Register
Question 1
In a measurement-focused activity aligned with TEKS, a teacher instructs students to use a ruler to measure objects. If a student does not complete the activity successfully, what should the teacher plan next?
Correct Answer:
Plan and present a re-teach activity on using a ruler to measure length
Explanation:
When students aren’t able to complete a measurement task successfully, the best next step is a targeted reteach focused on using a ruler to measure length. This allows you to address specific misunderstandings right away, model the correct technique, and give guided practice so students can demonstrate mastery before moving on. Think about what often causes trouble with rulers: starting at zero, choosing the right unit, reading the marks accurately, and aligning the edge of the object with the correct line. A re-teach session should include a quick demonstration showing how to place the ruler, how to read measurements to the nearest appropriate increment, and then hands-on practice with several simple objects. Provide immediate feedback, check for correct reading, and use guided prompts to help students verbalize the steps they take. After this focused instruction and practice, you’d recheck the student’s understanding with a brief, informal check to confirm mastery. This approach aligns with ongoing, formative teaching practices and ensures the student is ready to engage with measurement tasks again. Other options don’t directly address the skill gap with targeted instruction and rapid feedback, which is why reteaching is the more effective choice here.
Question 2
Estimate 39 × 42 by rounding to the nearest ten.
Correct Answer:
1600
Explanation:
Rounding to the nearest ten to estimate a product means replacing each factor with a nearby multiple of ten and multiplying the simpler numbers. Round 39 to 40 and 42 to 40. Then multiply 40 by 40 to get 1600. This is a sensible estimate because the actual product is 39 × 42 = 1638, which sits between 1600 and 1700 and is closer to 1600. Using both numbers rounded to the nearest ten gives the best straightforward estimate here, so 1600 is the most reasonable choice.
Question 3
If a circle's diameter is d, which statement is true about the radius?
Correct Answer:
Radius equals d/2
Explanation:
Radius is half of the diameter. The radius is the distance from the center to any point on the circle, while the diameter stretches across the circle through the center and is made up of two radii end to end. That means the diameter’s length is twice the radius. So, if the diameter is d, the radius must be d/2. For a quick check, double the radius to get the diameter, or halve the diameter to get the radius; for example, a diameter of 10 gives a radius of 5.
Question 4
Simplify the expression 2a - 3a + 4.
Correct Answer:
-a + 4
Explanation:
Combining like terms by adding coefficients is the main idea. The expression has two terms with a: 2a and -3a. Add their coefficients: 2 + (-3) = -1, so that part becomes -a. The constant 4 stays as is. Put together, the simplified expression is -a + 4. Options that would mis-handle this include treating the a terms as if they multiply to -5a, which isn’t the case because you’re adding coefficients, not multiplying. Or dropping the a term and leaving just 4, or changing the sign of the constant. The correct form preserves the -a from combining the a terms and keeps the +4 as the constant.
Question 5
A velocity vs. time graph for a runner is measured at 2-second intervals. To estimate the total distance from 0 to 12 seconds, which approach should be used?
Correct Answer:
Determine the area under the velocity-time curve between 0 and 12 seconds
Explanation:
Distance is found by measuring how much area under the velocity–time curve accumulates over a time interval. That’s because velocity tells you how fast position is changing, and integrating velocity over time adds up all those little changes to give total distance. With measurements every 2 seconds, you estimate the total distance from 0 to 12 seconds by calculating the area under the curve across that whole span. In practice, that means summing the velocity values over each 2-second block and combining them to form the total area, which is the Riemann-sum idea: velocity times the interval width, added up across all intervals. This area-under-the-curve approach directly corresponds to distance traveled. Summing the velocity values alone misses how long each velocity lasts, so it wouldn’t give distance. Using an average velocity times the total time would only be exact if velocity were constant (or if the average properly reflects the whole stretch), which isn’t guaranteed here. Relying on the velocity at the end point or at a single moment ignores variation throughout the interval, leading to a poor estimate.
Question 1
Exam overview

About this Exam

The Certify Teacher EC-6 (391) Mathematics (902) exam is a crucial certification required for educators seeking to teach at the early childhood through sixth-grade level in Texas. This specific exam ensures that prospective teachers possess the foundational math knowledge necessary to effectively instruct young learners. The certification is designed for individuals who have completed a teacher preparation program and are ready to demonstrate their mastery of mathematics content and pedagogical skills required for the EC-6 classroom.

