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Test Information Guide
General Knowledge Test
FLORIDA DEPARTMENT OF EDUCATION
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 education or for commercial distribution of the copyrighted materials without written authorization from the Department of Education. Questions regarding use of these copyrighted 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
Test and Test Information Guide Development
Preparation for the Test
Competencies and Skills and Test Blueprint
Test Format and Sample Questions
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Test and Test Information Guide Development
Teacher Certification Testing
Since 1980, Florida teacher certification candidates have been required to pass the Florida Teacher Certification Examinations (FTCE), which has consisted of tests in reading, writing, mathematics, and professional knowledge. The 1986 Florida Legislature modified the testing program by also requiring teacher candidates to pass a test in the subject area in which they wish to be certified. In addition, the Legislature substituted the Florida College-Level Academic Skills Test (CLAST) for the reading, writing, and mathematics portions of the FTCE. The 2000 Florida Legislature replaced the CLAST with the General Knowledge Test, effective July 1, 2002. The General Knowledge Test consists of four subtests: English Language Skills, Mathematics, Reading, and Essay. The content assessed on the test was identified and validated by committees of content specialists from within the state of Florida. Committee members included public school teachers, district supervisors, and college faculty with expertise in these fields. Committee members were selected on the basis of recommendations by district superintendents, public school principals, deans of education, experts in the field, and other organizations. In developing the test, the committees used an extensive literature review, interviews with selected public school teachers, a large-scale survey of teachers, pilot tests, and their own professional judgment.
Role of the Test Information Guide
The purpose of this test information guide is to help candidates taking the General Knowledge Test prepare effectively for the examination. The guide was designed to familiarize prospective test takers with various aspects of the examination, including the content that is covered and the way it is represented. The guide should enable candidates to direct their study and to focus on relevant material for review. This test information guide is intended primarily for use by certification candidates, who may be students in a college or university teacherpreparation program, teachers with provisional certification, teachers seeking certification in an additional subject area, or persons making a career change to public school teaching. Candidates may have studied and worked in Florida or may be from out of state.
General Knowledge Test
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College or university faculty may also use the guide to prepare students for certification. however. nor is it a substitute for college course work in the subject area. Page 2 of 49 General Knowledge Test . Instead. they are not actual test questions from an actual test form. This test information guide is not intended as an all-inclusive source of subject area knowledge. The sample questions are representative of the content of the actual test. the guide is intended to help candidates prepare for the subject area test by presenting an overview of the content and format of the examination. and inservice trainers may find the guide useful for helping previously certified teachers prepare for recertification or multiple certification.
General Knowledge Test Page 3 of 49 . Section 7 identifies a source of further information.2 Preparation for the Test The following outline may help you to prepare for the examination. • Answer sample test questions. Section 6 provides an annotated bibliography of general references you may find useful in your review. Self-Assessment • Decide which content areas you should review. Practice • Acquaint yourself with the format of the examination. Review all of the competencies and concentrate on areas with which you are least familiar. Adapt these suggestions to suit your own study habits and the time you have available for review. Overview • Look over the organization of the test information guide. Section 2 (this section) outlines test preparation steps. Section 4 presents information about the content and structure of the test. 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. Section 3 offers strategies for taking the test. Section 5 lists question formats and includes sample test questions. 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. Section 1 discusses the development of the test and test information guide. Section 5 describes types of questions you may find on the examination. Review • Study according to your needs.
Section 6 includes an annotated bibliography listing general references keyed to the competencies and skills used to develop this subject area test. Section 3 includes suggestions for improving your performance on the examination.Final preparation • Review test-taking advice. • Refer to field-specific references. Page 4 of 49 General Knowledge Test .
even if you are uncertain about some of your choices. It is to your advantage to answer all the questions on the test. go back and check every question. Take the following with you to the test site: — Admission ticket — Proper identification as described in "Identification Policy" — Watch There are many strategies for taking a test and different techniques for dealing with different types of questions. and well rested. eliminate as many options as you can and choose the response that seems best. — After completing the examination. — When you are not certain of the right answer. • • • General Knowledge Test Page 5 of 49 . alert. you may find the following general suggestions useful. — Read each question and all the response options carefully before selecting your answer. Complete your travel arrangements prior to the examination date. Then go back and tackle the questions that require more thought. Pay attention to all of the details. — Go through the entire test once and answer all the questions you are reasonably certain about. Nevertheless. Verify that you have answered all of the questions and that your responses are correctly entered.3 Test-Taking Advice • • Go into the examination prepared. Dress comfortably and bring a sweater or jacket in case the room is too cool. Plan to arrive early so that you can locate the parking facilities and examination room without rushing.
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4 Competencies and Skills and Test Blueprint The table on the following pages lists the competencies and skills used as the basis for the General Knowledge Test. General Knowledge Test Page 7 of 49 . subject area specialists. The competencies and skills should help you organize your review. The following excerpt illustrates the components of the table. Skills identify specific behaviors that demonstrate the competencies. These competencies and skills represent the knowledge that teams of teachers. Approximate number of questions indicates the approximate number of test questions that represent the competencies on the test. Competencies are broad areas of content knowledge. and district-level educators have determined to be important for beginning teachers. This table could serve as a checklist for assessing your familiarity with each of the areas covered by the test. The test blueprint indicates the approximate number of test questions that will cover the specific competency on the exam.
