WGU Elementary Mathematics Methods C109
questions with verified answers
A group of four students is presented with the following scenario:
Two students are playing a game with two standard dice. The dice are rolled and
the sum of
the two upper faces is noted. If the sum is an even number, Player 1 scores a
point. If the
sum is odd, Player 2 scores a point.
Is this an example of a fair game? Why or why not?
The students presented the following responses:
Student A: Yes, this is a fair game. Altogether there are 18 ways to get an even
sum and 18 ways to get an odd sum.
Student B: Yes, this is a fair game. There are only two possible outcomes, even
and odd, so each player always has one chance in two of winning.
Student C: No, this is not a fair game. There are six even numbers (2, 4, 6, 8, 10,
12) but only five odd numbers (3, 5, 7, 9, 11) so even is more likely than odd.
Student D: No, this is not a fair game. For the game to be fair each student must
have an equal chance to win Ans✓✓✓-Student A because the student correctly
, analyzed the sample space and determined that there are equal opportunities for
odd and even sums
A student is given the following problem:
17 + 42 + 13
When 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? Ans✓✓✓-
Addition is commutative and associative
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?
Ans✓✓✓-The lesson effectively addresses the needs of all students. The
complexity of the tasks for the different groups of students is based on ability.
A teacher writes a fifth-grade lesson plan in which students will use a pan balance
to demonstrate equalities in equations. The students will use counters and the
pan balance to make the equations balance for ten open-sentence equations (15
+ 34 = n + 21).
questions with verified answers
A group of four students is presented with the following scenario:
Two students are playing a game with two standard dice. The dice are rolled and
the sum of
the two upper faces is noted. If the sum is an even number, Player 1 scores a
point. If the
sum is odd, Player 2 scores a point.
Is this an example of a fair game? Why or why not?
The students presented the following responses:
Student A: Yes, this is a fair game. Altogether there are 18 ways to get an even
sum and 18 ways to get an odd sum.
Student B: Yes, this is a fair game. There are only two possible outcomes, even
and odd, so each player always has one chance in two of winning.
Student C: No, this is not a fair game. There are six even numbers (2, 4, 6, 8, 10,
12) but only five odd numbers (3, 5, 7, 9, 11) so even is more likely than odd.
Student D: No, this is not a fair game. For the game to be fair each student must
have an equal chance to win Ans✓✓✓-Student A because the student correctly
, analyzed the sample space and determined that there are equal opportunities for
odd and even sums
A student is given the following problem:
17 + 42 + 13
When 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? Ans✓✓✓-
Addition is commutative and associative
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?
Ans✓✓✓-The lesson effectively addresses the needs of all students. The
complexity of the tasks for the different groups of students is based on ability.
A teacher writes a fifth-grade lesson plan in which students will use a pan balance
to demonstrate equalities in equations. The students will use counters and the
pan balance to make the equations balance for ten open-sentence equations (15
+ 34 = n + 21).
