MTTC Test (Lower Elementary Test
#120) EXAM QUESTIONS AND
ANSWERS - SOLVED (Newest 2026)
1. A second-grade teacher is planning a unit on structure and properties of matter. Which of the
following statements about scientific phenomena should be used as an anchoring phenomena for this
grade?
A. An ice cube melts in a glass but becomes solid again when the water is frozen.
B. Shadows are much cooler than areas of ground where sunlight strikes.
C. Some things cling to a balloon after it has been rubbed on a cloth.
D. A match changes its appearance after it burns. - CORRECT ANSWERS A. CORRECT. The
phenomenon of frozen water melting and re-freezing is a good anchor because it is observable,
accessible across cultures, requires additional instruction, relates to both structure and properties of
matter, and lends itself to investigations, including those related to temperature and phase changes.
B. Shadows are engaging, observable phenomena; however, they are not examples of matter and
therefore are not a good anchor for this unit.
C. Items clinging to a balloon is an engaging and observable phenomenon; however, electric charge as a
property of matter is beyond the scope of second-grade learning and therefore not an appropriate
anchor.
D. The change in a match after burning is an interesting and observable phenomenon; however, it would
fit best in a unit on physical and chemical changes, rather than in an introduction to structure and
,properties of matter, and it would be more appropriate for older students than for second-grade
students.
2. A kindergarten science classroom investigates changing the speed and direction of an object with a
push or a pull. Which of the following activities most appropriately supports the students in analyzing
and interpreting data?
A. comparing different observations of what occurred
B. distinguishing between opinions and evidence in an argument
C. describing how specific images support a scientific explanation
D. making valid claims to determine an optimal design solution to a problem - CORRECT ANSWERS
A. CORRECT. This investigation offers students the opportunity to observe how the speed and/or
direction of an object changes with a push or a pull (e.g., pushing or pulling a toy car with various
amounts of force). The descriptions of what they observed and the comparisons of different outcomes
provide data that can be used for interpretation and analysis with the help of the teacher.
B. The concept of change due to force is the focus of the lesson and, while opinions and evidence will be
discussed, distinguishing them isn't the result of analyzing the data. In this scenario, students are more
engaged in the practice of argument.
C. Students are working with objects in this lesson, not viewing images, and they are working toward the
practice of developing an explanation.
D. Students are investigating how speed and direction can change, but not in reference to a specific
goal, such as designing an optimal solution. This scenario is more about the practices of engaging in
argument and designing solutions than in analyzing and interpreting data.
,3. Students in a third-grade science class make claims about how a prototype design that they made for
a weather-related problem works. This activity matches which of the following disciplinary core ideas?
A. wave properties
B. natural resources
C. developing possible solutions
D. defining and delimiting engineering problems - CORRECT ANSWERS A. Third-grade
students should not yet be learning about wave properties, which would include discussions of
amplitude, frequency, and wavelength. Moreover, these properties only relate to weather tangentially.
B. While weather is a naturally occurring phenomenon and so might be considered a natural resource,
this concept is not helpful in designing solutions for a weather-related problem.
C. CORRECT. Communicating with other students about their prototypes is an important part of the
developing possible solutions portion of the engineering design process and aids in the development of
ideas, including generating improvements.
D. The students should have already completed defining and delimiting their current engineering
problems because they are described as being at the point of making claims about how their prototypes
work.
4. Which of the following activities effectively integrates the patterns crosscutting concept into a first-
grade space systems unit?
A. recording information to describe how much light is available on a given day
, B. providing evidence of objects only being seen when they are illuminated
C. observing the sun, moon, and stars to predict daily and monthly events
D. communicating solutions to reduce the amount of junk orbiting Earth - CORRECT ANSWERS
A. Examining only one day's data will not provide enough information to find a pattern because multiple
data points are needed.
B. Providing evidence in this way relates better to the crosscutting concept of cause and effect because
being seen relies on the illumination of an object.
C. CORRECT. By making observations and learning about the sun, moon, and stars, students can learn to
recognize patterns, such as predicting the visible shape of the moon over time, as well as the positions
of various celestial objects.
D. Examining the amount of junk orbiting Earth relates better to scale, proportion, and quantity because
it involves amounts of things.
5. Prekindergarten children explore the concepts of sinking and floating by placing items in water. Which
of the following supplies would best support this investigation?
A. plastic building blocks that are different colors
B. classroom objects made of different materials
C. different-sized bottles with various types of liquid inside
D. fish tanks with sizes that have varying depths and volumes - CORRECT ANSWERS A. The
blocks' color is not directly related to whether it can sink or float.
