Praxis 5025 Mathematics Practice Questions (15 Free)
Published 2026-10-26 · Facts and text checked 2026-10-16 · Questions from our Praxis 5025 study guide · Reviewed by Hana N., Quality Reviewer
These free Praxis 5025 practice questions cover Mathematics, part of II. Mathematics (30 questions, 25%) on the exam. Number sense, place value, operations and the misconceptions young learners show. Each question comes from a practice test in our Praxis 5025 study guide and shows the correct answer with an explanation. The full exam has 120 questions.
Number sense, place value, operations and the misconceptions young learners show. On the exam this is part of II. Mathematics (30 questions, 25%). Open each answer to read the explanation.
Question 1Hard
A student adds 24 and 35 and writes 95. Which statement best explains the error?
Show answer and explanation
Correct answer: C. The student placed the tens digit in the ones place and vice versa.
Writing 95 instead of 59 indicates the student added correctly but reversed the place positions, showing weak place-value understanding.
From practice test 9 of our Praxis 5025 study guide (question 47). Original question, not an official exam item.
Question 2Easy
Which is the correct expanded form of 53?
Show answer and explanation
Correct answer: A. 50 + 3
Expanded form shows the number as the sum of its place values; 53 = 50 + 3.
From practice test 9 of our Praxis 5025 study guide (question 80). Original question, not an official exam item.
Question 3Medium
A teacher uses a pocket chart with columns labeled 'Thousands', 'Hundreds', 'Tens', and 'Ones'. Students place digit cards in the columns to show numbers. What concept is primarily being taught?
Show answer and explanation
Correct answer: B. Place value
The pocket chart organizes digits by their position, directly teaching that each digit's value depends on its place. Expanded form is a related skill but not the primary focus of this activity.
From practice test 4 of our Praxis 5025 study guide (question 37). Original question, not an official exam item.
Question 4Easy
In the base-ten number system, the value of a digit in the hundreds place is how many times the value of the same digit in the tens place?
Show answer and explanation
Correct answer: C. Ten times
Each place to the left is ten times the value of the place to its right. Therefore, the hundreds place is ten times the tens place.
From practice test 6 of our Praxis 5025 study guide (question 34). Original question, not an official exam item.
Question 5Medium
A first-grade teacher introduces the game 'Race to 100' in which students roll a die and add that many ones to their board, trading ten ones for one ten when possible. The primary purpose of this game is to develop understanding of:
Show answer and explanation
Correct answer: B. Regrouping in base ten
The game specifically requires students to exchange ten ones for one ten, which is regrouping in base ten. Counting on and skip-counting are involved but not the primary focus. One-to-one correspondence is a prerequisite, not the target of this game.
From practice test 6 of our Praxis 5025 study guide (question 37). Original question, not an official exam item.
Question 6Medium
While counting a set of seven crayons, a child says: "one, two, three, four, five, six, eight." Which aspect of counting is the child struggling with?
Show answer and explanation
Correct answer: B. stable order
The child skipped "seven," indicating a break in the stable order sequence of number words. One-to-one correspondence is not the issue because each crayon was likely touched once; cardinality is not tested; and number identification is not relevant.
From practice test 7 of our Praxis 5025 study guide (question 5). Original question, not an official exam item.
Question 7Easy
A teacher uses sand trays for students to trace numerals with their fingers. This activity primarily supports:
Show answer and explanation
Correct answer: A. Kinesthetic learning of numeral shapes.
Tracing numerals in sand engages the sense of touch and movement, which is kinesthetic learning, helping students remember the shape of numerals. It does not directly teach counting or cardinality.
From practice test 2 of our Praxis 5025 study guide (question 90). Original question, not an official exam item.
Question 8Medium
In a 'Guess My Number' game, a teacher says, 'My number has 5 tens and 8 ones.' A student guesses 85. This error most likely indicates the student needs instruction in which concept?
Show answer and explanation
Correct answer: C. Place value of digits in two-digit numbers
The student reversed the digits, showing confusion between the tens and ones place. This directly indicates a need to strengthen place value understanding for two-digit numbers.
From practice test 3 of our Praxis 5025 study guide (question 1). Original question, not an official exam item.
Question 9Medium
A first-grade student solves 27 + 35 by writing 2 + 3 + 7 + 5 = 17. The most likely reason for this error is that the student:
Show answer and explanation
Correct answer: B. does not understand regrouping
The student added each digit separately without considering place value, which is the core of regrouping. The closest distractor (has not memorized basic facts) is plausible, but the error pattern (adding digits across place values) specifically indicates a misunderstanding of place value and regrouping.
From practice test 10 of our Praxis 5025 study guide (question 73). Original question, not an official exam item.
Question 10Hard
A student counts a set of 6 objects correctly, touching each once while saying the number words in order. When asked "How many are there?" the student says "four." This demonstrates difficulty with:
Show answer and explanation
Correct answer: C. Cardinality.
The student correctly applies one-to-one correspondence but does not understand cardinality (that the final count is the total). The answer "four" indicates confusion, likely repeating a previous number.
From practice test 2 of our Praxis 5025 study guide (question 73). Original question, not an official exam item.
Question 11Medium
A child is solving 8 + 5 by counting all items from 1. Which of the following would best help the child use the counting on strategy?
Show answer and explanation
Correct answer: C. Have the child start at 8 and count forward: 'eight, nine, ten, eleven, twelve, thirteen'.
Counting on involves starting from the larger addend (8) and counting up the number of the smaller addend (5). This directly models the strategy, unlike recounting from 1.
From practice test 10 of our Praxis 5025 study guide (question 75). Original question, not an official exam item.
Question 12Medium
A student solves 34 - 7 by counting backward from 34: '34, 33, 32, 31, 30, 29, 28, 27' to get 27. Which best describes this strategy?
Show answer and explanation
Correct answer: A. Counting back from the larger number
The student started at 34 and said seven numbers backward, one per step, which is counting back. Decomposing (B) would involve breaking 7 into parts. Counting up (D) would start at 7 and go forward to 34, which is a different strategy. Doubles facts (C) are not relevant here.
From practice test 3 of our Praxis 5025 study guide (question 116). Original question, not an official exam item.
Question 13Easy
Which is the correct way to read the number 42 aloud?
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Correct answer: B. Forty-two
When reading whole numbers, avoid 'and' (reserved for decimals); 'forty-two' is standard.
From practice test 9 of our Praxis 5025 study guide (question 32). Original question, not an official exam item.
Question 14Medium
A child is counting a row of five blocks. She touches the first block and says "one," touches the second and says "two," then touches the fourth block (skipping the third) and says "three." She continues touching the fifth block and says "four." Which error is most evident?
Show answer and explanation
Correct answer: A. Lack of one-to-one correspondence
The child fails to assign exactly one number word to each object; she skips an object, breaking the one-to-one matching. The number words themselves are in correct order, so stable order is not the issue.
From practice test 2 of our Praxis 5025 study guide (question 50). Original question, not an official exam item.
Question 15Hard
A teacher asks, "Why does the digit 3 in 35 represent 30?" Which student response demonstrates correct understanding of place value?
Show answer and explanation
Correct answer: A. "Because 3 is in the tens place, so its value is 3 tens or 30."
Place value assigns value based on position; the tens place gives a digit a value ten times the ones place. Adding a zero (B) is a procedural trick; size (C) is vague; left side (D) is positional but not causative.
From practice test 9 of our Praxis 5025 study guide (question 12). Original question, not an official exam item.
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