24 10 Identify standard spelling. including parallel expressions for parallel ideas. Identify irrelevant sentences. Identify inappropriate pronoun shifts. Recognize commonly confused or misused words or phrases. and run-on sentences. Page 8 of 49 General Knowledge Test .Table of Competencies. Skills. Identify the correct use of adjectives and adverbs. capitalization. Identify appropriate comparative and superlative degree forms. and punctuation skills 1 2 3 4 5 6 7 8 9 Identify standard verb forms. Recognize fragments. spelling. and Approximate Number of Questions Competency/Skill ENGLISH LANGUAGE SKILLS 1 Conceptual and organizational skills 1 2 2 Identify logical order in a written passage. 11 Identify standard punctuation. Identify proper case forms. Identify inappropriate shifts in verb tense. Recognize diction and tone appropriate to a given audience. Identify agreement between pronoun and antecedent. comma splices. 6 4 Approximate # of Questions Word choice skills 1 2 3 Choose the appropriate word or expression in context. 6 4 Grammar. 3 Sentence structure skills 1 2 3 Recognize correct placement of modifiers. Identify agreement between subject and verb. Recognize parallelism. 12 Identify standard capitalization. Identify clear pronoun references.
using instruments (e. Solve real-world problems involving addition. composites. Solve real-world problems involving rated measures (e.. Solve real-world problems involving the change of units of measures of length. mass. capacity. 1 Knowledge of number sense. and multiples in solving problems.g. percents.. thermometers. and volume. integers. area. and time. meters per second. temperature. 10 6 General Knowledge Test Page 9 of 49 . to a specified degree of accuracy. Approximate # of Questions 8 2 3 4 2 Knowledge of measurement (using customary or metric units) 1 2 3 4 5 Solve real-world problems involving length.g. area. percents. mass.. and operations 1 Compare the relative value of real numbers (e.g. Apply the order of operations with or without grouping symbols. fractions. decimals. blueprints. perimeter. and gauges). perimeter. Choose the correct reading. money. whole numbers. scales. weight. rulers. subtraction. measuring cups. and models). time. protractors. and fractions including mixed numbers). Solve real-world problems involving estimates of measures including length. factors. irrational numbers. maps. capacity.Competency/Skill MATHEMATICS The test center will provide a 4-function calculator. decimals. weight. cost per item. mass. The test center will provide a reference sheet.. integers.g. weight. Solve real-world problems involving scaled drawings (e. and numbers expressed in exponential or scientific notation).g. and volume. multiplication. and division of rational numbers (e.. concepts. miles per hour. and cost per unit). Apply basic number theory concepts including the use of primes.
median. Identify how the measures of central tendency (i. bar graphs. Approximate # of Questions 9 3 4 4 Knowledge of algebraic thinking 1 2 3 4 Analyze and generalize patterns including arithmetic and geometric sequences. mean. similarity.and three-dimensional figures according to their properties. congruence. Interpret algebraic expressions using words. pictographs. and charts.e. tables. and the Pythagorean relationship. Identify the location of ordered pairs of integers in all four quadrants of a coordinate system (graph) and use the coordinate system to apply the concepts of slope and distance to solve problems. or mode) can lead to different interpretations. Calculate the probability of a specified outcome. mean. Identify real-world examples that represent geometric concepts including perpendicularity. Solve equations and inequalities graphically or algebraically. parallelism. Calculate range.Competency/Skill 3 Knowledge of geometry and spatial sense 1 2 Identify and/or classify simple two. variables. and graphs. flips. Identify how the presentation of data can lead to different or inappropriate interpretations. circle graphs. Solve and interpret real-world problems involving probability using counting procedures. tables. tables. and mode(s) from sets of data and interpret the meaning of the measures of central tendency (i..e..e. symmetry. median. median. Determine whether a number or ordered pair is among the solutions of given equations or inequalities. slides. Solve real-world and mathematical problems involving ratio. mean. 9 5 Knowledge of data analysis and probability 1 Analyze data and solve problems using data presented in histograms. symbols. and the concepts of permutations and combinations.. tangency. range and standard deviation). and turns). and transformations (e. proportion. and mode) and dispersion (i. 9 2 3 4 5 6 Page 10 of 49 General Knowledge Test .g.. tree diagrams.
jargon. Organize ideas and details effectively. Determine relationships between sentences. Formulate a thesis or statement of main idea. Table of Essay Skills Competency/Skill ESSAY SKILLS ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ Determine the purpose for writing. Identify overall organizational pattern. Avoid inappropriate use of slang. Recognize bias. The passages will be both expository and narrative. Maintain consistent point of view. 1 Knowledge of literal comprehension 1 2 3 2 Recognize main ideas. Each test form will contain approximately four passages. Knowledge of inferential comprehension 1 2 3 4 5 6 7 8 Determine purpose. Use effective transitions. Observe the conventions of standard American English. Recognize tone. Provide adequate. Draw logical inferences and conclusions. Demonstrate a mature command of language. Distinguish between fact and opinion. and clichés. Identify supporting details.Competency/Skill READING All items are passage based. Determine meaning of words or phrases in context. General Knowledge Test Page 11 of 49 . Analyze the validity of arguments. Use a variety of sentence patterns effectively. relevant supporting material.
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Each multiple-choice subtest may also contain approximately 5 experimental items that will not be scored. the logic of your arguments. the test center will provide a 4-function calculator and a mathematics reference sheet. and edit your essay. Reading. B. The following sections explain procedures for each part of the test and direct you to examples of each type of question among the sample items. or D. however. The Mathematics Subtest consists of approximately 45 multiple-choice questions and is 100 minutes long. you will choose between two topics. C. and the degree to which you support your position will be very important in the scoring. and you will indicate your answer by selecting A. The personal views you express will not be an issue. the skill with which you express those views. write. and Essay.5 Test Format and Sample Questions The General Knowledge Test consists of four subtests: Language Skills. For the Mathematics Subtest. The judges will use the criteria on pages 16–17 when evaluating your essay. Multiple-Choice Subtests The English Language Skills and Reading subtests are each 40 minutes long and consist of approximately 40 multiple-choice questions per subtest. General Knowledge Test Page 13 of 49 . The 50 minutes allotted for this section of the exam includes time to prepare. Each multiple-choice question will contain three or four response options. English The Essay For your essay. Your essay will be scored both on substance and on the composition skills demonstrated. Mathematics. Your work will be scored holistically by two judges.