#120) EXAM QUESTIONS AND
ANSWERS - SOLVED (Newest 2026)
1. A second-grade teacher is planning a unit on structure and properties of matter. Which of the
following statements about scientific phenomena should be used as an anchoring phenomena for this
grade?
A. An ice cube melts in a glass but becomes solid again when the water is frozen.
B. Shadows are much cooler than areas of ground where sunlight strikes.
C. Some things cling to a balloon after it has been rubbed on a cloth.
D. A match changes its appearance after it burns. - CORRECT ANSWERS A. CORRECT. The
phenomenon of frozen water melting and re-freezing is a good anchor because it is observable,
accessible across cultures, requires additional instruction, relates to both structure and properties of
matter, and lends itself to investigations, including those related to temperature and phase changes.
B. Shadows are engaging, observable phenomena; however, they are not examples of matter and
therefore are not a good anchor for this unit.
C. Items clinging to a balloon is an engaging and observable phenomenon; however, electric charge as a
property of matter is beyond the scope of second-grade learning and therefore not an appropriate
anchor.
D. The change in a match after burning is an interesting and observable phenomenon; however, it would
fit best in a unit on physical and chemical changes, rather than in an introduction to structure and
,properties of matter, and it would be more appropriate for older students than for second-grade
students.
2. A kindergarten science classroom investigates changing the speed and direction of an object with a
push or a pull. Which of the following activities most appropriately supports the students in analyzing
and interpreting data?
A. comparing different observations of what occurred
B. distinguishing between opinions and evidence in an argument
C. describing how specific images support a scientific explanation
D. making valid claims to determine an optimal design solution to a problem - CORRECT ANSWERS
A. CORRECT. This investigation offers students the opportunity to observe how the speed and/or
direction of an object changes with a push or a pull (e.g., pushing or pulling a toy car with various
amounts of force). The descriptions of what they observed and the comparisons of different outcomes
provide data that can be used for interpretation and analysis with the help of the teacher.
B. The concept of change due to force is the focus of the lesson and, while opinions and evidence will be
discussed, distinguishing them isn't the result of analyzing the data. In this scenario, students are more
engaged in the practice of argument.
C. Students are working with objects in this lesson, not viewing images, and they are working toward the
practice of developing an explanation.
D. Students are investigating how speed and direction can change, but not in reference to a specific
goal, such as designing an optimal solution. This scenario is more about the practices of engaging in
argument and designing solutions than in analyzing and interpreting data.
,3. Students in a third-grade science class make claims about how a prototype design that they made for
a weather-related problem works. This activity matches which of the following disciplinary core ideas?
A. wave properties
B. natural resources
C. developing possible solutions
D. defining and delimiting engineering problems - CORRECT ANSWERS A. Third-grade
students should not yet be learning about wave properties, which would include discussions of
amplitude, frequency, and wavelength. Moreover, these properties only relate to weather tangentially.
B. While weather is a naturally occurring phenomenon and so might be considered a natural resource,
this concept is not helpful in designing solutions for a weather-related problem.
C. CORRECT. Communicating with other students about their prototypes is an important part of the
developing possible solutions portion of the engineering design process and aids in the development of
ideas, including generating improvements.
D. The students should have already completed defining and delimiting their current engineering
problems because they are described as being at the point of making claims about how their prototypes
work.
4. Which of the following activities effectively integrates the patterns crosscutting concept into a first-
grade space systems unit?
A. recording information to describe how much light is available on a given day
, B. providing evidence of objects only being seen when they are illuminated
C. observing the sun, moon, and stars to predict daily and monthly events
D. communicating solutions to reduce the amount of junk orbiting Earth - CORRECT ANSWERS
A. Examining only one day's data will not provide enough information to find a pattern because multiple
data points are needed.
B. Providing evidence in this way relates better to the crosscutting concept of cause and effect because
being seen relies on the illumination of an object.
C. CORRECT. By making observations and learning about the sun, moon, and stars, students can learn to
recognize patterns, such as predicting the visible shape of the moon over time, as well as the positions
of various celestial objects.
D. Examining the amount of junk orbiting Earth relates better to scale, proportion, and quantity because
it involves amounts of things.
5. Prekindergarten children explore the concepts of sinking and floating by placing items in water. Which
of the following supplies would best support this investigation?
A. plastic building blocks that are different colors
B. classroom objects made of different materials
C. different-sized bottles with various types of liquid inside
D. fish tanks with sizes that have varying depths and volumes - CORRECT ANSWERS A. The
blocks' color is not directly related to whether it can sink or float.
