GACE Practice Test 2 2026 Exam Latest!! LATEST
VERSIONS 75 QUESTIONS AND CORRECT
VERIFIED ANSWERS WITH RATIONALES (100%
CORRECT) A+ GRADED ASSURED
**all angles more than 90 degrees**
Students in a fifth-grade class draw the angles shown above on their papers. Which of the
following best describes the types of angles that the students are drawing?
Obtuse
Acute
Straight
Right - CORRECT ANSWER: Option (A) is correct. The question requires an understanding of
properties of lines and angles. An obtuse angle has a measure greater than 90 degrees and less
than 180 degrees.
1/8 2/5 3/8 4/5 5/8
20% 30% 40% 50% 80%
How many fraction-percent equivalents are listed in the worksheet represented above?
One
Two
Three
Four - CORRECT ANSWER: Option (B) is correct. The question requires an understanding of
ways to help students develop a knowledge of fractions as numbers. 1/8 is equivalent to 12.5%;
2/5 is equivalent to 40%; 3/8 is equivalent to 37.5%; 4/5 is equivalent to 80%; and 5/8 is
equivalent to 62.5%.
,19+17+15+13+7+5+3+119+17+15+13+7+5+3+1
A teacher writes an addition problem on the board and asks students to think of other ways to
write the sum, using a different operation. Which of the following represents the sum of the
numbers shown using multiplication?
4×18
4×19
4×20
4×21 - CORRECT ANSWER: Option C is correct. The question requires knowledge of ways to
help students develop an understanding of number operations. The numbers can be added in
pairs, with the sum of each pair totaling 20 (19 and 1, 17 and 3, 15 and 5, and 13 and 7). There
are four such pairs, so the sum of the eight numbers is 4 x 20.
25÷10=N
A third-grade teacher asks students to write a word problem for the number sentence above,
where N is the exact answer to the problem. Which of the following student responses best
satisfies the conditions set by the teacher?
A team of 10 students wins 25 movie tickets. How many tickets will each student get?
Ten students tied for the winning prize of $25 in a contest. How many dollars will each student
receive?
Twenty-five children at a birthday party will eat 10 pizzas. How many slices will each child
have?
A tub of paint holds 25 gallons. How many 10-pint cans can be completely filled with paint
before the tub is empty? - CORRECT ANSWER: Option (B) is correct. The question requires an
understanding of how to design instruction to help students understand algorithms, strategies,
models, and problem situations for dividing numbers. The context in option (A) about a number
of tickets allows only whole numbers for answers. The context in option (C) requires finding
10÷25=N, not 25÷10=N. The context in option (D) requires determining that there are 8 pints in
a gallon, so 200 pints in 25 gallons. The answer to the question requires finding 200÷10=N, not
,25÷10=N. The context in option (B) that involves money is the only context that would lead to
the correct equation and allows an answer that is not a whole number. Sharing $25 among ten
students can be expressed using the equation 2510=N.
29×57
Before students in a fifth-grade class solve the problem above, the teacher has them use mental
mathematics to compute 9×7, 20×7, 9×50, and 20x50. For which of the following reasons is it
appropriate to have the students use mental mathematics that way?
To reinforce the connection between multiplication and addition
To practice rounding to the nearest 10
To introduce the associative property of multiplication
To recall the partial products used in the algorithm - CORRECT ANSWER: Option (D) is
correct. The question requires an understanding of strategies for designing instruction to help
students understand an algorithm for multiplying whole numbers. An alternative algorithm to the
standard algorithm for multiplication is to use place value to break apart each of the numbers into
tens and ones, and then to multiply ones by ones, tens by tens, and the two possible products of
ones by tens. The justification for this algorithm comes from applying the distributive property
of multiplication over addition or by using an area model where the dimensions are shown using
tens and ones.
30 ÷ 6
53 ÷ 7
84 ÷ 8
75 ÷ 9
Third graders studying division were asked to solve and check the four division problems above
and then write a story for each problem. Which of the following is the most likely reason for
asking the students to write the stories?
, To have students demonstrate that division can mean partitioning a set of objects
To have students practice division skills through drill-and-check exercises
To help students write quotients that might contain a decimal
To have students practice the strategy of solving a simpler problem than those presented -
CORRECT ANSWER: Option (A) is correct. The question requires an understanding of ways to
help students develop an understanding of equations and number operations. In writing word
problems, students need to demonstrate an understanding of arithmetic operations, different
terms that are used for a specific operation, and how to use those terms appropriately in word
problems.
5(6+4)
=30+20
=50
Which of the following properties of operations is illustrated in the example above?
Commutative property
Distributive property
Transitive property
Reciprocal property - CORRECT ANSWER: Option (B) is correct. The question requires an
understanding of properties of operations. The distributive property shows how the product of a
number and a sum of a number can be expressed as the sum of two products.
