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Math Praxis 7813
Use Kathleen Jasper and practice tests
| Question | Answer |
|---|---|
| "If m = k, then k = m" | Symmetric Property |
| In grades 1–2, students use fraction language to describe and partition shapes into equal parts. In grade 3, they learn unit fractions and equal parts using manipulatives, pictures, and number lines. What is the next skill in this progression? | Creating equivalent fractions |
| A teacher is using tiling as a hands-on method for learning a new skill. What skill is the teacher most likely teaching? | Area |
| The structure "compare smaller unknown" is present in which of the following examples? | Kevin has 2 more baseball cards than Preston. Kevin has 8 baseball cards. How many does Preston have? |
| Which equation below could be used to represent the phrase: the height, h, is 7 more than twice the width, w? 2h + 2 = w 7w + 2 = h 2w + 7 = w 2w + 7 = h | 2w + 7 = h |
| If a = b, then a - c = b - c is an example of which property? | Subtraction property of equality |
| A car weighs 50 pounds less than a truck. Which of the following represents the weight of the car (c) in terms of the truck (t)? | c = t - 50 |
| What operation should be performed first in the expression 1 + 2 (18 - 9) / 6? | Subtraction |
| Amarah told Rowan that she knows 4,215 is divisible by 3 without using a calculator. How did she apply the divisibility rule for 3 using mental math? | She added the digits 4, 2, 1, and 5 together and found that their sum is evenly divisible by 3 |
| Cardinal number | Says how many of something there are (1, 2, 3) |
| Ordinal number | Tells the position of something in a list (1st, 2nd, 3rd) |
| Base-ten number system | Consists of the digits 0 - 9. Snap cubes and place value mats are helpful to promote understanding |
| Manipulatives are used to represent __________ | Counting, patterns, operations, physical attributes of geometric figures, and formulas |
| Subitize | Student can quickly identify several items in a small group without having to count them regardless of arrangement |
| The transitivity principle | If one thing is related to a second, and the second is related to a third, then the first is related to the third |
| Iteration | Repeating the same action or group over and over to build a larger amount |
| Partioning | Taking large numbers and splitting them into small, manageable units |
| Compensation (make 10) | Adjusting one number to make a problem easier, while adjusting another number to keep the value the same |
| Aera model | Fractions are represented as part of a region; think shaded pie model |
| A teacher is conducting a lesson on perimeter. Which one of the following manipulatives would NOT be a good choice for the teacher to use for teaching this lesson? | Base ten blocks |
| A 5th grade teacher is beginning a lesson on attributes of two-dimensional figures. Which of the following would be an appropriate strategy for the teacher to use to begin the lesson? | Use dot paper or a geoboard to explore the attributes of two-dimensional figures |
| Which if the following is NOT a parallelogram? Rectangle Rhombus Kite Square | Kite |
| In what quadrant is the point (2, -1)? | Quadrant 4 |
| Quadrant 1 | ( +, + ) |
| Quadrant 2 | ( - , + ) |
| Quadrant 3 | ( - , - ) |
| Quadrant 4 | ( + , - ) |
| In which quadrant is the point ( -3, -6 )? | Quadrant 3 |
| Which of the figures has 5 faces and 6 vertices? | Triangular prism |
| A triangle has interior measurements of 20°, 50°, and 110°. Classify the triangle | Obtuse scalene |
| Which answer choice best describes a cube? | 6 faces, 12 edges, 8 vertices |
| Jose is in the concrete learning stage of learning subtraction. What does Jose's learning look like? | Hs puts 5 blocks on the table then removes 3 |
| Which of the following are all components of math fluency? (AARF) | Accuracy, automaticity, rate, flexibility |
| For which of the following concepts would a 10 by 10 grid be the most appropriate teaching tool? | Decimals and percents |
| Ms Johnson allows her students to add 2-digit numbers using a variety of methods. Which component of math fluency does this address? | Flexibility |
| Which of the following comes last in the learning progression of operations and algebraic thinking? | Evaluating and interpreting numeric expressions |
| Which of the following represents the largest value? 842 thousandths 82 hundredths 8 tenths 4 fifths | 842 thousandths |
| What strategies should a teacher use to help students increase automaticity of math facts? | Memorization and repetition |
| For which of the following would a 10 by 10 grid be the most appropriate teaching tool? | Decimals and percents |
| Dane rewrites the expression 3 + 4x - 2 as 4x + 3 - 2 to make it easier to simplify. Which property did Dane apply when rewriting the expression? | Commutative property of addition |
| The divisibility rule for 3 | a number is divisible by 3 if and only if the sum of its digits is divisible by 3 |
| Which of the following is NOT equivalent to 3 (a + 2b) - 5a + b? 3a + 6b - 5a + b 7b - 2a 3a - 5a + 3b (3a - 5a) + (6b + b) | 3a - 5a + 3b |
| If students are presenting their process for solving multi-step equations, they are using what type of math fluency? | Abstract thinking |
| Which of the following student responses indicates that the student understands the concept of calculating volume? | Student 1: volume is used for three-dimensional figures and thats why cubic units are used |
| Which of the following statements indicates the student has a misconception regarding circles? | Student 4: circles always form the base of a prism |
| Based on the following descriptions, which quadrilateral is described below? - opposite sides are parallel - all four sides are equal - one set of opposite angles is acute | Rhombus |
| Which of the following student statements indicates a misconception about the order of operations? | Student 2: the operation multiplication always comes before division |
| Which measure might be used for a single serving of orange juice? | Pint |
| Counting numbers | 1, 2, 3, 4, 5,... |
| Whole numbers | 0, 1, 2, 3, 4,... |
| Integers | -5, -4, -3, -2, -1, 0, 1, 2, 3,... |
| Rational numbers | Any number that can be written as a fraction (a/b) where a and b are any integer. Include all terminating and repeating decimals 0.2, 4 1/2, 7 1/3 |
