graders who like orange and yellow chocolate coated candies. -There are more students in kindergarten than in first grade who like chocolate coated candies. -There are fewer students in Mrs. Roberts' class than any of the first grade classes.
-There are 40 first graders who like red chocolate coated candies. -There are 50 first graders who like orange and yellow chocolate coated candies.
Read the following passage and then choose the correct term from the drop-down menu found. Men were generally responsible for hunting, warfare, and interacting with outsiders; therefore, they had more visible, public roles often found in a _______; -capitalist society -matrilineal society -monarchy -patriarchy however these societies were far more complex. Women, managed the internal operations of the community. They usually owned the family's housing and household goods, engaged in agricultural food production and gathering of foodstuffs, and reared the children. Because women's activities were central to the community's welfare, they also held important political, social, and economic power. In many North American societies, clan membership and material goods descended through women. For example, the Five (late Six) Nations of the Iroquois Confederation all practiced ______ descent. -capitalist society -matrilineal society -monarchy -patriarchy Clan matrons selected men to serve as their chiefs, and they deposed chiefs with whom they were dissatisfied. Women's life-giving roles also played a part in their political and social authority. In Native American creation stories, it was often the woman who created life, through giving birth to children, or through the use of their own bodies to create the earth, from which plants and animals emerged.
-patriarchy -matrilineal society
Directions: Click and drag the selected answer to the correct box. Examine the sentences listed below. Drag each descriptor and drop it in the box next to the sentence it correctly describes. 1. Shut the door 2. I went to the store 3. I made a 100 on my test! 4. How are you today? -imperative -exclamatory -interrogative -declarative
1. Shut the door: imperative 2. I went to the store: declarative 3. I made a 100 on my test!: exclammatory 4. How are you today?: interrogative
Select the correct option from the drop-down menu below. Which of the following answer choices is divisible by 6? -2205 -9080 -12960 -18923 -21850
12960
Amber's dog, Mac, eats approximately $85 of dog food in 2 weeks. How much will Amber spend on dog food in a year? A. $2210 B. $2380 C. $1020 D. $4420
A. $2210
A fifth-grade teacher plans to supplement studies in the content areas with a research project. Which of the following answers might the teacher consider? Select all that apply. A. Have students use multiple resources while researching B. encourage students to research and collaborate outside of the classroom C. preselect sources for students D. review web literacy skills with students
A. Have students use multiple resources while researching B. encourage students to research and collaborate outside of the classroom D. review web literacy skills with students
The stimulus material below relates to the questions that follows. A third-grade teacher wants to use semantic feature analysis to reinforce students' understanding and organization of key concepts while reading expository texts. The teacher prepares the lesson by selecting a text about birds and determining the categories and features for the grid. On the day the lesson, the teacher tells the students that they are going to read a text about birds but before they do, they are going to complete a grid that will help them think about different characteristics of different birds. The teacher helps the students fill in the following grid about birds. In the grid above the teacher uses the word 'migratory' however, the plans do not incorporate the direct pre-teaching of this word. Which of the following vocabulary activities would be the best to incorporate into this lesson? A. Help the students create a word map that visually defines the word using examples and non-examples B. Guide the students in using the context clues to define the word while reading the text C. Integrate the teaching of dictionary usage by helping the students locate and copy the formal definition of the word D. Define the word verbally before having the students complete the grid
A. Help the students create a word map that visually defines the word using examples and non-examples
Mr. Stinson is helping students in his content mastery class with their science assignment. They are required to read a chapter in their fourth-grade science book and answer questions about it. All of these students have difficulty with reading. Which of the following approaches would be most effective in helping them with their assignment? A. Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words B. Mr. Stinson goes over an article with them on the same topic covered in the assigned chapter of their science textbook C. Mr. Stinson helps them to find the answers to the questions by telling them the pages on which the answers are located D. Mr. Stinson listens to them while they read the chapter and fills in any words that they have trouble pronouncing
A. Mr. Stinson goes over vocabulary words they will encounter in their reading and they discuss the meaning of those words
Mr. Brogna knows that it is important for his students to work on their delivery skills while rehearsing their speeches. During rehearsal, he tells the students to work on the physical aspects of their delivery which support communication including- volume: how loud or soft the speaker is speaking pitch: the high or low sounds of the voice speaking rate: how fast or slow the person is speaking stress: the amount of emphasis a speaker places on certain words Of the following which would be the best strategy to use in order to emphasize the physical aspects of speech delivery? A. Place students with a partner and then have each student record his/her speech into a tape recorder. Students then work together with a partner to provide feedback on each other's delivery skills. B. Ask students to view videos of professional speakers. Students then work in small groups to analyze the speakers' delivery skills. C. Ask students to give their speeches in front of the class. When finished, ask students to provide a critique for each speech using a grading rubric. D. Ask students to give their speeches in front of the class, and when finished Mr. Bogna meets with each student in order to critique the delivery skills privately.
A. Place students with a partner and then have each student record his/her speech into a tape recorder. Students then work together with a partner to provide feedback on each other's delivery skills.
