Your FREE FTCE Flashcards 2026 – 200+ Cards

Rise over run: (y₂ − y₁)/(x₂ − x₁); the m in y = mx + b.

The average — add all values and divide by how many there are.

The middle value of a data set arranged in order.

The value that appears most often in a data set.

The highest value minus the lowest value in a data set.

Where a line crosses the y-axis (x = 0); the b in y = mx + b.

Favorable outcomes ÷ total outcomes; a value from 0 to 1.

Parentheses, Exponents, Multiply/Divide (left to right), Add/Subtract (left to right).

Divide by 100 — move the decimal two places left. 25% = 0.25.

Convert the percent to a decimal and multiply: 20% of 80 = 0.20 × 80 = 16.

(new − old) ÷ old × 100.

A comparison of two quantities by division, e.g. 3 to 4 or 3:4.

A statement that two ratios are equal; solve by cross-multiplying.

To solve a/b = c/d, set a×d = b×c.

The largest number that divides two or more numbers evenly.

The smallest number that two or more numbers all divide into.

A whole number greater than 1 divisible only by 1 and itself.

A whole number and its negatives, including zero (…−2, −1, 0, 1, 2…).

A number's distance from zero, always non-negative: |−5| = 5.

When multiplying like bases, add exponents: xᵃ · xᵇ = xᵃ⁺ᵇ.

When dividing like bases, subtract exponents: xᵃ ÷ xᵇ = xᵃ⁻ᵇ.

A value that, multiplied by itself, gives the number: √25 = 5.

A number written as a × 10ⁿ, with 1 ≤ a < 10 (e.g. 3.2 × 10⁴).

An equation graphing to a straight line; variables to the first power (y = 2x + 1).

y = mx + b, where m is the slope and b is the y-intercept.

Use inverse operations to isolate the variable, doing the same to both sides.

Flip the inequality sign when you multiply or divide by a negative number.

A relation where each input has exactly one output; f(x) is the output for x.

An equation of the form ax² + bx + c = 0; solve by factoring or the quadratic formula.

x = (−b ± √(b² − 4ac)) ÷ (2a).

A grid formed by the x-axis and y-axis; points are written (x, y).

The x-axis is horizontal; the y-axis is vertical. They meet at the origin (0, 0).

The distance around a 2-D shape — add the lengths of all sides.

Area = length × width.

Area = ½ × base × height (height is the perpendicular distance).

Area = πr², where r is the radius.

The distance around a circle: C = 2πr (or πd).

Volume = length × width × height.

Volume = πr²h.

For a right triangle, a² + b² = c², where c is the hypotenuse.

The radius is half the diameter; the diameter spans the full circle through the center.

The interior angles of any triangle add to 180°.

Two angles that add to 90°.

Two angles that add to 180°.

For 70, 80, 90: (70 + 80 + 90) ÷ 3 = 80.

I = principal × rate × time (I = Prt).

A data value far from the others; it affects the mean more than the median.

Compare bar heights against the labeled axis to read each value.

Events whose outcomes don't affect each other; multiply their probabilities.

Divide the fraction, then multiply by 100: ¾ = 0.75 = 75%.

Multiply by a conversion factor so unwanted units cancel (use the reference sheet).

Round numbers to check whether a calculated answer is reasonable.

a(b + c) = ab + ac.

Order doesn't change the result for addition or multiplication: a + b = b + a.

Grouping doesn't change the result: (a + b) + c = a + (b + c).

x⁻ⁿ = 1 ÷ xⁿ.

Multiply by 100 — move the decimal two places right. 0.4 = 40%.

Multiply whole × denominator, add numerator, keep denominator: 2½ = 5/2.

Distance = rate × time (d = rt); solve for the unknown.

Multiply each value by its frequency, sum, then divide by total frequency.

The total area of all faces of a 3-D solid (use the reference sheet).

Zero — there is no rise.

Undefined — there is no run.

P(not A) = 1 − P(A).

A singular subject takes a singular verb; a plural subject takes a plural verb.

A modifying phrase that doesn't logically attach to the word it should describe.

A modifier positioned so it seems to describe the wrong word in the sentence.

Items in a list, pair, or comparison share the same grammatical form.

The noun a pronoun refers back to; it must agree in number and be clear.

A pronoun must match its antecedent in number and gender.

Two independent clauses joined with no proper punctuation or conjunction.

Two independent clauses joined only by a comma — an error; use a period, semicolon, or conjunction.

An incomplete sentence missing a subject, verb, or complete thought.

A group of words with a subject and verb that can stand alone as a sentence.

A clause with a subject and verb that cannot stand alone (begins with a subordinator).

Joins equal grammatical elements: for, and, nor, but, or, yet, so (FANBOYS).

Begins a dependent clause (because, although, since, while, when).

Keep verb tense the same unless the time frame genuinely changes.

Active: the subject does the action. Passive: the subject receives it. Prefer active.