State a point of view in your thesis that guides the purpose and scope of your essay. Avoid a conclusion that merely restates the thesis and repeats the supporting details. Write a thesis statement that provides a clear focus for your essay. 5. others you may discard). nor should you write an incomplete essay because you did not use all the time allowed. Sketch a quick outline or group your ideas together with arrows or numbers. or an announcement. Check your time. informative details. Avoid a thesis statement framed as a statement of fact. Do not limit yourself to an arbitrary length. 4.GENERAL KNOWLEDGE TEST – ESSAY WRITING GENERAL STRATEGIES FOR WRITING THE ESSAY FOR THE GENERAL KNOWLEDGE TEST 1. You should not run out of time before you are done. NOTE: You do not have time to write a rough draft and then completely rewrite it. Take a few minutes at the beginning of the period to plan your essay and at the end to proofread or revise your work. Note that a good essay for the General Knowledge Test may be longer or shorter than the basic fiveparagraph format of some short essays. Develop paragraphs fully to give the reader examples and reasons that support your thesis. Tie your main ideas together with a brief conclusion. what you have learned. Provide a concluding paragraph that ties together the essay's points and offers insights about the topic. Consider the larger point you are trying to convey to the reader and what you want the reader to understand about the topic. Begin to "see" your essay taking shape—even before you start writing. Watch the time. Take a few minutes to prewrite. Develop the essay according to your purpose. The key is to develop a topic by using concrete. 2. so you can proofread or revise. Think of how the topic relates to what you know. and what experiences you have had. Use all the time wisely. If the writing period is almost over. Determine what the topic is asking. wrap up quickly. a question. Jot down your first ideas (some you may like. so you can provide concrete details rather than vague generalities. 6. Read the instructions carefully and select one of the topics. Spend your time writing and editing your final essay. Page 14 of 49 General Knowledge Test . 3.
7. Read the essay from the last sentence to the first and make corrections. Look for words. Revise/proofread the essay to conform to standard American English. sentences. General Knowledge Test Page 15 of 49 . or even paragraphs that need changing. Look for particular errors you tend to make.
usage. Point of view is confusing and distracting. Supporting ideas are presented in a mostly logical and coherent manner. usage. and mechanics are few and insignificant. Organization is notably logical and coherent. usage. Errors in sentence structure. Point of view is ambiguous. Word choice is simplistic. Occasional errors in sentence structure. Point of view is somewhat maintained. Occasional errors in sentence structure.SCORING CRITERIA FOR THE GENERAL KNOWLEDGE ESSAY SCORE of 6 The essay has a clearly established main idea that the writer fully develops with specific details and examples. Point of view is consistently maintained. usage. The essay states a main idea that is developed with generalizations or lists. Support is developed with generalizations and lists. The essay may contain occasional lapses in logic and coherence. and mechanics sometimes interferes with the writer's ability to communicate. The essay has a clearly established main idea that is adequately developed and recognizable through specific details and/or examples. The essay presents an incomplete or ambiguous main idea. Organization is mechanical. SCORE of 5 SCORE of 4 SCORE of 3 SCORE of 2 Page 16 of 49 General Knowledge Test . and mechanics frequently interfere with the writer's ability to communicate. Point of view is mostly maintained. Vocabulary and sentence structure are repetitious and often ineffective. and organization is mechanical. usage and mechanics do not interfere with the writer's ability to communicate. The essay contains occasional lapses in logic and coherence. The essay has an adequately stated main idea that is developed with some specific details and examples. and sentence structure is disjointed. Vocabulary and sentence structure are somewhat varied and effective. Vocabulary and sentence structure are mostly varied and effective. Errors in sentence structure. Organization follows a logical and coherent pattern. and mechanics may interfere with the writer's ability to communicate. Vocabulary and sentence structure are varied and effective. A variety of errors in sentence structure.
General Knowledge Test Page 17 of 49 . Development is inadequate and/or irrelevant. usage. Vocabulary and sentence structure are garbled and confusing. Point of view has not been established. and mechanics interfere with the writer's ability to communicate. Significant and numerous errors in sentence structure.SCORE OF 1 The essay has no evident main idea. Organization is illogical and/or incoherent.
a table. Sample Question page 19 Question 1 page 21 Question 2 page 21 Question 9 page 36 Question 2 page 27 Question 4 page 28 Question 6 page 30 Question 1 page 33 Page 18 of 49 General Knowledge Test . Word Problem Apply mathematical principles to solve a realworld problem. or recommend a course of action by selecting the best response option. Passage Read the passage and select the correct answer. make a diagnosis. graphs of lines or curves. Scenario Examine a situation. Sentence Completion Select the response option that best completes the sentence. a geometric figure. problem. Graphics Choose the option that best answers a question involving a number line. Then answer a question. Direct Question Choose the response option that best answers the question. or a chart. or case study.Table of Question Formats Type of Question Essay Select a topic and develop an essay explaining the topic or supporting your position on the topic. Command Select the best response option.
Sample Questions The following questions represent both the form and content of questions on the examination. General Knowledge Test Page 19 of 49 . These questions will acquaint you with the general format of the examination. these sample questions do not cover all of the competencies and skills that are tested and will only approximate the degree of examination difficulty. Answer keys for the multiple-choice questions follow at the end of the sample questions. however. The answer keys include information regarding the competency to which each question is linked.
