Professional Documents
Culture Documents
Fourth Edition
Developed, produced, and printed under the authority of the
Florida Department of Education
Authorization for reproduction of this document is hereby granted to persons acting in an official
capacity within the Florida K-20 education system, as enumerated in Section 1000.04, Florida
Statutes.
Permission is NOT granted for distribution or reproduction outside the State system of public
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materials are to be addressed to:
FTCE Administrator
Florida Department of Education
325 West Gaines Street, Suite 414
Tallahassee, Florida 32399-0400
Copyright 2008
State of Florida
Department of State
Contents
3 Test-Taking Advice 5
6 Annotated Bibliography 29
7 Additional Information 33
1 Test and Test Information Guide Development
Overview
x Look over the organization of the test information guide.
Section 1 discusses the development of the test and test
information guide.
Section 2 (this section) outlines test preparation steps.
Section 3 offers strategies for taking the test.
Section 4 presents information about the content and structure of
the test.
Section 5 lists question formats and includes sample test
questions.
Section 6 provides an annotated bibliography of general
references you may find useful in your review.
Section 7 identifies a source of further information.
Self-Assessment
x Decide which content areas you should review.
Section 4 includes the competencies and skills used to develop
this subject area test and the approximate proportion of test
questions from each competency area.
Review
x Study according to your needs.
Review all of the competencies and concentrate on areas with
which you are least familiar.
Practice
x Acquaint yourself with the format of the examination.
Section 5 describes types of questions you may find on the
examination.
x Answer sample test questions.
Section 5 gives you an opportunity to test yourself with sample
test questions and provides an answer key and information
regarding the competency to which each question is linked.
Skills (1-4)
Sample
Type of Question
Question
Word problem Question 2,
Apply mathematical principles to solve a real-world page 15
problem and choose the best response option.
Command Question 6,
Select the best response option. page 18
1. Number Game
Pick a number.
Add 5 to the number.
Next, multiply by 4.
Subtract 12.
Divide by 4.
If x represents the starting number, and y represents the final number, which
equation is equivalent to the number game?
A. y=2
B. y = 2x
C. y=x–2
D. y=x+2
2. John knows that he can mow a rectangular lawn that measures 20 yards by
40 yards in 2 hours. He estimates that it should take him about 4 hours to mow
a rectangular lawn that measures 40 yards by 80 yards. Is John's estimate
reasonable?
A. Yes, because doubling the size of the field will double the amount of mowing
time.
B. No, because John will be able to mow a longer distance without changing
direction, resulting in a shorter mowing time.
C. Yes, because when the perimeter of the field is doubled, the total distance that
the mower will need to travel is doubled.
D. No, because doubling the dimensions of the field will increase the area of the
field by a factor of 4, resulting in a mowing time of about 8 hours.
B.
Year Account balance
End of Year 1 $1100
End of Year 2 1210
End of Year 3 1331
C.
Year Account balance
End of Year 1 $1111
End of Year 2 1222
End of Year 3 1333
D.
Year Account balance
End of Year 1 $1100
End of Year 2 1200
End of Year 3 1400
5. A die is rolled 50 times with the results shown in the table. What is the
experimental probability of rolling a 4?
Outcome 1 2 3 4 5 6
Frequency 10 9 11 12 8 0
4
A.
12
4
B.
5
12
C.
50
10
D.
50
a + a
B. b b
a × a
C. a+b
a
+
b
D. b b b
a × a + b
,QJHQHUDOGLYLVLRQFDQEHGHILQHGE\ZKLFKHTXDWLRQDVVXPLQJb=
/ "
A. a y b = c if and only if c • b = a
B. a y b = c if and only if c • a = b
C. a y b = c if and only if c = a – b
D. a y b = c if and only if b = c y a
Which of the following pairs of values would be used in trying to determine the
reasonableness of this conjecture?
A. –18 and 21
B. 13 and 19
C. 4 and –6
D. 0 and 12
10. Which concept would students need to understand before starting a lesson on
simplifying fractions?
A. least common multiple
B. order of operations
C. greatest common factor
D. solving proportions
12. A student wants to purchase a wallpaper border for her bedroom. The border is
sold in rolls 8 yards long and 10 inches wide. The room measures 12 feet by
13 feet. By performing the following operations, she determines that she needs
6 rolls of border.