Which of the following instructional strategies is likely to be most effective in improving the reading fluency of Sascha, a 3rd grade student? A. Sascha practices reading a favorite story aloud several times and then reads it into a microphone to record the reading. B. the teacher helps Sascha increase her reading rate by promoting her when she hesitates over unfamiliar words while reading aloud. C. Sascha reads aloud an unfamiliar passage from a content-area text and then completes a semantic web to clarify the ideas in the passage. D. The teacher models for Sascha how to take advantage of context clues to identify unfamiliar words while reading aloud.
A. Sascha practices reading a favorite story aloud several times and then reads it into a microphone to record the reading.
A sixth-grade teacher plays a short video clip report from a credible and safe news channel and has students orally provide the main idea of the news report. Which of the following answers best reflect why this strategy is effective for supporting oral language skills. Select ALL that apply. A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way. C. The students learn about standardized English. D. The students learn about current events.
A. The students evaluate spoken language of others and rephrase using their own language. B. The students practice getting the gist of a story in a quick and engaging way.
Each year, Happy Valley Elementary School holds a student exhibition night where students highlight their academic work. Ms. Miller is working on deciding which student work to have her students display. Which of the following would most likely convey to parents and other stakeholders the value of social sciences education? Select all that apply. A. a video of students reciting patriotic poems and songs B. a display showing how students participated in a mock election C. a word wall depicting a different word of the week D. a collection of multiple choice assessments for a unit on the Civil War E. a portfolio of letters that students have written to elected officials about preserving a historical monument
A. a video of students reciting patriotic poems and songs B. a display showing how students participated in a mock election E. a portfolio of letters that students have written to elected officials about preserving a historical monument
Mrs. Granoto would like to introduce her student to careers and professions which use math in the workplace. She has made arrangements for a banker to come in and discuss with her class the many roles a banker has within a bank. Which of the following TEKS might Mrs. Granoto be able to apply to this lesson? Click each TEK below which could apply to this lesson. A. develop a system for keeping and using financial records B. represent categorical data with bar graphs or frequency tables and numerical data C. balance a simple budget D. define income tax, payroll tax, sales tax, property tax E. identify the advantages and disadvantages of different methods of payment F. describe actions that might be taken to balance a budget when expenses exceed income
A. develop a system for keeping and using financial records C. balance a simple budget E. identify the advantages and disadvantages of different methods of payment F. describe actions that might be taken to balance a budget when expenses exceed income
Students in the second grade-class at Lovett Elementary are exploring properties of US coins and bills. The teacher knows to help students make clear connections with the play money in class and real money they would use at a store so that the lessons and activities need to be applicable to a real world situation. Which of the following situations would be the most applicable for the students? A. for students to shop in the "class store" and count out the money needed to make the pretend purchases B. for the teacher to assign the students to go to the grocery store and buy three items to bring back to a class store C. for the students to write down the cost of three items then add them to find the total cost of the three items D. for students to solve problems with money on a worksheet
A. for students to shop in the "class store" and count out the money needed to make the pretend purchases
An elementary teacher uses an I-Chart to help students examine a topic by integrating prior knowledge on the topic with information found from a variety of sources. Which of the following tasks should the students do first when conducting research? A. identify the topic B. explore prior knowledge C. share interesting facts D. brainstorm ideas
A. identify the topic
In an effort to increase reading scores, a committee is considering reducing the amount of time students spend on social studies at the elementary level. Which TWO of the following should the committee be aware of before making their decision? A. social studies courses help students learn from the past and develop problem-solving skills B. The TEKS require a certain number of minutes of social studies instruction each week C. research demonstrates that social studies instruction increases student reading score because it gives students background knowledge that is crucial to reading comprehension D. social studies content is often controversial and the time spent trying to convince parents of the need for social studies takes away from reading instruction E. Students can cover most of the social studies TEKS by reading about historical and other social studies instruction
B. The TEKS require a certain number of minutes of social studies instruction each week E. Students can cover most of the social studies TEKS by reading about historical and other social studies instruction
Use the information and graph below to answer the questions that follow. Bob and Lucas keep track of how many home runs are hit in the major leagues during the previous several days. The bar graph below shows the number of home runs hit during one week. (picture of bar graph- Sunday: 7, Monday: 6, Tuesday: 4, Wednesday: 11, Thursday: 5, Friday: 9, Saturday: 8) On which day were the most home runs hit? A. Friday B. Wednesday C. Saturday D. Tuesday
B. Wednesday
Read the following lesson plan. Identify the TEKS in the list below that are addressed in this lesson plan. What's in a Name? Materials and preparation: The Name Jar by Yangsook Choi Introduction (5 minutes) Ask students: When you think about your name, what emotions do you feel (if any)? Why? Give students a minute of thinking time, then have some students share. Explain that today, students will be learning and sharing more about their names. They will first read a story about a girl whose name had a special meaning, but who experienced many different emotions about her name. Tell students that it is a story that ehy may be able to relate to in one way or another. Explicit Instruction/Teacher modeling (30 mins) Read The Name Jar aloud to students. If necessary, ask clarifying questions during the story to make sure students understand the plot of the story. When the story is complete, have students turn and talk to a neighbor to discuss the following questions: How did Unhei's feelings about her name change throughout the story, and what made her feelings change? Why was Unhei's name so special to her and her family? Have you ever felt embarrassed about your name, like Unhei? Why are names so important to people? After giving students several minutes to discuss these questions, have some students share out their answers with the class. Guided Practice (10 mins) Tell students that now they will be writing the stories of their names. This is more of an explanatory story - it will give information about each student's name, such as why their name was given and what emotions they have about