| Add to | A number is given, and more is being added to find a sum |
| Take from | A number is given, and some is being taken from to find a difference |
| Commutative property (addition) | Changing the order of two numbers being added does not change the sum - a + b = b + a |
| Commutative property (multiplication) | Changing the order of two numbers being multiplied does not change the product - a x b = b x a |
| Associative property (addition) | Changing the grouping of the addends does not change the sum - (a + b) + c = a + (b + c) |
| Associative property (multiplication) | Changing the grouping of the factors does not change the product - a x (b x c) = (a x b) x c |
| Rectangle | - all angles equal 90 degrees - opposite sides have the same length - a special type of parallelogram - opposite sides are parallel |
| Square | - all angles equal 90 degrees - all sides have the same length - a special type of parallelogram - a special type of rectangle - opposite sides are parallel |
| Circle | - diameter goes through the center of the circle to the edge of the circle - radius starts at the center of the circle and ends on the edge of the circle - the radius is half the length of the diameter |
| Cube | - all sides of a cube are squares - all sides have the same length - all angles equal 90 degrees |
| Quadrilateral | Any four sided shape (kite, trapezoid, parallelogram) |
| Parallelogram | A special kind of quadrilateral where both pairs of opposite sides are parallel and equal in length (square, rectangle, rhombus) |
| Ms. White’s students write instructions for generating equivalent fractions. One student says, “Multiply the top and bottom by a number.” Which revision best improves this statement for accuracy and generalizability? | You have to multiply both denominator and numerator by the same nonzero number. |
| In word problems that have a multiplicative comparison problem structure, two different sets are compared, and one of the sets consists of multiple copies of the other set. Which best illustrates multiplicative comparison problem structure? | "Marcus drives 3 times as many miles to get to work as Hannah does. Hannah drives 16 miles to get to work. How many miles does Marcus drive to get to work?" Comparing two different sets (Marcus and Hannah) |
| Formula for the perimeter of a rectangle: | P=2L+2W |
| A team of 5 researchers recorded observations over a 24-hour day divided into 5 equal, nonoverlapping shifts. Each researcher worked one shift. Which expression best represents the time each researcher spent recording observations? | Between 4 3/4 and 5 hours |
| A store sells grapes for $2.89 per pound, discounted by $0.75 per pound. Nelson buys 1.5 lb of green grapes and 2.25 lb of red grapes. Which expression represents the total cost? | (1.5+2.25)×(2.89−0.75) |
| Which of the following word problems can be represented by the equation 4×n+8=16? | "A set of 5 baskets holds a total of 16 apples. The first basket has 8 apples and the other baskets each hold an equal number of apples. How many apples are in each of the other baskets?" |
| The scenario in a word problem states that an office supply store sells pens in packages of 12 and pencils in packages of 20. Which of the questions involves finding a common multiple of 12 and 20 ? - think same total amount, line up evenly | "How many packages of pens and how many packages of pencils are needed to have the same number of pens as pencils?" |
| Ms. White asks students to explain how to generate equivalent fractions. One student says, “Multiply the top and bottom by a number.” Which revision best improves this statement for validity and generalizability? | "You have to multiply both denominator and numerator by the same nonzero number." |
| A student claims all even numbers are multiples of 6. Which two numbers best show this rule is incomplete when identifying multiples of 6? (15, 16, 20, 24, 27, 30) | 16 (even, but not a multiple of 6) 24 (is a true multiple of 6) |
| Levi claims that when two fractions have the same numerator, the one with the smaller denominator is larger. Maria explains using the example 1/4 and 1/2. Which statement best describes Maria’s explanation? | "It shows that Levi’s claim is true for one example, but it does not establish why his claim is true in general." |
| Mr. Varela asked his students to define a square in terms of other two-dimensional geometric figures. Which two of the following student definitions precisely define a square? | A square is a rectangle that has 4 sides of equal length. A square is a rhombus that is also a rectangle. |
| Coleman says “like terms have the same variable.” Ms. Fisher wants to show him this is incomplete. Which pair of terms best demonstrates that having the same variable isn’t enough to be like terms? | 4h2 and 7h3 (having the same variable alone isn’t enough—the exponents must match too) |
| Yvonne solved 3/8 × 2/9 by switching numerators to simplify fractions, then multiplied. Which statement correctly describes her strategy? | "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" |
| Andrew rewrote 4(x−y) as 4x−y, which is incorrect, but seemed correct for some values. For which integer values of x and y would his expression appear correct? | x=0 and y=0, x≠0 and y=0 |
| Mr. Johansen wants students to identify 32.6 using base-ten blocks. Which two blocks could he choose to represent the unit: little cube, rod, flat, or big cube? | Rod, cube |
| Ms. Chamberlain asks students about quadrilaterals and their diagonals. One student says the diagonals always cross at right angles. For which set of quadrilaterals is this always true? | Quadrilaterals with two pairs of congruent adjacent sides |
| Ms. Duchamp asked students to explain 24×15. Sergio broke it into 24×10 + 24×5 and combined the results. Which other student explanation uses reasoning most similar to Sergio’s? | "15 times 20 is the same as 30 times 10, and that gave me 300, and then I did 15 times 4 to get 60, and 300 plus 60 is 360." |
| 1/4 of Anne’s hot chocolate is milk. Devon explained finding the milk in 8 cups by doubling 1/4 of 4 cups. Milena used cubes to show his strategy. Which statement best describes how her work represents Devon’s strategy? | Milena’s work accurately represents Devon’s strategy because it shows 14 of 4 and how that result was doubled. |
Created by:
Haleigh14