Please see pages 14–15 for advice on writing the essay and pages 16–17 for the essay scoring criteria. you should introduce the subject and then either — explain the subject you have chosen or — take a position about your subject and support that position. A place you would find interesting to visit OR Topic 2. In your essay. Select one of the topics as the basis for your essay. At least two evaluators will read your essay and assign it a score. and it must address the entire topic. They will pay special attention to whether you have observed the following: • • • • • • • • • • determined the purpose of writing formulated a thesis or statement of main idea organized ideas and details effectively provided adequate. READ THE TOPICS VERY CAREFULLY TO MAKE SURE YOU KNOW WHAT YOU ARE BEING ASKED TO DO. and clichés used a variety of sentence patterns effectively maintained consistent point of view observed the conventions of standard American English Take a few minutes to plan what you want to say before you start writing. A practice affecting the environment that should be changed or discontinued Read the two topics again and select the one on which you wish to write your essay. it must be on only one of these topics. Page 20 of 49 General Knowledge Test . Leave yourself a few minutes at the end of the period to proofread and make corrections. relevant support material used effective transitions demonstrated a mature command of language avoided inappropriate use of slang. Topic 1.SAMPLE ESSAY TOPICS DIRECTIONS: Two topics are presented below. In order for your essay to be scored. jargon.
choose "No change is necessary. (7) He died shortly after from injuries he received. (6) Ponce de León's search was cut short in 1521 when his party had a skirmish with Native Americans on the west coast of Florida. General Knowledge Test Page 21 of 49 . (4) It was on this search. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). (2) The city of Ponce in Puerto Rico is named in his honor. B. A B C A.) (1) Ponce de León was a Spanish sailor who served as governor of the island of Puerto Rico before he was encouraged by the Spanish Crown to sail north to continue his search for new lands. (Note: Intentional errors have been included in this passage. D. If no error exists.ENGLISH LANGUAGE SKILLS SAMPLE ITEMS 1. both on behalf of the Crown and for the fountain of youth. Read the entire passage carefully and then answer the question." Traffic proceeded slowly as cars went threw a bottleneck at the construction site. D. that he came upon mainland Florida. (3) He had heard from Native Americans that there existed a fountain of youth on an island called Bimini (located in the Bahamas). C. C. (5) At the time. he had no idea he had reached the North American mainland. preceded through cite No change is necessary. sentence 2 sentence 3 sentence 4 sentence 5 2. B. Which numbered sentence is LEAST relevant to the passage? A.
B. There despair. choose "No change is necessary. D. A. Page 22 of 49 General Knowledge Test . The book taught me how to change the faucet and connecting the water supply. C. B. A. but when the interviewer began asking questions. I thought I was going to faint before the interviewer asked me the first question. The book taught me how to change the faucet and connect the water supply. has been asked to write an article for her organization's newsletter describing her recent job interview. C. there will always be tomorrow's help-wanted ads to investigate. If no error exists. I could see that she was really interested in hiring the right person for the position. No change is necessary. Interviewing.3. I was really nervous before the interview began. 5. there." If none of these positions appeals to you. they are so desperate for teachers anyone can get hired. requires planning and preparation. 4. A. don't despair. D. DIRECTIONS: Choose the most appropriate opening statement for this article. Joanne. The book taught me about changing the faucet and to connect the water supply. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). B. Don't worry about interviews. like most everything else in education. despair there despair. C. an officer in the Future Educators Association in her school. DIRECTIONS: Choose the sentence that has no errors in structure.
choose "No change is necessary. the store manager sees him and unlocked B C the door. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). and I went for a ride in my new car. C. A.6." It was highly unlikely that he could pick up the medicine before the store closed. her dog. D. closes saw unlocks No change is necessary. D. C. If no error exists. A. and she chewed through one of the seat belts. 7. choose "No change is necessary. it still makes we laugh as much A B C as ever. If no error exists. B. choose "No change is necessary. C." Although Javier and I have seen the movie before. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). my friend her dog they No change is necessary. B. D. A Just as he was walking to the front door. B. me its us No change is necessary. If no error exists. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s)." My friend. 8. A. General Knowledge Test Page 23 of 49 .
so I asked my sister to turn the car around and go back to school. 10. C A. inexpensively fantastically terribly No change is necessary. choose "No change is necessary. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). If no error exists. C. Uncle Math Sister No change is necessary.9." As we drove by uncle George's house. I noticed that my math book was not in my A B backpack. B. DIRECTIONS: Choose the option that corrects an error in the underlined portion(s). D. D. B. If no error exists. Page 24 of 49 General Knowledge Test . C." These two brands of inexpensive laundry detergent both performed fantastic on A B those terrible stains. C A. choose "No change is necessary.
r h S. Surface area of a cylinder equals the sum of the areas of the bases and the area of its rectangular wrap. Volume of a sphere: V = 3 General Knowledge Test Page 25 of 49 .A. Surface area of a prism or pyramid equals the sum of the areas of all faces.14 or 22 for π 7 Circle A = πr 2 Circumference C = πd = 2πr Surface Area 1. = 4πr 2 Volume 1. Volume of a prism or cylinder equals the Area of the Base (B) times the height (h). V = Bh 1 times the Area of the Base (B) times the height (h). Volume of a pyramid or cone equals 3 1 V= Bh 3 4 πr 3 3.A. 2. 2. = surface area KEY d = diameter r = radius A = area C = circumference V = volume B = area of base Parallelogram A = bh Use 3.Mathematics Reference Sheet Area Triangle Rectangle Trapezoid A= 1 bh 2 A= w A= 1 h (b1 + b2) 2 b = base h = height = length w = width S. = 2(πr 2) + 2(πr)h 3.A. Surface area of a sphere: S.