their name. Tell students they are required to write a paragraph about both their first and last names. Give students the following guiding questions: What does your name mean? What is the origin of your name? Why did your parents give you your name? Who or what does your name remind you of? How do you feel about your name? Have your feelings about your name changed, and if so, why? Why is your name so special to you? Stress that these questions are only to help them think about what they want to write - they do not have to answer all of them. Let students know that they will have an opportunity to take this assignment home and add to it in case they want to ask their parents more about their name. Show students your own name story as a model. Students will love knowing your first name and learning more about you. Independent working time (25 mins) Give students plenty of time to write their name stories. Circulate the room to make sure students are on the right track. Encourage students who finish early to add more detail to their writing. Assessment (5 mins) Read the students' paragraphs to determine if they were able to follow the directions and write about their names. Ask yourself whether a student's writing is organized to these questions can help you determine where he may still need explicit instruction. Review and closing (5 mins) Remind students that tonight they can add to their name stories if they wish to. Have students turn and talk to answer the following question: How will hearing your classmates' name stories help you learn more about them? Composition listening, speaking, reading, writing, and thinking using multiple texts -- writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to - A. plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping. B. develop drafts into a focused, structured, and coherent piece of writing. C. organizing with purposeful structure, including an introduction, transitions, and a conclusion. D. developing an engaging idea with relevant details. E. revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. F. edit drafts using standard English conventions G. publish written work for appropriate audiences.
B. develop drafts into a focused, structured, and coherent piece of writing. C. organizing with purposeful structure, including an introduction, transitions, and a conclusion. D. developing an engaging idea with relevant details. E. revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. F. edit drafts using standard English conventions
Mr. Brogna's six-grade are very knowledgeable of editing software on their computers and use spell check very effectively. Which of the following errors will spell check identify? A. errors with syntax B. errors with orthography C. errors with semantics D. errors with homonyms
B. errors with orthography
A sixth grade teacher uses a knowledge rating chart to informally assess vocabulary knowledge. Students self-assess their knowledge of the words before and after the vocabulary study. If students know the word, they should be able to use it correctly. If they have heard of it, they may or may not understand the word well. If they don't know it, this is a word absent from their vocabulary. Illustrated below is one student's recorded assessment. The knowledge rating chart described above is likely to increase vocabulary primarily by helping students- A. apply knowledge of morphology B. evaluate one's understanding of words and to monitor their vocabulary growth C. utilize contextual clues to determine word meaning D. provide knowledge of words for summative assessment purposes
B. evaluate one's understanding of words and to monitor their vocabulary growth
A teaching strategy used in the classroom to encourage students to write without interruption of the flow of thoughts is called- A. brainstorming B. freewriting C. portfolio writing D. authors' circle
B. freewriting
Mrs. Slosson is working with Lani, a second-grade student who has difficulty with reading fluency. One technique that would be very effective for Mrs. Slosson to use with Lani would be to — A. assign an alternative non-reading assignment during reading time. B. have Lani read familiar books she has already read. C. make a referral for Lani to special education. D. instruct Lani's parents on how they can help with her reading at home.
B. have Lani read familiar books she has already read.
Read the written student summary below to answer the following question. After reading Number the Stars by Lois Lowry, a 5th grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. Which of the following is most likely the genre of Number the stars? A. fantasy B. historical fiction C. contemporary realistic fiction D. traditional literature
B. historical fiction
A second-grade teacher introducing quadrilaterals to the class has asked the students to apply logical reasoning to justify and prove why a geometric shape is a quadrilateral. Which of the following would NOT be a generalization or justification that a geometric shape is a quadrilateral? A. it has four sides B. it always has four right angles C. it has four angles D. it has parallel sides and opposite equal sides
B. it always has four right angles
Second-grade students will be assessed with independent classwork over 12 addition and subtraction facts and two days later with a 25 question multiple choice test over addition and subtraction facts. Students will be expected to complete the problems in an allotted time and stop when time is called. The teacher will then evaluate the assessment for accuracy, completion and conceptual knowledge applied. What should the teacher be most cognizant of when evaluating the assessments? A. the number of items completes, regardless of accuracy B. item analysis to look for misconceptions C. distractors which students ignored D. mathematical understanding
B. item analysis to look for misconceptions
Use the information to answer the two questions that follow. Immigration Statistics for the United States 1840-1920 Great Britain & Ireland: 8 million Russia: 3.2 million Germany: 5.4 million Italy: 4.1 million Other European countries: 9.2 million Asia: 1 million Africa: 0.2 million Americas: 4.4 million Which inference could a historian possibly draw from these immigration statistics? A. the US sought to actively recruit immigrants during this time period B. law and practice limited non-European immigration during this time period C. US immigration policy shifted after 1920 D. The US excluded many immigrants from entering on the West Coast
B. law and practice limited non-European immigration during this time period
Ms. Dobbins is concerned abour Erich, a 5th grader in her home room. Although Erich's scores on his mathematics STAAR are strong, his scores in other subject areas are below average. His grades in each subject area reflect his STAAR scores. Informal observations of Erich by Ms. Dobbins reveal that he does not enjoy independent reading. Ms. Dobbins includes a sustained silent reading period during home room. Erich is often a discipline problem during this time, refusing to read and disrupting students sitting near him with noise and distractions. Private conversations with Erich reveal that he thinks reading is "boring" and "a waste of time." Ms. Dobbins has asked to meet with Erich's ELAR teacher to plan some strategies that will encourage Erich to read independently. A good starting point for these strategies would be - A. subscribing to magazines related to topics of interest to Erich B. meeting with Erich's adult family members to encourage their modeling and support of Erich's independent reading. C. providing Erich with a private library in the classroom D. talking to Erich about the importance of reading for his college aspirations.
