WGU C109 - Elementary Mathematics Methods 52 REAL EXAM
QUESTIONS WITH 100% RATED CORRECT ANSWERS
(ACCURATELY PASSED) 2025 LATEST UPDATED GET A+
Which two statements describe teaching for all students? - (ANSWER)-The teacher looks for
ways to make tasks more relevant to students with varied backgrounds.
-The teacher scaffolds tasks to provide access to higher-level thinking for students.
A teacher has students with special needs and students with high ability in class. The teacher
grouped the students by ability level for a lesson on creating pie graphs to represent data.In the
lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the
data.How effectively does this lesson plan address the needs of all students? - (ANSWER)The
lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
Which two questions demonstrate effective techniques to elicit mathematical discussion and
thinking?Choose 2 answers - (ANSWER)-How would you explain your answer?
-How did you figure out the problem?
In a sixth-grade math class, students are reviewing operations involving fractions. The teacher
wants to use an instructional strategy that will encourage students to build on another student's
prior description about how to add two fractions.How should the teacher do this? -
(ANSWER)Ask other students to add to and provide examples of the first student's description
Students are learning to add and subtract three-digit numbers.Which two student activities
promote communication about their mathematical thinking?Choose 2 answers - (ANSWER)-
Draw a picture that represents subtracting three-digit numbers.
-Create a story problem that requires adding three-digit numbers.
, A teacher wants his students to communicate mathematically outside of his classroom. He gives
a homework assignment that requires the students to participate in mathematical
discourse.Which technology could the teacher assign the students to use from home to meet this
objective? - (ANSWER)An Internet mathematics forum
Students in a fourth-grade class work on the following problem:
I am thinking of a three-digit number. The number is divisible by 3, 4, and 7. The number is
less than 500. The third digit is the sum of the first two digits. What is the number I am
thinking of?How should the teacher use a rubric to assess the progress of the students? -
(ANSWER)Describe the expectations of the rubric to the students before they work the problem
Which activity could be used to make a mathematical connection within a mathematics
curriculum when teaching a unit on multiplying decimals? - (ANSWER)Demonstrate how
multiplying fractions is related to multiplying decimals
A group of students is given the equation 6/8 = 3/4. They are asked to explain the
relationship.Which student response demonstrates relational understanding of the concept? -
(ANSWER)It's like 2 quarters equals 5 dimes.
A student is given the following problem:
17 + 42 + 13When the student is asked how she might solve this problem using mental math, she
replies, "Since 42 added to 13 is the same as 13 added to 42, I would add 17 and 13 to get 30
then add 30 to 42 to get 72."What algebraic thinking does this student response demonstrate? -
(ANSWER)Addition is commutative and associative
Which two statements are common misconceptions about place value? - (ANSWER)-student
writes six hundred three as 63.
-A student writes the expanded form of 32 as 3 + 2.
Which two demonstrate correct student geometric reasoning? - (ANSWER)-"I have measured
many different circles' circumferences and diameters, and the ratio of these always seems to be
the same number. I predict that if I measure more, the ratio will have the same value."
QUESTIONS WITH 100% RATED CORRECT ANSWERS
(ACCURATELY PASSED) 2025 LATEST UPDATED GET A+
Which two statements describe teaching for all students? - (ANSWER)-The teacher looks for
ways to make tasks more relevant to students with varied backgrounds.
-The teacher scaffolds tasks to provide access to higher-level thinking for students.
A teacher has students with special needs and students with high ability in class. The teacher
grouped the students by ability level for a lesson on creating pie graphs to represent data.In the
lesson, the teacher is prepared to provide step-by-step instructions for the students with special
needs about how to construct a pie graph. The teacher has also planned to engage the high-ability
students in constructing a survey to gather data, and creating a pie graph to summarize the
data.How effectively does this lesson plan address the needs of all students? - (ANSWER)The
lesson effectively addresses the needs of all students. The complexity of the tasks for the
different groups of students is based on ability.
Which two questions demonstrate effective techniques to elicit mathematical discussion and
thinking?Choose 2 answers - (ANSWER)-How would you explain your answer?
-How did you figure out the problem?
In a sixth-grade math class, students are reviewing operations involving fractions. The teacher
wants to use an instructional strategy that will encourage students to build on another student's
prior description about how to add two fractions.How should the teacher do this? -
(ANSWER)Ask other students to add to and provide examples of the first student's description
Students are learning to add and subtract three-digit numbers.Which two student activities
promote communication about their mathematical thinking?Choose 2 answers - (ANSWER)-
Draw a picture that represents subtracting three-digit numbers.
-Create a story problem that requires adding three-digit numbers.
, A teacher wants his students to communicate mathematically outside of his classroom. He gives
a homework assignment that requires the students to participate in mathematical
discourse.Which technology could the teacher assign the students to use from home to meet this
objective? - (ANSWER)An Internet mathematics forum
Students in a fourth-grade class work on the following problem:
I am thinking of a three-digit number. The number is divisible by 3, 4, and 7. The number is
less than 500. The third digit is the sum of the first two digits. What is the number I am
thinking of?How should the teacher use a rubric to assess the progress of the students? -
(ANSWER)Describe the expectations of the rubric to the students before they work the problem
Which activity could be used to make a mathematical connection within a mathematics
curriculum when teaching a unit on multiplying decimals? - (ANSWER)Demonstrate how
multiplying fractions is related to multiplying decimals
A group of students is given the equation 6/8 = 3/4. They are asked to explain the
relationship.Which student response demonstrates relational understanding of the concept? -
(ANSWER)It's like 2 quarters equals 5 dimes.
A student is given the following problem:
17 + 42 + 13When the student is asked how she might solve this problem using mental math, she
replies, "Since 42 added to 13 is the same as 13 added to 42, I would add 17 and 13 to get 30
then add 30 to 42 to get 72."What algebraic thinking does this student response demonstrate? -
(ANSWER)Addition is commutative and associative
Which two statements are common misconceptions about place value? - (ANSWER)-student
writes six hundred three as 63.
-A student writes the expanded form of 32 as 3 + 2.
Which two demonstrate correct student geometric reasoning? - (ANSWER)-"I have measured
many different circles' circumferences and diameters, and the ratio of these always seems to be
the same number. I predict that if I measure more, the ratio will have the same value."