Add 's to a singular noun (dog's) or just ' to a plural ending in s (dogs').

Apostrophes show possession or contraction — never form a simple plural.

'Its' is possessive; 'it's' is the contraction for 'it is.'

'Their' = possessive; 'there' = place; 'they're' = they are.

'Your' is possessive; 'you're' is the contraction for 'you are.'

'Than' compares; 'then' refers to time or sequence.

'Affect' is usually a verb (to influence); 'effect' is usually a noun (a result).

'Who' is a subject; 'whom' is an object (use whom after a preposition).

Put a comma after an introductory word, phrase, or dependent clause.

Separate three or more items with commas (often including the serial/Oxford comma).

Joins two closely related independent clauses without a conjunction.

Introduces a list, explanation, or quotation after an independent clause.

Capitalize proper nouns, the first word of a sentence, and 'I.'

Word choice — selecting precise, appropriate words for the audience and purpose.

A word's emotional or implied meaning, beyond its literal definition.

A word's literal dictionary definition.

Surrounding words and sentences that reveal an unfamiliar word's meaning.

The author's attitude toward the subject, shown through word choice.

Needless repetition of an idea; concise writing removes it.

Using more words than necessary; trim filler for clear, standard English.

Grammar, usage, mechanics, and spelling rules — about 50% of the ELS subtest.

Comparative compares two (taller); superlative compares three or more (tallest).

Two negatives in one clause (didn't see nothing) — nonstandard; use one negative.

Use subject pronouns (I, he, she) for subjects and object pronouns (me, him, her) for objects.

A leading dependent clause is followed by a comma; a trailing one usually isn't.

Match forms after not only…but also, either…or, neither…nor.

A pronoun whose antecedent is unclear — rewrite to name the noun.

Compare like things: "her grades are higher than her sister's," not "than her sister."

Adjectives modify nouns; adverbs modify verbs, adjectives, or other adverbs.

"Good" is an adjective; "well" is usually an adverb (she sings well).

"Fewer" for countable items; "less" for uncountable amounts.

In American English, commas and periods go inside the closing quotation mark.

The central point a passage conveys — what the whole text is mostly about.

A fact, example, statistic, or reason that develops the main idea.

The sentence (often first) that states a paragraph's main idea.

The underlying message or insight a text conveys about life or human nature.

A brief restatement of a text's main idea and key supporting points.

A logical conclusion drawn from textual evidence plus reasoning — implied, not stated.

The reason a text was written — to inform, persuade, entertain, or explain.

The author's perspective or attitude toward the subject.

A fact can be verified; an opinion expresses a belief or judgment.

How a passage is organized — cause/effect, compare/contrast, sequence, problem/solution.

A structure linking an event (cause) to its result (effect).

A structure showing similarities and differences between ideas.

A structure presenting events or steps in order.

A structure presenting an issue and a proposed resolution.

Hints in surrounding text that help define an unfamiliar word.

Combining text details to reach a reasonable overall judgment.

Using text evidence to anticipate what will happen next.

Judging whether an author's evidence is relevant and sufficient for the claim.

A one-sided slant in a text shown by selective or loaded evidence.

An unstated belief a writer takes for granted in an argument.

Whether a detail actually supports or weakens the claim it's attached to.

Headings, captions, graphs, and bold terms that organize and signal information.

Literal meaning vs the emotional shade a word carries in context.

Language that means more than its literal words (metaphor, simile, personification).

A comparison using 'like' or 'as' (brave as a lion).

A direct comparison stating one thing is another (time is money).

Explicit = stated directly in the text; implicit = implied, must be inferred.

The author's attitude conveyed through word choice (e.g., critical, hopeful).

A text whose purpose is to convince; often has a strong tone and one-sided evidence.

A text whose purpose is to inform; typically neutral and fact-based.

A broad statement; check whether the passage's evidence truly supports it.

Skim for the gist; scan to locate a specific detail quickly.

Choose the word sense that fits the passage's tone and situation.

The central claim plus the reasons and evidence offered to support it.

An opposing view a writer addresses to strengthen their own argument.

Primary = firsthand/original; secondary = analysis or commentary on it.

An inference explains the present text; a prediction anticipates what comes next.

The feeling a text creates in the reader, shaped by word choice and detail.

A 50-minute timed essay scored by two raters; pass with a combined 6 of 8 points.

A clear sentence stating the essay's main position or argument.

Opens the essay and states the thesis so the reader knows your position.

Develops one supporting point with reasons or specific examples.

States the main point of a body paragraph and links it to the thesis.

Words and phrases that connect ideas and guide the reader (however, therefore, next).

Restates the thesis and leaves the reader with a final, focused thought.

Intro, three developed body paragraphs, and a conclusion — reliable on a timed essay.

Raters judge the essay as a whole (focus, organization, support, conventions), not point-by-point.

Backing each point with specific reasons and examples, not vague generalities.