B. meeting with Erich's adult family members to encourage their modeling and support of Erich's independent reading.
Read the following portions from an actual trial; then answer the question that follows. Professor Clark: ... I used these methods which I told you about - the Negro and White dolls - which were identical in every respect save skin color... I presented these dolls to them [children] and I asked them the following questions in the following order: "Show me the doll that looks 'bad'..." I found that of the children between the ages of six and nine whom I tested, which were a total of sixteen in number, that ten of those children chose the white doll as their preference; the doll which they liked best. Ten of them also considered the white doll a "Nice" doll. And, I think you have to keep in mind that these two dolls are absolutely identical in every respect except skin color. Eleven of these sixteen children chose the brown doll as the doll which looked "bad." This is consistent with previous results which we have obtained testing over three hundred children, and we interpret it to mean that the Negro child accepts as early as six, seven or eight the negative stereotypes about his own group... Lawyer: Well, as a result of your tests, what conclusions have you reached, Mr. Clark? Professor Clark: The conclusion which I was forced to reach was that these children in Clarendon County, like other human beings who are subjected to an obviously inferior status in the society in which they live, have been definitely harmed in the development of their personalities; that the signs of instability in their personalities are clear, and I think that every researcher would accept and interpret these signs as such. Lawyer: Is that the type of injury which in your opinion would be enduring or lasting? Professor Clark: I think it is the kind of injury which would be as enduring or lasting as the situation endured, changing only in its form and in the way it manifests itself. In which of the following fields would the study described above most likely be conducted? A. economics B. psychology C. sociology D. criminology
B. psychology
In a fifth-grade math class, the teacher will be introducing representing real numbers as percentages. What prior knowledge of the students could the teacher draw on to relate percentages to real life situations? A. the teacher should help the students recall knowledge of fractions B. the teacher should implement an activity relating fractions and decimals to percentages C. the teacher does not need to access prior knowledge because students should be able to recall what they have already learned D. the teacher should show a video of how to find percentages
B. the teacher should implement an activity relating fractions and decimals to percentages
A teacher begins each class with an anticipatory set of questions. Which of the following are the purposes of using anticipatory sets with students? Choose THREE. A. to access student learning B. to get students' attention C. to activate prior knowledge D. to differentiate instruction E. to prepare for the day's learning
B. to get students' attention C. to activate prior knowledge E. to prepare for the day's learning
A psychologist would most likely use the term classical conditioning when discussing the- A. process of voters forming a preference for one candidate over another B. type of learning where a specific stimulus causes a certain response C. formal term for a memory trick to recall information D. suggestions used by hypnotists during hypnotic therapy
B. type of learning where a specific stimulus causes a certain response
An early childhood teacher will be introducing the concept of skip counting by 2s. In order to implement the lesson as a hands-on, concrete and visually stimulating activity, which of the following would best demonstrate the concept for the students? A. singing a song to skip count by twos B. using a hundreds chart from 1-20 and having the students cover every other number with a sticky note C. having the students clap their hands on every other number D. having students complete a coloring page counting by 2s.
B. using a hundreds chart from 1-20 and having the students cover every other number with a sticky note
ABC ISD is improving its curriculum needs through technology and hands-on experiences. Which of the following would provide a hands-on experience of being able to manipulate, rotate, transfer, and decompose three-dimensional shapes? A. cut-out images of the geometric shapes B. visual media C. a worksheet for students to complete about three-dimensional shapes D. two dimensional polygons
B. visual media
A first grade student is reading a story aloud. The student attempts to read the sentence, " Jill likes to play on a swing." Printed below is an excerpt from the student's comments as he attempts to read the sentence. Student: Jill likes to play on a (makes a /s/ sound)... I don't know that word. Sing? Swim? No that's not it. Swing? Maybe that word is swing. After identifying the word swing, the student turns to the teacher and asks, "Is that right? Is it swing?" Which of the following teacher prompts would most likely be effective in eliciting helpful information about the student's use of word-identification strategies? A. "Tell me other 'ing' words that you know." B. "How hard was it for you to figure out that the word was swing?" C. "Tell me how you figured out that the word was swing." D. "Can you tell me some other words you know that rhyme with swing?"