65 + 28 =813
17 + 74 =811
45 + 15 =510
The work of a student is shown above. The most likely reason for the error in the work is that the
student has difficulty
recalling addition facts
recognizing an appropriate answer
VERSIONS 75 QUESTIONS AND CORRECT
VERIFIED ANSWERS WITH RATIONALES (100%
CORRECT) A+ GRADED ASSURED
**all angles more than 90 degrees**
Students in a fifth-grade class draw the angles shown above on their papers. Which of the
following best describes the types of angles that the students are drawing?
Obtuse
Acute
Straight
Right - CORRECT ANSWER: Option (A) is correct. The question requires an understanding of
properties of lines and angles. An obtuse angle has a measure greater than 90 degrees and less
than 180 degrees.
1/8 2/5 3/8 4/5 5/8
20% 30% 40% 50% 80%
How many fraction-percent equivalents are listed in the worksheet represented above?
One
Two
Three
Four - CORRECT ANSWER: Option (B) is correct. The question requires an understanding of
ways to help students develop a knowledge of fractions as numbers. 1/8 is equivalent to 12.5%;
2/5 is equivalent to 40%; 3/8 is equivalent to 37.5%; 4/5 is equivalent to 80%; and 5/8 is
equivalent to 62.5%.
,19+17+15+13+7+5+3+119+17+15+13+7+5+3+1
A teacher writes an addition problem on the board and asks students to think of other ways to
write the sum, using a different operation. Which of the following represents the sum of the
numbers shown using multiplication?
4×18
4×19
4×20
4×21 - CORRECT ANSWER: Option C is correct. The question requires knowledge of ways to
help students develop an understanding of number operations. The numbers can be added in
pairs, with the sum of each pair totaling 20 (19 and 1, 17 and 3, 15 and 5, and 13 and 7). There
are four such pairs, so the sum of the eight numbers is 4 x 20.
25÷10=N
A third-grade teacher asks students to write a word problem for the number sentence above,
where N is the exact answer to the problem. Which of the following student responses best
satisfies the conditions set by the teacher?
A team of 10 students wins 25 movie tickets. How many tickets will each student get?
Ten students tied for the winning prize of $25 in a contest. How many dollars will each student
receive?
Twenty-five children at a birthday party will eat 10 pizzas. How many slices will each child
have?
A tub of paint holds 25 gallons. How many 10-pint cans can be completely filled with paint
before the tub is empty? - CORRECT ANSWER: Option (B) is correct. The question requires an
understanding of how to design instruction to help students understand algorithms, strategies,
models, and problem situations for dividing numbers. The context in option (A) about a number
of tickets allows only whole numbers for answers. The context in option (C) requires finding
10÷25=N, not 25÷10=N. The context in option (D) requires determining that there are 8 pints in
a gallon, so 200 pints in 25 gallons. The answer to the question requires finding 200÷10=N, not
,25÷10=N. The context in option (B) that involves money is the only context that would lead to
the correct equation and allows an answer that is not a whole number. Sharing $25 among ten
students can be expressed using the equation 2510=N.
29×57
Before students in a fifth-grade class solve the problem above, the teacher has them use mental
mathematics to compute 9×7, 20×7, 9×50, and 20x50. For which of the following reasons is it
appropriate to have the students use mental mathematics that way?
To reinforce the connection between multiplication and addition
To practice rounding to the nearest 10
To introduce the associative property of multiplication
To recall the partial products used in the algorithm - CORRECT ANSWER: Option (D) is
correct. The question requires an understanding of strategies for designing instruction to help
students understand an algorithm for multiplying whole numbers. An alternative algorithm to the
standard algorithm for multiplication is to use place value to break apart each of the numbers into
tens and ones, and then to multiply ones by ones, tens by tens, and the two possible products of
ones by tens. The justification for this algorithm comes from applying the distributive property
of multiplication over addition or by using an area model where the dimensions are shown using
tens and ones.
30 ÷ 6
53 ÷ 7
84 ÷ 8
75 ÷ 9
Third graders studying division were asked to solve and check the four division problems above
and then write a story for each problem. Which of the following is the most likely reason for
asking the students to write the stories?
, To have students demonstrate that division can mean partitioning a set of objects
To have students practice division skills through drill-and-check exercises
To help students write quotients that might contain a decimal
To have students practice the strategy of solving a simpler problem than those presented -
CORRECT ANSWER: Option (A) is correct. The question requires an understanding of ways to
help students develop an understanding of equations and number operations. In writing word
problems, students need to demonstrate an understanding of arithmetic operations, different
terms that are used for a specific operation, and how to use those terms appropriately in word
problems.
5(6+4)
=30+20
=50
Which of the following properties of operations is illustrated in the example above?
Commutative property
Distributive property
Transitive property
Reciprocal property - CORRECT ANSWER: Option (B) is correct. The question requires an
understanding of properties of operations. The distributive property shows how the product of a
number and a sum of a number can be expressed as the sum of two products.
65 + 28 =813
17 + 74 =811
45 + 15 =510
The work of a student is shown above. The most likely reason for the error in the work is that the
student has difficulty
recalling addition facts
recognizing an appropriate answer
