Practice Test Geeks(TExES EC-6) TExES Core Subjects EC–6 Practice Test
← All TEXES EC-6 Flashcard Decks

Mathematics Instruction & Problem Solving Flashcards

7 cards from real TEXES EC-6 practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Mathematics Instruction & Problem Solving flashcards as text

  1. A teacher wants students to discover the relationship between repeated addition and multiplication. Which instructional approach best supports this conceptual understanding?

    Answer: Have students model 4 groups of 3 objects then write the corresponding multiplication sentence

    Using manipulatives to model equal groups connects concrete experience to the abstract multiplication symbol, building conceptual understanding.

  2. When teaching place value, a second-grade teacher uses base-ten blocks. A student correctly identifies that 3 tens and 7 ones equals 37. What is the MOST appropriate next instructional step?

    Answer: Ask the student to explain why the 3 is in the tens place and the 7 is in the ones place

    Asking for explanation assesses depth of understanding and promotes mathematical reasoning before advancing to more complex content.

  3. Which problem-solving strategy is MOST appropriate when helping kindergarteners determine how many students are in the class if 5 are absent and 18 are present?

    Answer: Use a number line to count on from 18 to find the total

    A number line provides a concrete, visual tool for counting on that is developmentally appropriate for kindergarteners.

  4. A student consistently makes errors when adding fractions by adding both numerators and denominators (e.g., 1/2 + 1/3 = 2/5). What is the BEST instructional response?

    Answer: Use fraction strips to demonstrate why denominators must be equal before adding

    Fraction strips provide a visual, conceptual explanation for why common denominators are required, addressing the root misconception.

  5. According to the TEKS, which of the following is an appropriate expectation for first-grade students regarding measurement?

    Answer: Measure length using non-standard units and compare lengths of objects

    First-grade TEKS focus on measuring with non-standard units and comparing lengths, which builds foundational measurement concepts.

  6. A teacher poses this problem: 'Maria has some apples. She gives 4 away and has 9 left. How many did she start with?' What type of problem structure is this?

    Answer: Start unknown (separate)

    The initial quantity is missing after a removal action, making this a 'start unknown' problem in the separate problem type.

  7. Which formative assessment technique is MOST effective for quickly gauging all students' understanding of a math concept mid-lesson?

    Answer: Exit tickets or hand signals where all students respond simultaneously

    Simultaneous response techniques like exit tickets or hand signals provide immediate data from every student, not just those who volunteer.