C. "Tell me how you figured out that the word was swing."
Use the picture below as a stimulus material that relates to the question that follows. (picture of right triangle) The area enclosed by the rubber band can be calculated by using which of the following expressions? A. bw B. bwh C. 1/2 bh D. Bh/2
C. 1/2 bh
What is the missing number? 4, 12, 36, 108, ______, 972 A. 322 B. 323 C. 324 D. 325
C. 324
The stimulus information below relates to the question that follows. A second-grade teacher plans the following activities to promote students' development of map skills. Activity 1: The class creates a large, three dimensional model of the classroom using common materials (e.g., empty milk cartons, spools of thread) to represent desks and other objects in the room. The teacher uses the three-dimensional model to promote students' ability to apply various map-reading skills (e.g., locating places, understanding the concept of relative size and scale). Activity 2: The class creates a flat map of the classroom in which hand-drawn symbols (e.g., squares of different sizes, drawings of objects) represent objects in the room. The teacher uses the flat map to reinforce the skills addressed in Activity 1. As the class creates the model in Activity 1, the teacher asks questions designed to help students develop particular map skills and understandings. Which of the following questions would best promote students' ability to apply the concept of relative loction? A. Where in our model should we place the file cabinet? B. Can anyone trace a path from the sink to the door? C. Is the book shelf or the piano closer to the aquarium? D. Which is larger, the math center or the reading corner?
C. Is the book shelf or the piano closer to the aquarium?
Lucy is a fifth grader in Ms. Rivera's English, language arts, and reading class. Ms. Rivera's formative assessments of Lucy's persuasive writing has indicated that Lucy struggles with several different writing conventions. Specifically, Lucy is challenged by word order and punctuation. Ms. Rivera has punctuation to Lucy and several other students who are experiencing challenges. What specifically should she do to help Lucy with word order? A. Provide drills in which students memorize word order patterns. B. When teaching send structures, introduce word order patterns by providing direct instruction and guided practice. C. Review previous lessons on word order and provide games on word order for Lucy to play with classmates. D. Have Lucy arrange words in tables and charts to create various sentences.
C. Review previous lessons on word order and provide games on word order for Lucy to play with classmates.
The students in a third-grade class are struggling with learning the conversions within the US customary system of measurement as they apply to capacity. The teacher has designed an interactive lesson in which students will have the opportunity to practice applying the conversions. Which of the following units would the teacher have available for students to measure capacity? A. kiloliter, liter, millimeter B. gallon, liter, quart, cup C. gallon, quart, pint, cup, ounce D. kiloliter, quart, pint, cup, milliliter
C. gallon, quart, pint, cup, ounce
Using probability to describe the outcome of simple events, the teacher brought to class a box of 24 popsicles in four colors. In the box are eight red popsicles, six orange popsicles, four green popsicles and six purple popsicles. How would the class describe the simple event of the teacher selecting one green popsicle from the box? A. simple events are events that occur only on time. Simple events are determined by what happens in that one moment and indicated by a fraction. B. Probability is the likelihood that an event will occur at a moment in time. C. The simple event of selecting one green popsicle is the number of favorable outcomes over the number of total outcomes; thus, the probability would be 1/6. D. The simple event of selecting a green popsicle is the total number of outcomes divided by the total number of green popsicles; thus, the probability would be 6.
C. The simple event of selecting one green popsicle is the number of favorable outcomes over the number of total outcomes; thus, the probability would be 1/6.
A teacher introduces new social studies vocabulary words to her students. The new words describe various landforms. First, the class reviewed "kid-friendly" definitions of each word. Which of the following activities requires students to select, organize, and produce visuals to complement and extend the meanings of the words? A. The students draw a picture of what they think the landform might look like. B. The students look up the words in the dictionary. C. The students use safe internet sites to find and draw visuals for each landform. D. The students use a map to find representations of the landforms.
C. The students use safe internet sites to find and draw visuals for each landform.
The students in homeroom 304 were asked to bring in illustrations of real-world forms of symmetry in tessellations. Students has previously learned about symmetry and tessellations through visual representations of honeycombs. What does the teacher understand about the importance of students finding other examples of tessellations in the world around them? A. The teacher understands it is always valuable to provide homework experiences away from school B. The teacher understands the importance of students being aware of their environment and applying what they are learning in the classroom to what they experience and see around them. C. The teacher understands the importance of students being aware of their environment and applying what they are learning in the classroom to what they experience and see around them D. The teacher understands every student may not comprehend tessellations in one day at school and may need extra time to process and find other examples in the environment
C. The teacher understands the importance of students being aware of their environment and applying what they are learning in the classroom to what they experience and see around them
Use the information below to answer the question that follows. -New Orleans surrenders to Union forces -Lincoln issues call for 75,000 troops -Vicksburg, Mississippi surrenders to Grant -Lincoln announces plans to issue Emancipation Proclamation The event listed above considered a major turning point in the Civil War was- A. New Orleans surrenders to Union Forces B. Lincoln issues call for 75,000 troops C. Vicksburg surrenders to Union forces D. Lincoln issues Emancipation Proclamation
C. Vicksburg surrenders to Union forces
Use the excerpt of the poem "Jabberwocky" published by Lewis Carrol in 1871, to answer the question that follows. 'Twas brillig, and the slithy toves Did gyre and gimple in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. Pointing to the poem on the board, a teacher asks his students if they can tell which of the nonsense words in the poem are nouns. One student says that toves is a noun. Another says that wabe and borogoves are nouns and adds that gyre and gimble are verbs. The class then discusses how students were able to draw these conclusions. This exercise would be especially useful for helping students understand that- A. being familiar with conventions of capitalization and spelling can help a reader interpret a text. B. recognizing the root of words can help a reader decode the words. C. being familiar with common language structures can help a reader interpret a text. D. recognizing a text's genre can help a reader comprehend the text.