280 feet 1 acre = 43. r = rate. ⎛ x1 + x2 y1 + y 2 ⎞ ⎜ ⎟ ⎜ 2 . t = time.. a space is used instead of a comma (e.g. 9960 kilometers). 2 ⎟ ⎠ ⎝ Conversions 1 yard = 3 feet = 36 inches 1 mile = 1. t = time. 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts 1 pound = 16 ounces 1 ton = 2. y1) and (x2. y2) • Slope of line a y −y b x −x 2 2 1 1 Simple interest formula: I = prt • Distance between two points I = simple interest. 12 500 liters).760 yards = 5. r = rate.. p = principal.Pythagorean theorem: a2 + b2 = c2 c Given a line containing points (x1. For metric numbers greater than four digits.560 square feet 1 hour = 60 minutes 1 minute = 60 seconds 1 liter = 1000 milliliters = 1000 cubic centimeters 1 meter = 100 centimeters = 1000 millimeters 1 kilometer = 1000 meters 1 gram = 1000 milligrams 1 kilogram = 1000 grams Metric numbers with four digits are presented without a comma (e.000 pounds Page 26 of 49 General Knowledge Test . ( x2 − x1)2 + ( y 2 − y1)2 • Midpoint between two points Distance formula: d = rt d = distance.g.
B. 4×4×6 2×2×2×4×3 2×2×2×2×6 2×2×2×2×2×3 The regular price of a computer is $1200 and the regular price of a printer is $300. B. Identify the correct prime factorization of 96. D. D. C. find the area of the pen. 1200 sq m 1400 sq m 2400 sq m 8400 sq m General Knowledge Test Page 27 of 49 . An electronics store has a promotion that offers a 40% discount on the printer when the computer is purchased at the regular price. 1. D. A. If one side of the rectangle is 60 meters. C. B. What is the total cost of the computer and the printer at the promotional price? A. 2. C. $1320 $1380 $1460 $1500 3. A rectangular animal pen will be built using 200 meters of fencing.MATHEMATICS SAMPLE ITEMS DIRECTIONS: Read each item and select the best response. A.
4. Key = 1 cm2 A. 50 cm2 C. Estimate the area of the shaded figure in the diagram. 60 cm2 D. 135 cm2 Page 28 of 49 General Knowledge Test . 20 cm2 B.
B. C. Q P 100° 50° 30° R Triangle PQR shown is a(an) A. right triangle. acute triangle. General Knowledge Test Page 29 of 49 . isosceles triangle. obtuse triangle. D.5.
b < – Page 30 of 49 General Knowledge Test . b > – 4 7 2 7 D.6. 3. 153 ft 7. Simultaneously. _____. 13 14 15 17 8. b > – 2 C. How tall is the statue? A. 18. 23 ft D. B. Select the missing number in the following sequence. a nearby statue casts a shadow of 16 feet. 23 A. then A. 17 ft B. If 2(b + 1) < –6. C. 8. D. 19 ft C. b < – 4 B. A building 51 feet tall casts a shadow 48 feet long.
000 15.000 15. B.9. which salary statistics should it use? Employee Salaries Title President Office manager Foreperson Laborer 1 Laborer 2 Laborer 3 Laborer 4 Yearly salary $120.000 A.000 60. C. minimum mode median mean General Knowledge Test Page 31 of 49 . D.000 40.000 15.000 15. If the company would like to give the impression that its employees are highly paid.
A coin is flipped 3 times. D. What is the probability of getting 3 tails in a row? heads heads tails heads heads tails tails heads heads tails tails heads tails tails A.10. C. B. 1 8 1 6 1 4 1 2 Page 32 of 49 General Knowledge Test .
the reality is much more complex. Reactions have been mixed: Is this a new form of vandalism. More recently. graffiti art loses much of its meaning when detached from the streets and created in an environment where getting caught is no longer a threat. which has commissioned so many public works by graffiti artists that the distinction between legal and illegal art has been permanently blurred. Both men created art on public surfaces long before their work was used to adorn coffee mugs. street gangs. Even though they bring more attention to the community. water. or a public service? Although Curtis's methods are unorthodox. General Knowledge Test Page 33 of 49 .READING SAMPLE ITEMS There is a new British graffiti artist whose unusual methods are attracting attention. and plenty of elbow grease. Canada. It is all too easy to look at graffiti and see little more than a dirty wall. Curtis creates art using the space he has cleaned. According to the passage. a bucket of water. and criminal activity. It is ironic that some of the same cities that spend many thousands of dollars on public art initiatives also spend huge sums on graffiti cleanup. Paul Curtis creates art by using A. animal fat. more people should embrace it in its natural environment. spray paint. Better yet. cities might follow the example of Montreal. To those who attach significance to the risks taken by artists. Think of the money that could be saved if even a small portion of the graffiti was permitted to remain as public art. shoes. and t-shirts. D. B. Paul Curtis creates a unique brand of reverse graffiti by cleaning the surfaces. which use it for similar purposes. Developments such as this provide hope that more people will begin to realize that while graffiti may sometimes be vandalism. the mainstream success of artists such as Jean-Michel Basquiat and Keith Haring has helped legitimize the idea. innovative art. such artists are sometimes labeled as "sell-outs" by other graffiti artists and ridiculed for their role in the commercialization of street culture. Modern graffiti first began to appear in the late 1960s when political activists in the peace movement used it to spread their views. Yet. Equipped with nothing more than a shoe brush. Rather than waiting for graffiti art to land in a coffee-table book or on the walls of a museum. Although classifying graffiti as "art" was once a radical notion. it has been linked to both punk rock and urban/hip-hop cultures. C. it is also a colorful and unique form of artistic expression. while many people associate graffiti with rundown neighborhoods. 1. Rather than spray-painting words and images onto public surfaces. the questions they inspire about the value and legitimacy of graffiti have been asked for years. calendars.