Ideas connect logically and flow smoothly from sentence to sentence.

Every sentence and paragraph supports the single controlling thesis.

Checking grammar, spelling, and clarity in the final minutes before submitting.

Spend the first few minutes outlining a thesis plus 2–3 supported points.

Writing with appropriate tone and formality for the intended reader.

An opening sentence that grabs the reader's attention before the thesis.

Specific examples, facts, or reasons that develop each body point.

Briefly acknowledging the opposing view, then refuting it.

80 multiple-choice pedagogy questions; 2.5 hours; passing scaled score 200.

Plan from desired outcomes → assessment evidence → learning activities.

A measurable statement of what students will know or do by a lesson's end.

A hierarchy of thinking: remember, understand, apply, analyze, evaluate, create.

Analysis, evaluation, and creation — beyond simple recall.

Matching instruction and assessment to state standards (Florida B.E.S.T.).

Temporary teacher support faded over time as students gain independence.

'I do, we do, you do' — shifting work from teacher to student.

Vygotsky's gap between what a learner can do alone vs with guidance.

Tailoring content, process, product, or environment to learner needs.

Building flexible options for engagement, representation, and expression into instruction.

Teacher-led, explicit teaching of skills, often with modeling and guided practice.

Students investigate questions and construct understanding actively.

Structured small-group work where students depend on one another to learn.

The view that learners build new knowledge on prior experience.

Demonstrating a skill or thinking process for students to imitate.

Mixing lower- and higher-order questions to deepen student thinking.

The pause after a question that lets students think before answering.

Connecting new content to what students already know.

An opening hook that focuses students and previews the lesson.

An end-of-lesson activity that helps students summarize what they learned.

Ongoing, low-stakes checks during instruction used to adjust teaching.

An end-of-unit evaluative assessment of mastery against standards.

Formative = for learning (adjust); summative = of learning (measure).

A pre-assessment that identifies students' prior knowledge and gaps.

An assessment measures what it claims to measure.

An assessment produces consistent results across administrations.

A scoring tool listing criteria and performance levels for consistent grading.

Compares a student's score to a comparison group (a percentile rank).

Measures a student against a fixed standard, not against peers.

Using assessment results to reteach, regroup, or enrich.

Specific, timely information that helps a student improve.

Routines, expectations, and supports that create an orderly learning environment.

Teaching and reinforcing expected behavior rather than only punishing misbehavior.

Intrinsic comes from within the learner; extrinsic comes from outside rewards.

Basic needs (safety, belonging) must be met before higher learning needs.

Instruction that values and builds on students' cultural backgrounds.

Giving each student what they need to access the same high standards.

Making content understandable to English learners with visuals and simplified language.

A student developing English proficiency whose first language isn't English.

Scaffolds for English learners: visuals, word banks, sentence frames, peer support.

Levels describing an English learner's language development, used to scaffold support.

Subject-specific words students need to access content; teach explicitly.

Reading and writing strategies specific to each subject, applied across the curriculum.

Helping students read and comprehend texts within a specific subject.

A visual tool (web, chart, Venn diagram) that structures thinking and information.

Florida's binding educator ethics rules (Rule 6A-10.081).

Educators must protect students' physical and mental health and safety.

Teachers must report suspected child abuse or neglect to authorities.

Student records and personal information must be kept private.

Honesty, integrity, and fairness toward students, families, and colleagues.

Analyzing one's own teaching to improve it over time.

A team of educators collaborating regularly to improve student learning.

Ongoing training that builds a teacher's knowledge and skills.

A legal plan of services and goals for a student with a disability.

Accommodations ensuring a student with a disability can access learning.

Accommodation changes how a student learns; modification changes what they learn.

Educating students with disabilities alongside peers in the general classroom.

A tiered system of increasing support based on student data.

Action verbs (define, apply, analyze, evaluate, create) used to write objectives.

Adjusting the speed of instruction to keep students engaged and learning.

The degree of attention and active participation students bring to learning.

Using digital tools purposefully to support learning objectives.

Keeping families informed and involved as partners in learning.

The belief that ability can develop through effort and feedback.

Designing assessments that are fair and free of cultural or linguistic bias.

A pre-reading tool that surfaces beliefs and primes students for a text.

Students think alone, discuss with a partner, then share with the class.

A quick end-of-lesson formative check of what students learned.

Using learned knowledge in a new situation (apply, solve, demonstrate).

A goal that is Specific, Measurable, Achievable, Relevant, and Time-bound.

Supports like sentence frames and graphic organizers that build writing skill.

An ELL strategy linking language to physical movement.

Real objects used to make content concrete for English learners.

Adjusting task difficulty to match where each student is.

Unfair assumptions that disadvantage some students; aim for equitable practice.

A test administered and scored uniformly to allow comparison.

Students evaluate each other's work against criteria to build understanding.

Students reflect on and judge their own learning against goals.