More details

Additional Information

What the Course Entails and Exam Details

This examination covers a broad spectrum of mathematical concepts tailored to the elementary curriculum. It entails understanding and applying concepts across several core domains:

  • Number Concepts: This includes whole numbers, fractions, decimals, percentages, and number theory.
  • Patterns and Algebra: Understanding algebraic reasoning, functions, and solving equations.
  • Geometry and Measurement: Knowledge of shapes, space, transformations, and measurement systems.
  • Probability and Statistics: Collecting, analyzing, and interpreting data, as well as understanding basic probability.
  • Mathematical Processes: The application of mathematical reasoning, problem-solving strategies, and communication.

The specific exam for which this is a practice test—Mathematics (902)—is one subtest within the larger TExES Core Subjects EC-6 (391) exam series.

 

 What to Expect in the Final Exam

The final subtest for Mathematics (902) is a computer-administered exam. It typically consists of approximately 40 to 50 multiple-choice questions.

Candidates are given a specific amount of time, usually around 60 to 70 minutes, to complete this subtest within the overall TExES Core Subjects appointment.

The passing score for TExES exams is set at 240 on a scaled score ranging from 100 to 300.

You should expect questions that test not only your computational skills but also your ability to apply mathematical concepts to real-world scenarios and your understanding of how to teach these concepts to EC-6 students.

 

 How to Study and Exam Centers

Effective study strategies are essential for success on the Mathematics (902) exam.

Start by downloading the official TExES preparation manual to familiarize yourself with the complete list of competencies tested.

Utilize targeted study guides and textbooks that focus on elementary mathematics content. It is critical to take realistic practice tests, such as the Certify Teacher practice test, to diagnose your strengths and weaknesses and to practice pacing yourself under timed conditions.

The official TExES exams are administered by Pearson. You can register for the exam through the Pearson VUE website.

Testing occurs year-round at numerous authorized Pearson VUE testing centers located throughout Texas and occasionally in other states. Many universities and alternative certification programs also serve as authorized testing sites for their students. When registering, you will be able to select a convenient location and testing time.

 

 Job Opportunities from the Course

Successfully passing this exam and obtaining your EC-6 certification opens the door to several vital roles in the education sector:

  • Elementary School Teacher (Kindergarten through 6th Grade)
  • Early Childhood Educator / Preschool Teacher
  • Mathematics Academic Interventionist
  • Private Tutor (Elementary Mathematics)
  • Curriculum Developer (Elementary Math)
Quiz information

Frequently Asked Questions

The complete question count is available after full access is unlocked.
No fixed duration is currently configured for this quiz.
Question explanations are included where they are available in the quiz content, helping you review the reasoning after answering.
Yes. You can retake the practice test again as you continue studying during your available access period.
After your access is confirmed, you can continue into the complete practice exam from this quiz flow.
Unless explicitly stated otherwise, this page provides independent practice material for study and exam preparation and is not the official examination itself.
Keep studying

Related Questions

200 Hour Yoga Teacher Training Practice Exam

0 min

Certify Teacher English Language Arts and Reading (ELAR) Practice Test

0 min

Certify Teacher English Practice Test

0 min

Certify Teacher Fine Arts, Health, and Physical Education (FAHPE) Practice Test

0 min

Certify Teacher Math Practice Test

0 min

Certify Teacher PPR Practice Test

0 min