Elementary Mathematics Methods - WGU C109 pre
assessment questions with verified answers
A fifth-grade teacher is planning a discovery-based lesson that will compare the
concepts of perimeter and circumference.
Which tool or manipulative can the teacher use to help enhance learning
outcomes? Ans✓✓✓-Calculator to explore patterns or relationships.
A fifth-grade teacher is planning a unit of study on equivalent fractions. Select all
tools or manipulatives that can enhance learning outcomes. Ans✓✓✓-Faction
tiles and pattern blocks
A first-grade class includes students who lack motivation and students with mild
learning disabilities.
Which two instructional strategies would meet the needs of this group of
students as they study math? Ans✓✓✓-Help transitioning from a problem to a
particular representation
Opportunities to discuss problems and ideas with other students
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?
Ans✓✓✓-It's like 2 quarters equals 5 dimes.
,A lesson for fifth-grade students focused on solving the following and other
similar equations:
3x + 7 = 18
14 = 2x - 8
5(x + 1) = 20
Which equation should the teacher use to assess these students' understanding
of the lesson? Ans✓✓✓-3(x - 2) = 15
A lesson is being designed to address the Communication standard from
Principles and Standards for School Mathematics (PSSM). The lesson requires that
students write out directions for using fraction bars to model several addition
problems.
How does this lesson meet the Communication standard? Ans✓✓✓-Students use
the language of mathematics to express ideas precisely.
A predominantly male third-grade class has several students with moderate
learning disabilities.
Which instructional strategy would help the teacher provide equitable learning
opportunities for this diverse class? Ans✓✓✓-Teach multiple representations of
ideas for one problem at a time
A second grade class is learning about the part-plus-part-equals-whole addition
model. Their teacher decides to use the common experience of eating in the
cafeteria as a context outside the mathematics curriculum to teach this concept.
, Which scenario exemplifies this addition model? Ans✓✓✓-Three students eating
lunch are joined by two more students
A student constructed a graph to show how many of a town's residents have
completed five different levels of education (elementary school, high school, two
years of college, four years of college, graduate school).
Which student explanation shows correct mathematical thinking? Ans✓✓✓-"I
used a bar graph because it compares the number of people in each level of
education."
A student is asked to add two fractions and writes the following:
(Image Description) 1 over 2 plus 1 over 3 equals 2 over 5.
The student is unsure whether this solution is correct.
Which action shows strategic competence? Ans✓✓✓-The student uses fraction
strips to model adding 1/2 and 1/3 and notes that it is equivalent to 5/6 not 2/5.
A student is asked to compute 2 + 3 x 5 and responds that the answer is 25.
What can the teacher conclude about the student's algebraic thinking? Ans✓✓✓-
The student does not follow the correct order of operations.
assessment questions with verified answers
A fifth-grade teacher is planning a discovery-based lesson that will compare the
concepts of perimeter and circumference.
Which tool or manipulative can the teacher use to help enhance learning
outcomes? Ans✓✓✓-Calculator to explore patterns or relationships.
A fifth-grade teacher is planning a unit of study on equivalent fractions. Select all
tools or manipulatives that can enhance learning outcomes. Ans✓✓✓-Faction
tiles and pattern blocks
A first-grade class includes students who lack motivation and students with mild
learning disabilities.
Which two instructional strategies would meet the needs of this group of
students as they study math? Ans✓✓✓-Help transitioning from a problem to a
particular representation
Opportunities to discuss problems and ideas with other students
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?
Ans✓✓✓-It's like 2 quarters equals 5 dimes.
,A lesson for fifth-grade students focused on solving the following and other
similar equations:
3x + 7 = 18
14 = 2x - 8
5(x + 1) = 20
Which equation should the teacher use to assess these students' understanding
of the lesson? Ans✓✓✓-3(x - 2) = 15
A lesson is being designed to address the Communication standard from
Principles and Standards for School Mathematics (PSSM). The lesson requires that
students write out directions for using fraction bars to model several addition
problems.
How does this lesson meet the Communication standard? Ans✓✓✓-Students use
the language of mathematics to express ideas precisely.
A predominantly male third-grade class has several students with moderate
learning disabilities.
Which instructional strategy would help the teacher provide equitable learning
opportunities for this diverse class? Ans✓✓✓-Teach multiple representations of
ideas for one problem at a time
A second grade class is learning about the part-plus-part-equals-whole addition
model. Their teacher decides to use the common experience of eating in the
cafeteria as a context outside the mathematics curriculum to teach this concept.
, Which scenario exemplifies this addition model? Ans✓✓✓-Three students eating
lunch are joined by two more students
A student constructed a graph to show how many of a town's residents have
completed five different levels of education (elementary school, high school, two
years of college, four years of college, graduate school).
Which student explanation shows correct mathematical thinking? Ans✓✓✓-"I
used a bar graph because it compares the number of people in each level of
education."
A student is asked to add two fractions and writes the following:
(Image Description) 1 over 2 plus 1 over 3 equals 2 over 5.
The student is unsure whether this solution is correct.
Which action shows strategic competence? Ans✓✓✓-The student uses fraction
strips to model adding 1/2 and 1/3 and notes that it is equivalent to 5/6 not 2/5.
A student is asked to compute 2 + 3 x 5 and responds that the answer is 25.
What can the teacher conclude about the student's algebraic thinking? Ans✓✓✓-
The student does not follow the correct order of operations.
