D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
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1. A teacher is planning a les- The activity is effective at showing students how to add and
son on adding and subtracting subtract integers but the standard is not aligned.
positive and negative integers.
The teacher will use red and
black chips as a manipulative
and allow students to develop
patterns for understanding the
addition and subtraction prob-
lems. The following NCTM stan-
dard is associated with the les-
son: "Represent the idea of a
variable as an unknown quanti-
ty using a letter or a symbol."
How do you rate the activity and
alignment to the standard?
2. A teacher wants students to Students will use precise math language to express their
write out how to use positive reasoning.
and negative chips to model op-
erations with integers.
How does this lesson address
the Communication Standard
from the Principles for School
Mathematics?
3. Which stakeholder is directly in State departments of education
charge of choosing mathemati-
cal standards?
4.
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
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According to the Teaching teachers must (1) understand deeply the mathematics con-
Principle defined by NCTM, tent they are teaching; (2) understand how students learn
what does effective mathemat- mathematics, including a keen awareness of the individual
ics teaching require? mathematical development of their own students and com-
mon misconceptions; and (3) select meaningful instruc-
tional tasks and generalizable strategies that will enhance
learning.
5. A teacher is planning a lesson The activity is effective at showing students how to find the
on finding the area of rectan- area of rectangles, but the standard is not aligned.
gles. The teacher allows stu-
dents to use a geoboard to cre-
ate rectangles and assist in find-
ing the area of those rectangles.
The following standard is asso-
ciated with the lesson:
Measure and estimate liquid
volumes and masses of ob-
jects.
How should the teacher rate the
activity and alignment to the
standard?
6. Which type of understanding: Relational
Relational or Instrumental?
Giving your students a problem
and asking them to explain how
they arrived at the solution
7. Asks students to demonstrate Relational Understanding
their reasoning
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
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8. Relational or Instrumental: Hav- Instrumental. Consider, however, turning this into relational
ing your students complete a understanding by having students explain their answers to
ten question quiz each other.
9. Relational or Instrumental: Hav- Instrumental: Competition and game activities are fun and
ing students compete to see can help learning, but make sure that it goes beyond
who can complete the most demonstrating instrumental understanding.
questions
10. Relational or Instrumental: Ask- Relational. This question is a great way to help students
ing students "Was there some- make connections either to other things they've learned in
thing in the problem that re- class or things they've experienced outside of class.
minded you of another problem
you have done?"
11. Relational or Instrumental: Hav- Instrumental. This can be a helpful and even necessary
ing your students memorize the activity, but make sure that students are able to use this for
multiplication table to be able to other activities that foster relational understanding.
answer questions faster.
12. Relational or Instrumental: Us- Relational. This is a great way to engage students in scenar-
ing problem based learning ios that encourage deeper thinking and relational under-
standing.
13. Constructivism a learning theory based on the idea that knowledge is
constructed and not merely transferred. Everyone builds
knowledge by making connections in their brains to prior
knowledge and prior academic learning that they already
have. As they do this, they are also creating meaning about
what they are learning and experiencing. When you use
constructivist techniques in your classroom, your students
will become more active, rather than passive, learners.
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
Study online at https://quizlet.com/_jrhd1t
14. Three aspects of understanding 1. The student's ability to explain why they solved the prob-
mathematics lem in a certain way
2. The student's ability to make connections
3. Emphasis on relational understanding
15. Even though constructivism Students are working in groups of three and are figuring
and sociocultural theory are two out how to solve this problem using some of the concepts
different learning theories, they about fractions that they have already learned. They must
can both be used simultaneous- then write their answer using fractions and share it with the
ly in teaching mathematics. class.
Imagine that you are teaching
your students about fractions. One student is working by himself to figure out how to
You instruct them to explain solve this problem. He is not sure how to proceed and
how to divide five brownies be- the teacher assists him by asking, "Have you ever divided
tween three friends. candy between your friends before?" The student has. He
Which two scenarios illustrate completes the problem and can then show other students
these two theories working to- how he did it.
gether?
16. How is a conceptual under- Because conceptual understanding is about understanding
standing beneficial to students relationships and foundational ideas, this allows the stu-
when learning mathematics? dent to apply the ideas and concepts in a variety of contexts.
17. A key to getting students to be reflective; prior
is _____________to engage them
in interesting problems in which
they use their _____________
knowledge as they search for
solutions and create new ideas
in the process.
AUTHENTIC EXAM | BRAND NEW!
Study online at https://quizlet.com/_jrhd1t
1. A teacher is planning a les- The activity is effective at showing students how to add and
son on adding and subtracting subtract integers but the standard is not aligned.
positive and negative integers.