D. C. B. entertain with interesting stories about graffiti art. outlines the historical development of graffiti art. such artists are sometimes labeled as 'sell-outs' by other graffiti artists and ridiculed for their role in the commercialization of street culture. 4. There is a high demand in the marketplace for graffiti artists. inspire artists to express themselves through graffiti. This passage uses an overall organizational pattern that A. Page 34 of 49 General Knowledge Test . B." A. B. Graffiti artists have little respect for more conventional forms of art. C. Graffiti artists no longer are an important element of street culture. 3. D. destroyed. ordered. identify the origins of graffiti art in North America. B. D. In the fourth paragraph. 5. summarizes the achievements of graffiti artists. altered.2. convince readers that graffiti is a legitimate form of art. D. C. Some graffiti artists are opposed to the idea of selling graffiti art. C. the word commissioned means A. What does the following sentence from the third paragraph suggest about graffiti artists? "Even though they bring more attention to the community. honored. classifies characteristics shared by most works of graffiti art. The primary purpose of this passage is to A. describes information that supports one perspective of graffiti art.
the first elevators made many passengers uneasy. Although the Court ruled in favor of the city. Not long after. and the company soon perfected program formatting that addressed the needs of clients during each hour of the day. the Muzak corporation is working to redefine its image with an edgy new Web site and playlists that heavily favor pop songs. D. offices. A lawsuit that protested the music and advertisements on public buses in Washington. Ask members of the organization why. Grinding and clicking from one floor to another. however. Muzak was the clear leader in this field. while others merely cringe at hearing their favorite songs re-recorded as symphonic mush. General Knowledge Test Page 35 of 49 . Operators soon discovered that soft. By the early 1940s. An unfortunate backlash against background music began in the following decade. background music companies began marketing their products to businesses and places of recreation with the idea that music could enhance the moods of both workers and consumers.The American Symphony League has only one requirement of the hotels that host its annual convention: no background music. or by the brand name Muzak. One of its first uses was. many people are thankful that background music weathered this storm of criticism. the soothing harmonies could be heard in restaurants. the music is much more likely to sound like it is coming from a radio station than from a wilted orchestra. Justice William O. through light classical sounds at lunch.. people may finally be ready for background music to take a bold step forward. this same program could be heard in over 1. A typical restaurant program progressed from cheerful wake-up melodies in the morning. made it all the way to the Supreme Court. After seven decades. cocktail music in the afternoon. there is little question that this type of music strikes a discordant note with many listeners. Whether it is referred to as elevator music. Still heard by as many as 100 million people a day. People began to complain that playing prerecorded music in public places was a violation of their privacy. and they will vigorously explain that they want to be sensitized to music. not desensitized by the lilting rhythms and soothing melodies so often found in hotel lobbies. Today. and dance music of increased tempo and volume in the late evening hours. elegant tones during dinner.000 restaurants. They are even more thankful that it has evolved from its early form. it is easy to forget that background music is typically used for very specific purposes. Through it all. of course. and on phone lines across the world. Douglas wrote a strongly worded dissent that defended the right to be left alone. Meanwhile. planes. Some say that it reminds them of a trip to the dentist's office.C. By that time. trains. as mood music. on elevators. comforting music was helpful for reducing motion sickness and coaxing the hesitant to step inside. Given its seeming uniformity. background music has thrived as one of the most widely heard types of music in the world.
An unfortunate backlash against background music began in the following decade. By the early 1940s. chronological order. 9. D. Page 36 of 49 General Knowledge Test .000 restaurants. C. spatial order. The organizational plan used by the author in paragraphs 2–4 can best be described as A. B.. traveling by plane going to work visiting a dentist's office riding in an elevator 8. D. Which sentence is a statement of opinion? A. comparison and contrast. analyze the marketing strategies of background music companies. D. explain why many people enjoy background music. The American Symphony League has only one requirement of the hotels that host its annual convention: no background music. Which of the following is used by the author as an example of the unpleasant associations that listening to background music evokes in certain people? A. 7. made it all the way to the Supreme Court. this same program could be heard in over 1.6. B. examine how background music is produced. describe the different uses of background music. The author's primary purpose in paragraph 2 of the passage is to A. A lawsuit that protested the music and advertisements on public buses in Washington. order of importance.C. C. C. B. B. C. D. D.
Sentence 2 restates a point made in sentence 1.10. (paragraph 3) A. D. B. D. made it all the way to the Supreme Court. What is the relationship between these two sentences from the passage? Sentence 1: People began to complain that playing prerecorded music in public places was a violation of their privacy. Sentence 2 relates a consequence of a development described in sentence 1.C. (paragraph 3) Sentence 2: A lawsuit that protested the music and advertisements on public buses in Washington. Sentence 2 clarifies a point made in sentence 1.. General Knowledge Test Page 37 of 49 . Sentence 2 describes a solution to a problem stated in sentence 1. C.
3. 6. 9. 8. 5. 6. 4. 4. Mathematics Question Number 1. 10. 9.Answer Keys English Language Skills Question Number 1. 2. 10. 8. 7. 2. 5. Correct Response D B C A C A A A D A Competency 1 1 2 2 3 3 4 4 5 5 Correct Response A B C A B B B C B A Competency 1 2 2 3 3 4 4 4 4 4 Page 38 of 49 General Knowledge Test . 3. 7.
6. 5. Correct Response A B D B A A C D C B Competency 1 1 2 2 2 2 1 2 2 2 General Knowledge Test Page 39 of 49 . 2. 4. 7. 10. 3.Reading Question Number 1. 9. 8.
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ENGLISH LANGUAGE SKILLS 1. The literature workshop: Teaching texts and their readers. NH: Heinemann Boynton/Cook. (2004). 3. A research-based framework that contains practical strategies for vocabulary development with children from the earliest grades through high school. Beck. Each resource is linked to the competencies and skills found in Section 4 of this guide. 2. (2003). Includes a complete lesson plan for each chapter. creating meaningful learning activities.. Block. C. Useful for review of competencies 2. (2002). M. and getting students involved in thinking about. Useful for review of competencies 1. This bibliography is representative of the most important and most comprehensive texts pertaining to the competencies and skills.C. Guides teachers in selecting words for instruction. and 3. Re-creations of actual workshops in the larger context of practice-based theory of literary competence and instruction. Bringing words to life: Robust vocabulary instruction. Useful for review of competencies 3 and 4. General Knowledge Test Page 41 of 49 .6 Annotated Bibliography The annotated bibliography that follows includes basic references that you may find useful in preparing for the exam. Innovative lessons and approaches based on researchbased practices. developing student-friendly explanations of new words. New York: Guilford Press. Blau. S. using.. Portsmouth. L. The Florida Department of Education does not endorse these references as the only appropriate sources for review. McKeown. many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the exam. & Kucan. Boston: Pearson Allyn & Bacon. I. 3. 2. and noticing new words. and 4. Teaching comprehension: The comprehension process approach.
