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Elementary Education: Math Content Knowledge Flashcards

33 cards from real PRAXIS practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 20 Elementary Education: Math Content Knowledge flashcards as text

  1. A student is asked to place 3/4 and 7/8 on a number line. Which fraction is greater, and how do you know?

    Answer: 7/8, because it is closer to 1 whole than 3/4

    7/8 is greater because it is closer to 1 whole: 3/4 = 6/8, and 6/8 3/4.

  2. What is the value of the digit 6 in the number 3,645?

    Answer: 600

    In 3,645, the digit 6 is in the hundreds place. Its value is 6 × 100 = 600.

  3. A rectangle has a length of 8 units and a width of 5 units. What is its area?

    Answer: 40 square units

    Area of a rectangle = length × width = 8 × 5 = 40 square units.

  4. Which property is demonstrated by: 4 × (3 + 2) = (4 × 3) + (4 × 2)?

    Answer: Distributive property

    The distributive property states that multiplication distributes over addition: a(b + c) = ab + ac.

  5. A student says that 0.3 is greater than 0.25 because '3 is less than 25.' What misconception does this reveal?

    Answer: Both A and C — place value misunderstanding and whole number bias

    The student treats decimals like whole numbers, ignoring place value (0.3 = 0.30, which is greater than 0.25). This is the 'whole number bias' and a place value misconception.

  6. What is the greatest common factor (GCF) of 24 and 36?

    Answer: 12

    Factors of 24: 1,2,3,4,6,8,12,24. Factors of 36: 1,2,3,4,6,9,12,18,36. Greatest common factor = 12.

  7. A class of 24 students is divided equally into groups. Which number of groups is NOT possible?

    Answer: 5 groups

    24 ÷ 5 = 4.8, which is not a whole number. 24 is not divisible by 5, so 5 equal groups of whole students is impossible.

  8. A student solves 43 − 18 and gets 35. What error did the student likely make?

    Answer: The student forgot to regroup (borrow) and subtracted 3 − 8 as 8 − 3 = 5.

    The typical error is subtracting the smaller digit from the larger within a column (8 − 3 = 5 in ones column), rather than regrouping. 43 − 18: if student does 8 − 3 = 5 (ones) and 4 − 1 = 3 (tens), they get 35.

  9. What is 2/3 + 1/4?

    Answer: 11/12

    To add fractions with unlike denominators, find the LCD (12). 2/3 = 8/12; 1/4 = 3/12. 8/12 + 3/12 = 11/12.

  10. Which of the following numbers is prime?

    Answer: 29

    29 is prime — its only factors are 1 and 29. 21 = 3×7, 27 = 3×9, 33 = 3×11.

  11. A bag contains 4 red marbles, 3 blue marbles, and 2 green marbles. What is the probability of randomly picking a blue marble?

    Answer: 3/9

    Total marbles = 4+3+2 = 9. Probability of blue = 3/9 = 1/3. Both 3/9 and 1/3 are equivalent; 3/9 is the un-simplified form.

  12. A student is learning to multiply 24 × 3. Which strategy shows decomposition (breaking apart numbers)?

    Answer: Breaking 24 into 20 + 4: (20 × 3) + (4 × 3) = 60 + 12 = 72

    Decomposing 24 into 20 + 4 and distributing the multiplication uses the distributive property and builds number sense.

  13. What is the perimeter of a square with a side length of 7 cm?

    Answer: 28 cm

    Perimeter of a square = 4 × side = 4 × 7 = 28 cm.

  14. What type of angle is formed when two perpendicular lines intersect?

    Answer: Right angle

    Perpendicular lines intersect at exactly 90°, forming four right angles at the intersection point.

  15. Which of the following correctly shows the order of operations for: 3 + 4 × 2 − 1?

    Answer: 3 + 8 − 1 = 10 (multiply first)

    Order of operations (PEMDAS): multiplication before addition/subtraction. 4 × 2 = 8 first, then 3 + 8 − 1 = 10.

  16. A pattern shows: 2, 5, 8, 11, 14... What is the rule and the next term?

    Answer: Add 3 each time; next term is 17

    The pattern increases by 3 each time (arithmetic sequence with common difference 3). 14 + 3 = 17.

  17. Which fraction is equivalent to 2/3?

    Answer: 4/6

    4/6 is equivalent to 2/3 because 2/3 × 2/2 = 4/6. Both represent the same point on the number line.

  18. A teacher wants to introduce multiplication using equal groups. Which problem best illustrates this concept?

    Answer: If there are 4 bags with 6 apples each, how many apples total?

    The equal groups model of multiplication: 4 bags × 6 apples each = 4 groups of 6 = 24. This directly models multiplication as repeated equal groups.

  19. What is the least common multiple (LCM) of 4 and 6?

    Answer: 12

    Multiples of 4: 4,8,12,16... Multiples of 6: 6,12,18... Least common multiple = 12.

  20. A container holds 2.5 liters. If it is 3/4 full, how much liquid is inside?

    Answer: 1.875 liters

    3/4 of 2.5 = 0.75 × 2.5 = 1.875 liters.