The teacher will use red and
black chips as a manipulative
and allow students to develop
patterns for understanding the
addition and subtraction prob-
lems. The following NCTM stan-
dard is associated with the les-
son: "Represent the idea of a
variable as an unknown quanti-
ty using a letter or a symbol."
How do you rate the activity and
alignment to the standard?
2. A teacher wants students to Students will use precise math language to express their
write out how to use positive reasoning.
and negative chips to model op-
erations with integers.
How does this lesson address
the Communication Standard
from the Principles for School
Mathematics?
3. Which stakeholder is directly in State departments of education
charge of choosing mathemati-
cal standards?
4.
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
Study online at https://quizlet.com/_jrhd1t
According to the Teaching teachers must (1) understand deeply the mathematics con-
Principle defined by NCTM, tent they are teaching; (2) understand how students learn
what does effective mathemat- mathematics, including a keen awareness of the individual
ics teaching require? mathematical development of their own students and com-
mon misconceptions; and (3) select meaningful instruc-
tional tasks and generalizable strategies that will enhance
learning.
5. A teacher is planning a lesson The activity is effective at showing students how to find the
on finding the area of rectan- area of rectangles, but the standard is not aligned.
gles. The teacher allows stu-
dents to use a geoboard to cre-
ate rectangles and assist in find-
ing the area of those rectangles.
The following standard is asso-
ciated with the lesson:
Measure and estimate liquid
volumes and masses of ob-
jects.
How should the teacher rate the
activity and alignment to the
standard?
6. Which type of understanding: Relational
Relational or Instrumental?
Giving your students a problem
and asking them to explain how
they arrived at the solution
7. Asks students to demonstrate Relational Understanding
their reasoning
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
Study online at https://quizlet.com/_jrhd1t
8. Relational or Instrumental: Hav- Instrumental. Consider, however, turning this into relational
ing your students complete a understanding by having students explain their answers to
ten question quiz each other.
9. Relational or Instrumental: Hav- Instrumental: Competition and game activities are fun and
ing students compete to see can help learning, but make sure that it goes beyond
who can complete the most demonstrating instrumental understanding.
questions
10. Relational or Instrumental: Ask- Relational. This question is a great way to help students
ing students "Was there some- make connections either to other things they've learned in
thing in the problem that re- class or things they've experienced outside of class.
minded you of another problem
you have done?"
11. Relational or Instrumental: Hav- Instrumental. This can be a helpful and even necessary
ing your students memorize the activity, but make sure that students are able to use this for
multiplication table to be able to other activities that foster relational understanding.
answer questions faster.
12. Relational or Instrumental: Us- Relational. This is a great way to engage students in scenar-
ing problem based learning ios that encourage deeper thinking and relational under-
standing.
13. Constructivism a learning theory based on the idea that knowledge is
constructed and not merely transferred. Everyone builds
knowledge by making connections in their brains to prior
knowledge and prior academic learning that they already
have. As they do this, they are also creating meaning about
what they are learning and experiencing. When you use
constructivist techniques in your classroom, your students
will become more active, rather than passive, learners.
, D237 WGU EXAM | {LATEST 2026/ 2027 UPDATE} COMPLETE ACTUAL AND
AUTHENTIC EXAM | BRAND NEW!
Study online at https://quizlet.com/_jrhd1t
14. Three aspects of understanding 1. The student's ability to explain why they solved the prob-
mathematics lem in a certain way
2. The student's ability to make connections
3. Emphasis on relational understanding
15. Even though constructivism Students are working in groups of three and are figuring
and sociocultural theory are two out how to solve this problem using some of the concepts
different learning theories, they about fractions that they have already learned. They must
can both be used simultaneous- then write their answer using fractions and share it with the
ly in teaching mathematics. class.
Imagine that you are teaching
your students about fractions. One student is working by himself to figure out how to
You instruct them to explain solve this problem. He is not sure how to proceed and
how to divide five brownies be- the teacher assists him by asking, "Have you ever divided
tween three friends. candy between your friends before?" The student has. He
Which two scenarios illustrate completes the problem and can then show other students
these two theories working to- how he did it.
gether?
16. How is a conceptual under- Because conceptual understanding is about understanding
standing beneficial to students relationships and foundational ideas, this allows the stu-
when learning mathematics? dent to apply the ideas and concepts in a variety of contexts.
17. A key to getting students to be reflective; prior
is _____________to engage them
in interesting problems in which
they use their _____________
knowledge as they search for
solutions and create new ideas
in the process.