5. 3.). Fowler. writing essays based on one’s own experience and perceptions. L. The essay connection. Useful for review of competencies 1. Boston: Bedford/St. Emery. J. and writing essays involving texts and research. Hacker. Brown handbook (9th ed. writing. Kierzek. and peer review. 2. A widely cited compendium on the writing process.4.W.. and 4. Includes finding one’s own writing process. Emphasizes grammar. Includes a survey of college writing with special emphasis on techniques of invention and their application to typical college writing assignments. 8. English fundamentals (14th ed. (2007). proofreading. and grammar basics. and 4. The Little. social. P. research writing. & Lindblom. Eggers. A provocative and timely collection of rhetorically arranged essays by professional and student writers. punctuation. H. Boston: Houghton Mifflin. Useful for review of competencies 1.M. Stimulates critical thinking on ethical. word choice. Begins with verb connections. & Aaron.Z. 6.). 2.E. (2007). easy-to-use reference to answer most questions about grammar. Bloom. (2004). 2. and 4. and 4. 3. and political issues.. The Bedford handbook (7th ed. basic sentence patterns.R. document design. (2004). 2. Useful for review of competencies 1.. D. and the internal workings of the sentence and continues to the more complex structures and relationships of the language. P. and 4. Martin's. New York: Pearson Longman. 3. New York: Pearson Longman. 2). An authoritative. 7. 3. J. or research. Useful for review of competencies 1. The basics of composing solid paragraphs and essays in preparation for freshman composition. mechanics. 3. Steps for writers: Composing essays (Vol.). (2006). Page 42 of 49 General Knowledge Test . New York: Pearson Longman. critical thinking. Useful for review of competencies 1. D.
technology. A. punctuation. and genre. (1985). usage. J. 3. Boston: Pearson Allyn & Bacon. Winterowd. Hagemann.. research. General Knowledge Test Page 43 of 49 . structure. (2004). including language.R. Addresses the multiple dimensions of a writer’s work. Austin. Useful for review of competency 4. Includes edited sample papers. argument. rules of grammar. The Scott Foresman handbook for writers (8th ed. 2. (2004). J. 13. 3. Covers phases of the writing process such as rewriting for focus. and visual learning. Contains materials to help teachers plan and pace lessons. Introduces writing and composition skills. MATHEMATICS 1. Upper Saddle River. W. course 3. 11. The craft of revision (5th ed. Raimes.J. and 4. Friend. TX: Holt. movable note cards and bookmarks. (2003). Boston: Houghton Mifflin. English. P.Y. 2. Holt middle school math. A classic language arts textbook for grades 7–12. writing and skills. 3. Belmont. M.). San Diego: Coronado Publishers. & Hairston.). NJ: Pearson Merrill Prentice Hall. and 4. Useful for review of competencies 1 and 4. Rinehart and Winston. Useful for review of competencies 1. a grammar section. Teaching grammar: A reader and workbook.. and 4. 3. reading. Useful for review of competencies 1. C.9. Bennett. D. Useful for review of competencies 1. The final component in a program to ease the transition from arithmetic into algebra. (2005) Keys for writers (4th ed. and capitalization. Murray.. 12. and 4. (2007).). 10. Ruszkiewicz.M. and an extensive index. Useful for review of competencies 1. CA: Heinle. J. Promotes the idea that grammar is best taught in the context of student writing. 2. A handbook with color-coded tabbed sections. & Murray.
2. Boston: Pearson Addison-Wesley. & DeTemple. & Schneider. (2004). Useful for review of competencies 1. equations. Achieving proficiency in mathematics.. L. graphs. Mathematical reasoning for elementary teachers (4th ed. L. (2005).). Larson. R. New York: W. 4. 3. 6.T. & Lott. & Stiff. Moore. Algebra I: Applications. Meaningful content and pedagogy to arm education students with the tools they will need to become excellent elementary or middle school teachers. 4. and 5.). and 5. T. D. (2007). 3.). 3.. skills-based resource emphasizing active and collaborative learning. Shlomo.2. bar graphs. 3. Promotes mathematical mastery through critical thinking and applied strategies. Focuses on professional development and connecting the material to the classroom.. techniques.. Useful for review of competencies 1. Boswell. A problem solving approach to mathematics for elementary school teachers (9th ed. (2007). D. 2. Boston: Pearson AddisonWesley.. R.H. Evanston. Long. Introduces to students with limited mathematical backgrounds the same tools. and interpretive skills that working statisticians rely on. M. J. and 5. 4. 5. C. A comprehensive. Kanold. (2000). Useful for review of competencies 1. Useful for review of competencies 1 and 4. M. The basic practice of statistics (4th ed. Useful for review of competencies 1 and 5. L. Mandery. Freeman. 2. Billstein. including use of the calculator as a tool for exploration and implementation. New York: AMSCO School Publications.. Helps Algebra I students connect to essential mathematical concepts with integrated print and technology support. and line graphs. 4. Emphasizes data reading and interpreting statistical information summarized in tables. Page 44 of 49 General Knowledge Test .. IL: McDougall Littell.