C. being familiar with common language structures can help a reader interpret a text.
A fifth-grade teacher regularly includes activities to support students' reading fluency and reading comprehension in her English, Language Arts, and Reading instruction. To support her students' development of comprehension skills, the teacher sets a purpose for their reading of both fiction and non-fiction texts and helps the children link their prior and new knowledge. Which of the activities below would the teacher use to support the development of her students' fluency skills? A. matching children's interests with the subject of the reading texts B. helping children to gather background knowledge for the story they will read C. choral reading D. making predictions about the upcoming text
C. choral reading
Which of the following is NOT a prerequisite for children to recognize patterns? A. exploration of many objects B. determine similarities and differences C. compare sets D. classify objects
C. compare sets
In Texas and throughout the United States, technology has allowed for the ability to increase mining, logging, and drilling that has resulted in economic stimulation. Which of the following is an impact of this technology? A. decrease in employment B. loss of political influence by the oil industry C. environmental degradation D. improved conservation efforts
C. environmental degradation
The teacher is introducing ways to chart and graph the measures of central tendency. Which of the following are the most comprehensive options for the students to apply the central measures of tendency to creating charts and graphs? A. bar graphs, picture graphs, data tables, T-charts B. circle graphs, dot plots C. frequency tables, dot plots, stem-and-leaf plots D. pie charts, frequency tables, stem-and-leaf plots
C. frequency tables, dot plots, stem-and-leaf plots
Brian writes "hom" for the word home. When considering the developmental stages of spelling, Brian uses- A. transitional spelling B. semiphonetic spelling C. prephonemic spelling D. phonetic spelling
D. phonetic spelling
Ms. Habib is teaching a unit on fiction to her fourth grade class. To begin, students read several simple fairy tales and discuss the moral or meaning of each one. The teacher then assigns a more complex story and leads a discussion about the moral of the story after students finish reading it. This instructional strategy is most likely to promote students' reading proficiency by- A. guiding students to analyze the relationship between plot and character in literary text B. fostering the students' ability to distinguish an author's use of fact versus opinion in a text C. helping students identify and understand the theme of a literary text D. enhancing the students ability to use self monitoring strategies to clarify the meaning of a text
C. helping students identify and understand the theme of a literary text
Use the information below to answer the two questions that follow. Mr. Lathan's fourth-grade social studies students are engaged in the following activity: -Each student is assigned a reading buddy. -Each buddy reads a section from the social studies text aloud while the other listens. -After the reader finishes, the listener asks questions focused on the reading which both then discuss. -After the discussion, the listener briefly summarizes, out loud, what the section was about. How would this activity tend to improve students' comprehension skills? A. it would provide an incentive to students to practice their reading of the text ahead of time B. it would make reading more enjoyable by promoting it as a social activity C. it would improve students' engagement with the text and increase their comprehension D. it would allow students to connect new knowledge with existing knowledge about social studies
C. it would improve students' engagement with the text and increase their comprehension
According to the Texas Essential Knowledge and Skills (TEKS), fifth-grade students are expected to be able to differentiate between, locate, and use valid primary and secondary sources. Which of the following does the TEKS expect students to master as a prerequisite skill for this standard in an early grade? A. identify the historical context of an event B. express ideas orally bases on knowledge and experiences C. obtain information about a topic using a variety of oral sources D. identify different points of view about an issue, topic, historical event, or current event
C. obtain information about a topic using a variety of oral sources
The stimulus information below relates to the question that follows. Mr. Jansen's second-grade students have been working on addition and are now ready to begin learning two-digit subtraction. To introduce this new unit of study, he first has students work on addition problems they are familiar with and then follows up by demonstrating to them how those problems are related to subtraction. Mr. Jansen has been debating whether or not he should allow his students to use calculators to do their math. Some of his students are learning disabled. When considering the use of calculators for math exercises, Mr. Jansen should keep in mind that- A. learning disabled students do not remember math facts well and should always be allowed to use a calculator B. if students are allowed to use calculators, they will never learn to do math operations such as addition, subtraction, etc. C. once students have demonstrated that they know the correct way to perform math calculations, they should be allowed to use a calculator D. if Mr. Jansen allows some of his students to use calculators, he will need to let all of them use calculators since it wouldn't be fair to allow it only for some
C. once students have demonstrated that they know the correct way to perform math calculations, they should be allowed to use a calculator
Ms. Molar provides her students with many opportunities to interpret ideas from information presented on maps, computer graphics, computer printouts, microfilm, YouTube videos, television programs and uses these and other media to compare ideas and points of view. Ms. Molar chooses these activities most likely because she understands that a person that is media literature can- A. easily use all types of computer hardware and software and other forms of new technology. B. use and find information of all types in a university library, including computer sources, microfilm and indexes/ abstracts. C. read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.) D. critically evaluate television programs and see through persuasion techniques.
C. read, analyze, and critically evaluate information presented in a variety of formats (television, print, radio, computers, etc.)