2(13 +12)
= 6.25
8
13. Identify the proportion that would correctly solve the following problem.
Chris and Kelly will divide a profit of $400 in the ratio 5:3. If Chris receives the
smaller amount, how much will Chris receive?
5 400
A. =
8 x
3 x
B. =
8 400
3 x
C. =
5 400
3 400
D. =
5 x
15. Simplify.
2 12 27
A. 7 3
B. 2 39
C. 3 39
D. 11 3
16. A school has a total enrollment of 1720 students. One day 129 students were
absent. What percent were absent?
A. 0.075%
B. 7.5%
C. 12.9%
D. 13.3%
5z + 10 > 0
A.
19. Solve.
9 y 4 7
A. –8
B. 0
C. 4
D. 8
20. At a bake sale, cookies were sold for $0.50 each and muffins were sold for $0.75
each. If a total of 41 items were sold, and the total amount of money received was
$25.00, how many of each type of baked good were sold?
If c equals the number of cookies sold and m equals the number of muffins sold,
which of the following pairs of equations could be used to solve the problem
above?
A. 0.5c + 0.75m = 25, c + m = 41
B. 0.5c + 0.75m = 41, c + m = 25
C. 0.5m + 0.75c = 25, c + m = 41
D. 0.5m + 0.75c = 41, c + m = 25
22. The graph shows the number of videos borrowed from a library over a 6-day
period. What is the average number of videos borrowed per day?
70
Number of Videos Borrowed
60
50
40
30
20
10
0
M Tu W Th F S
Day of the Week
A. 30
B. 35
C. 40
D. 70
E
D
A. SAS
B. SSS
C. ASA
D. AAS
1.8 m
R 4.0 m M 0.6 m P
A. .2 m
B. 7.2 m
C. 9.0 m
D. 12.0 m
10
5
T (4, 5)
–10 –5 5 10
x
S (–5, –2)
–5
–10
A. 4
B. 10
C. 130
D. 136
27. The transformation T(x, y) = (2x, 2y) is applied to 'ABC. Which of the following
describes its image, 'PQR?
A. 'PQR is congruent to 'ABC and moved two spaces to the right.
B. 'PQR is congruent to 'ABC and moved two spaces to the left.
C. 'PQR is similar to 'ABC with a scale factor of 2:1.
D. 'PQR is similar to 'ABC with a scale factor of 1:4.
29. A gardener uses a piece of wire fencing 6 meters long to enclose a circular region
for a garden. What is the radius of the garden?
3
A. m
S
6
B. m
S
C. 9S m
D. 36S m
1
30. The scale on a blueprint drawing is in = 1 ft. If on the blueprint a living room is
4
3
3 inches wide, what is the actual width of the room?
4
3
A. 3 ft
4
B. 4 ft
3
C. 12 ft
4
D. 15 ft
7. Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2004). Algebra I:
Applications, equations, graphs. Evanston, IL: McDougall
Littell.
Helps Algebra I students connect to essential mathematics
concepts with integrated print and technology support.
Useful for review of competencies 1, 3, 5, 6, 7, 8, and 9.
8. Larson, R., Boswell, L., Kanold, T.D., & Stiff, L. (2007). Middle
school math course 3. Evanston, IL: McDougal Littell.
A platform for active learning, flexible lesson planning, and
effective assessment. Useful for review of competencies 1,
3, 5, 6, 7, 8, and 9.
11. Moore, D. (2007). The basic practice of statistics. (4th ed.). New
York: W.H. Freeman.
Introduces students with limited mathematical backgrounds
to the same tools, techniques, and interpretive skills that
working statisticians rely on. Useful for review of
competencies 1, 2, and 7.
12. Musser, G.L., Burger, W.F., & Peterson, B.E. (2004). Essentials
of mathematics for elementary teachers (6th ed.). Hoboken,
NJ: Wiley.
Incorporates the many facets of elementary and middle
school mathematics in one concise volume. Provides an
understanding of mathematics that translates immediately
into the classroom. Useful for review of competencies 1, 2,
3, 4, and 5.