Van de Walle. 8. Berkeley. 3. New York: Scholastic Professional Books. Explicit examples and 25 classroom cases.. I. Ortiz. and specific methods for integrating assessment with instruction.7. E.. CliffsTestPrep FCAT grade 10 reading and math: 10 practice tests.. Useful for review of competencies 1.). (2008). Addresses selected topics without compromising coverage of critical prerequisites. 3. Enables students to learn theorems and definitions by performing constructions.). NJ: Wiley. Useful for review of competencies 1. 4. Useful for review of competencies 1. E. Discovering geometry: An investigative approach (4th ed. Useful for review of competency 3. An instructional process to support students in gaining meaning from text. Boston: Pearson Allyn & Bacon. 9. CA: Key Curriculum Press. General Knowledge Test Page 45 of 49 . M. Serra. 10. measuring figures. & Wheeler. M. Modern mathematics: Fundamentals and concepts (12th ed. 4. puzzles. (2006). Beck. 2. & Davenport. Useful for review of competencies 1 and 2. and 5. T. relating patterns and properties. Elementary and middle school mathematics: Teaching developmentally (6th ed. READING 1. and 5. & McKeown.). Wheeler. Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. J. (2006). A detailed description of the exam plus five practice reading tests and five practice mathematics tests with answers and examples. 4. and 5. Four key aspects of teaching mathematics: the nature of mathematics as a science of pattern and order. Dubuque. Hoboken. IA: Kendall/Hunt Publishing Co. R. a problem-solving view of teaching mathematics. and extensions to keep students involved and thinking. and discussing findings. Uses real-world applications. 3. (2005). 2. (2006). 2. an understanding of how children learn mathematics.
Reinforces essential reading skills. and Summarize and Synthesize. practice. S. New York: Scholastic Professional Books. Strategies that work: Teaching comprehension to enhance understanding. and reassessing them to determine whether more instruction. (2006). ME: Stenhouse Publishers. 5. Useful for review of competencies 1 and 2. and quizzes at a companion Web site.D.. & Goudvis. (2004). J. writing prompts. Stresses the importance of activating background knowledge. Contains 26 lessons structured as a framework on which educators can build their own lessons. Infer Meaning. Harvey. and writing. Ask Questions. The comprehension toolkit: Language and lessons for active literacy. Covers oral language. or application is needed.. Six strategy cluster books organized around fundamental comprehension strategies: Monitor Comprehension. Useful for review of competencies 1 and 2.2. comprehension. 3. York. Activate and Connect. A. fluency. (2000). Page 46 of 49 General Knowledge Test . The struggling reader: Interventions that work. word recognition. teaching them based on findings. & Goudvis.. Harvey. Elder. J. 4. diagnosing their needs. S. Exercise your college reading skills: Developing more powerful comprehension. Offers college-level reading selections from multiple disciplines. New York: McGraw-Hill Higher Education. phonemic awareness. A. Useful for review of competency 2. NH: Firsthand/Heinemann. Chard. D.D.. Determine Importance. vocabulary. Includes a new section on content area reading for use across the curriculum. Cooper. (2005). & Kiger. Organizes focused interventions around a classroom-tested framework for assessing students. N. Portsmouth. Useful for review of competency 2. Focuses on teaching comprehension through relevance and high-interest material.
Useful for review of competencies 1 and 2.. Spears. Useful for review of competencies 1 and 2. and classroom activities. and (2) broadening the reading research program. 8. Upper Saddle River.L. lesson plans. 9. A. K. alternative assessment strategies.). Pearson.M. Mahwah.. Assessment and instruction of reading and writing difficulty: An interactive approach (3rd ed. Useful for review of competencies 1 and 2. Addresses two themes that have emerged since Volumes I and II were published: (1) broadening the definition of reading. New York: McGraw-Hill Higher Education. NJ: Pearson Prentice Hall. Useful for review of competencies 1 and 2. Devotes sections to knowledge of reading and writing research and assessment practices. Developing critical reading skills (7th ed. Blair.R. & Wixon. Covers topics from vocabulary and comprehension to reading instruction in the classroom. (2003).. Handbook of reading research. H. 10. Bridging the gap: College reading (8th ed. Vol. Kamil. teaching in a multicultural society. New York: Pearson Longman. D. Features a variety of selections and excellent coverage of critical reading skills. (Eds. T. P.R.. and literature-based reading.Y. (2002). M. detailed discussions. Useful for review of competencies 1 and 2. (2005). (2006).B. R. & Barr. and examples of assessment practices. P. teacher effectiveness. General Knowledge Test Page 47 of 49 . Mosenthal. Designed for intermediate and advanced reading courses. Principles and practices of teaching reading (10th ed.D.).).6. Smith. M. Lipson. Contains practical instructional activities and examples. Includes material on critical thinking and the Internet. Heilman. Addresses emergent literacy.).. 7. & William. (2002).. Also includes material at various reading levels from multiple academic disciplines. Links textbook readings to news in the popular press.D. B. NJ: Lawrence Erlbaum Associates.). the reading-writing connection.W. III. Boston: Pearson Allyn & Bacon.
. and listening processes to support learning across the curriculum. Useful for review of competency 2. J.C. R. Useful for review of competencies 1 and 2. Page 48 of 49 General Knowledge Test .). 12. MA: Christopher-Gordon. Addresses reading.11. & Vacca. Content area reading (8th ed. speaking..L. Incorporates nonfiction and fiction literature throughout. Boston: Pearson Allyn & Bacon. E. & Brown. Integrates reading and writing as tools for learning in the content areas.E. A handbook of content literacy strategies: 75 practical reading and writing ideas. Vacca. writing. An active learning tool complete with real-world examples and research-based practices. (2000). (2005). Norwood. J. Stephens.T.
including test locations and passing scores.fldoe. http://www.7 Additional Information Please visit the following Web site to review FTCE registration details and to find additional FTCE information.org/asp/ftce General Knowledge Test Page 49 of 49 .
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