Mrs. Schlaegel teaches English, language arts, and reading for fifth and sixth graders. To support her student's continuing development of comprehension skills, Mrs. Schlaegel teachers them to use the SQ4R plan when reading in the content areas. Mrs. Schaegel believes that the SQ4R supports her students' reading comprehension because it- A. requires her to model how to use the information that was read B. involves guided practice of the skills gained in reading the content area text C. requires students to process and present the information they have read in a new structure and enhances their memory retention D. challenges teacher and students to problem solve together
C. requires students to process and present the information they have read in a new structure and enhances their memory retention
A fourth-grade teacher will be introducing multiplying two 2-digit numbers. At first, the students will work with place value blocks as they represent numbers then move to applying the concrete representation to solving for partial products. Which steps would most effectively solve for partial product? A. draw the concrete representation of the place value blocks then try to solve the problem on paper B. write out the multiplication problem as a traditional number sequence C. solve the problem by multiplying each digit of one factor by each digit of the digits in the other factor while taking into account the place value of each digit. Add the partial products together to find the total product D. partial product is not a viable representation and only adds time to the lesson sequence
C. solve the problem by multiplying each digit of one factor by each digit of the digits in the other factor while taking into account the place value of each digit. Add the partial products together to find the total product
A sixth-grade students wants to present research on World War II to the class. If the student wants to demonstrate the sorrows of the holocaust, which media might be most powerful? A. the student will display a timeline of events from the war. B. the student will read a story about holocaust survivors. C. the student will share photos of holocaust survivors. D. the student will share photos of World War II devastation.
C. the student will share photos of holocaust survivors.
Most women who campaigned for women's suffrage also supported which TWO of the following? A. states rights B. the establishment of unions C. the temperature movement D. the elimination of child labor E. anti-immigration campaigns
C. the temperature movement D. the elimination of child labor
The students in Mr. Campbell's first-grade class were given a picture of different insects and asked to graph the number for each insect in a bar graph. The students were then instructed to draw conclusions from the graph. Which of the following could be a conclusion Mr. Campbell would like for the students to be able to derive from the graph? (picture of bar graph- Ladybugs: 3, Bumblebees: 2, Butterflies: 5, Dragonflies: 4) A. there are less dragonflies than ladybugs but more dragonflies than bumblebees B. there are more ladybugs than any other insect C. there are more butterflies than bumblebees and more dragonflies than ladybugs D. ladybugs are fun insects to explore and with which to play
C. there are more butterflies than bumblebees and more dragonflies than ladybugs
A fourth-grade ESL teacher is working with a group of students who are about to begin some pre-vocational training. It is important for these students to learn certain sight words before beginning this training. Which of the following words would the teacher most likely want to focus on teaching as sight words? A. running, stand, food, greem B. jacket, girl, close, jump C. through, light, said, there D. dinner, morning, closet, stop
C. through, light, said, there
A middle school teacher designs the following instructional activity. Using the board, the teacher writes and pronounces dict. She explains that dict derives from the Latin word for "speak." She then asks the students if they can think of English words that start with or include dict. The teacher uses students' suggestions to create a diagram shown here. This activity is likely to promote students' vocabulary development primarily by helping the students- A. recognize common prefixes and suffixes B. apply the techniques of concept mapping C. use word roots to determine the meaning of related words D. draw on a knowledge of phonics to unlock word meanings
C. use word roots to determine the meaning of related words
A second-grade teacher is planning writing activities for her class. Which of the following activities would be least appropriate? A. writing a story B. writing poetry C. writing a persuasive essay D. writing a letter
C. writing a persuasive essay
Which of the following would not be considered an acceptable form of mathematical representation? A. graphic representation B. verbally spoken solution C. written sentence D. numeric expression
C. written sentence
The following table is presented to a group of students to solve and write a linear function to represent the set of data. Input: 3, 6, 9, 12 Output: 9, 12, 15, 18 Which expression might the students have written? A. 3 + 3 = 6 B. y + 6 = x C. x + 6 = y D. 3 + 6 = 9
C. x + 6 = y
Use the diagram below to answer the question that follows. (picture of pyramid top to bottom: 1, 1 + 1, 1 + 2 + 1, 1 + 3 + 3 + 1, 1 + 4 + 6 + 4 + 1, ____) Given the pattern shown above continues in the last two layers, use inductive reasoning to predict the pattern in the bottom layer of the triangle. A. 1 + 5 + 10 + 10 + 5 + 1 B. 1 + 6 + 12 + 6 + 1 C. 1 + 6 + 8 + 6 + 1 D. 1 + 6 + 15 + 20 + 15 + 6 + 1
D. 1 + 6 + 15 + 20 + 15 + 6 + 1
Miss Karam is teaching her sixth graders a unit on comprehension strategies. For the next few days, the class will be working on distinguishing fact and opinion in a text. She is introducing the topic today with direct instruction and examples. The lesson will conclude with a guided practice activity in which the students will read to discriminate between fact and opinion in the text. What type of text should Miss Karam provide for the children to use in the guided practice? A. a short, fictional story B. a newspaper article on a local event C. a chapter in their science textbook D. a newspaper editorial
D. a newspaper editorial
The stimulus information below relates to the question that follows. Mrs. Swanson is attempting to help students select books that they can read on their own. As part of this process, she must determine each student's independent reading level. In order to determine her students' independent reading level, Mrs. Swanson's best approach would be to- A. have each student complete a diagnostic reading probe B. observe which books students select on their own C. complete a standardized, norm-references reading test for each student D. administer an informal inventory to each student.
D. administer an informal inventory to each student.
Which method below does not define a function? A. passes the vertical line test B. a correspondence assigning only one range value to each domain value C. a set of ordered pairs where the first component is never repeated D. passes the horizontal line test
D. passes the horizontal line test
A first-grade teacher is planning a lesson to engage algebraic reasoning for the students. The teacher will first model two sides of an equation using base ten blocks, then write the equation for the students to see the relationship between the model and the expression. What other model would be beneficial for students in making connections between the concrete and the abstract in algebraic reasoning? A. figure model B. equation model C. math model D. pictorial model
D. pictorial model
Read the written student summary below to answer the three questions that follow. After reading Number the Stars by Lois Lowry, a fifth-grade student writes the following summary. Number the Stars is set during World War II and is about Annemarie Johansen and her Jewish family. The family had to escape from Copenhagen to Sweden to avoid being deported by the Nazis. Based on the summary, the student will benefit most from instruction in which of the following skills? A. identifying the main character B. identifying the setting C. making personal connections D. providing a beginning, middle, and end
D. providing a beginning, middle, and end
In the 19th century, the US Congress attempted to find a solution to the conflict between states related to the enslavement of humans. Which TWO of the following were failed attempts by Congress to create a balance between states that were free and that allowed the legal enslavement of blacks? Select all that apply. A. the 3/5th compromise B. the Kansas-Nebraska Act C. the Fugitive Slave Law D. the Missouri Compromise E. the Crittenden Compromise F. the Compromise of 1850
D. the Missouri Compromise F. the Compromise of 1850
The teacher is introducing comparing whole numbers in terms of greater than and less than. The teacher brings to class ads from two different grocery stores. The teacher instructs the students to find three items that appear in each ad and compare their prices. What mathematical comparative language should the students use to compare prices? A. the oranges at store A are cheaper B. the oranges at store B are more C. the oranges at store A are cheaper than the oranges at store B D. the oranges at store A are less expensive than the oranges at store B
D. the oranges at store A are less expensive than the oranges at store B
First-grade students are exploring probability in the context of marbles in a bag. The teacher selects three red marbles and six blue marbles to place in the bag. The teacher shows the marbles to the students and asks them to consider if she places all the marbles in the bag, what the probability, or likelihood, is she will pull out a blue marble. The class will make a chart of the number of times she pulls out a blue marble or red marble and record their findings on a class T-chart. Why is modeling the data collection and experiment important for the development and comprehension of the concept of probability? A. the teacher thinks it is wise to model for students even when they may not be paying attention because, hopefully, they will learn something new in the process B. the teacher is following the example set forth in the teacher's edition of the curriculum and knows she must follow it in order to be in compliance with state standards C. the teacher knows that students need only to see an experiment in order to understand it D. the teacher knows to model and demonstrate a concept in terms that students can see and feel, and makes the concept more tangible and real for the students, and, to model with correct vocabulary (of the concept) introduces the student to the mathematical language needed as they continue to explore concepts throughout mathematics
D. the teacher knows to model and demonstrate a concept in terms that students can see and feel, and makes the concept more tangible and real for the students, and, to model with correct vocabulary (of the concept) introduces the student to the mathematical language needed as they continue to explore concepts throughout mathematics
Study the information in the exhibit below; then answer the question that follows. always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would. write, your Which of the following strategies is most effective in teaching students to recognize the words listed in the picture above? A. showing the students how to use structural analysis to pronounce the words. B. Demonstrating how inferential comprehension can be used to determine word meanings. C. working with the students to strengthen their phonemic awareness skills to apply to new words. D. using creative ways to expose the students to the words in multiple situations and contexts.
D. using creative ways to expose the students to the words in multiple situations and contexts.
Mr. Batista's sixth grade class has been studying volcanoes. He designs the following activity for the class, which includes a number of English learners. Paragraph-Building Activity 1. The teacher leads a whole-class discussion on a topic related to the science unit on volcanoes. 2. Students form heterogeneous cooperative learning groups with three or four students in each group. The students in each group continue discussing the topic. 3. Each student writes one or two sentences about the topic on sentence strips. 4. The members of the group then decide how to put the various sentences together, editing the sentences as necessary to form a comprehensible paragraph about the topic and correcting any errors in grammar or spelling. After participating in this activity, all of the students review the chapter in their science text about volcanoes. The paragraph building activity designed by Mr. Batista is LIKELY to promote English learners' reading development primarily by helping them - A. apply knowledge of common text structures to improve comprehension as they read. B. transfer skills from oral language to written language. C. use a variety of word identification strategies. D. understand the differences between spoken and written English.
Transfer skills from oral language to written language.
The price of selling a pair of shoes is represented by the expression (300-x) where x is the number of shoes sold, the revenue function is R(x) = - (300-x) + x - x(300 + x) - x(300 - x) - x-300x^2
x(300 - x)
