WGU D691
Analyzes Standards and
Resources in Mathematics
Objective Assessment
(2 Full Version Exams)
Exam Questions with Verified Answers
Pass the Exam with Confidence
This comprehensive resource
includes:
✓ full version of the Objective Assessment Exam
✓ Each with Actual Exam Questions with Verified
Answers
,Contents
D691 OA EXAM SET 1 ............................................2
D691 OA EXAM SET 2 ..........................................29
D691 OA EXAM SET 1
1. Use the following example to identify the cluster.
4.MD.A.1 - Measurement and Data: Know the relative sizes of measurement
units within one system of units, including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single measurement system, measurements are expressed
in a larger unit in terms of a smaller unit.
(A) Understand and convert between different units of measurement within the
same system (e.g., kilometers to meters, grams to kilograms, etc.
(B) Apply the concept of converting measurements from a larger unit to a
smaller unit and vice versa (e.g., converting 2 kilometers to meters or 500
grams to kilograms).
A. 1, A, and B
B. 4 only
C. MD only
D. Measurement and Data only
Correct Answer: A. 1, A, and B
Expert Rationale: In the standard code 4.MD.A.1, the parts identify grade level, domain,
cluster, and standard. The listed A and B skills describe the learning expectations connected
to that cluster.
2. Use the following example to identify the grade level of this standard.
4.G.A.1 - Geometry: Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines. Identify these in two-
dimensional figures.
(A) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines.
(B) Identify geometric shapes and properties within two-dimensional figures.-
,A. Second grade
B. Third grade
C. Fourth grade
D. Fifth grade
Correct Answer: C. Fourth grade
Expert Rationale: The first number in the standard code indicates the grade level. In
4.G.A.1, the “4” identifies fourth grade.
3. Use the following example to identify the cluster.
3.NF.A.3a - Number and Operations - Fractions: Understand two fractions as
equivalent (equal) if they are the same size, or the same point on a number
line.
(A) Understand two fractions as equivalent (equal) if they are the same size, or
the same point on a number line.
(B) Compare two fractions with different numerators and different
denominators.
A. 3a, A, and B
B. Grade 3 only
C. NF only
D. Number and Operations only
Correct Answer: A. 3a, A, and B
Expert Rationale: The standard 3.NF.A.3a includes the grade, domain, cluster, standard,
and substandard. The A and B statements describe the related instructional expectations.
4. Consider the following standard: "describe attributes and parts of two- and
three-dimensional shapes." Which activity best aligns with this standard?
A. Provide 2D and 3D shapes for students to sort and describe according to shared
characteristics
B. Have students memorize multiplication facts
C. Ask students to write a paragraph about their favorite shape
D. Teach students to solve multi-step equations
Correct Answer: A. Provide 2D and 3D shapes for students to sort and describe according
to shared characteristics
Expert Rationale: Sorting and describing shapes directly targets attributes, parts, and
classification of 2D and 3D figures.
, 5. Which of the following strategies allows a teacher to implement the strands of
math proficiency during a lesson?
A. Give students only timed drills
B. Foster a class discussion where students are encouraged to explain and justify their
thinking
C. Avoid student discussion to save time
D. Focus only on memorizing formulas
Correct Answer: B. Foster a class discussion where students are encouraged to explain
and justify their thinking
Expert Rationale: Mathematical proficiency includes conceptual understanding, reasoning,
communication, and strategic competence. Explaining and justifying thinking supports these
strands.
6. Consider the standard "Explain equivalence of fractions in special cases and
compare fractions by reasoning about their size." Which activity best aligns
with this standard?
A. Creating fraction circles to compare and explore fraction equivalence visually
B. Practicing only whole-number addition
C. Memorizing geometry vocabulary
D. Measuring classroom objects with rulers
Correct Answer: A. Creating fraction circles to compare and explore fraction equivalence
visually
Expert Rationale: Fraction circles provide visual models that help students compare
fraction sizes and understand equivalent fractions.
7. Review the following lesson objectives and assess whether they align
correctly with standards and utilize appropriate resources. Which of the
following are aligned? Select the two that apply.
A. Incorporating collaborative group activities for third graders to solve fraction problems
B. Integrating base ten blocks to teach place value understanding in second grade
C. Teaching fourth graders fractions using advanced algebraic equations
D. Having second graders memorize multiplication tables without conceptual understanding
Correct Answer: A and B
Analyzes Standards and
Resources in Mathematics
Objective Assessment
(2 Full Version Exams)
Exam Questions with Verified Answers
Pass the Exam with Confidence
This comprehensive resource
includes:
✓ full version of the Objective Assessment Exam
✓ Each with Actual Exam Questions with Verified
Answers
,Contents
D691 OA EXAM SET 1 ............................................2
D691 OA EXAM SET 2 ..........................................29
D691 OA EXAM SET 1
1. Use the following example to identify the cluster.
4.MD.A.1 - Measurement and Data: Know the relative sizes of measurement
units within one system of units, including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single measurement system, measurements are expressed
in a larger unit in terms of a smaller unit.
(A) Understand and convert between different units of measurement within the
same system (e.g., kilometers to meters, grams to kilograms, etc.
(B) Apply the concept of converting measurements from a larger unit to a
smaller unit and vice versa (e.g., converting 2 kilometers to meters or 500
grams to kilograms).
A. 1, A, and B
B. 4 only
C. MD only
D. Measurement and Data only
Correct Answer: A. 1, A, and B
Expert Rationale: In the standard code 4.MD.A.1, the parts identify grade level, domain,
cluster, and standard. The listed A and B skills describe the learning expectations connected
to that cluster.
2. Use the following example to identify the grade level of this standard.
4.G.A.1 - Geometry: Draw points, lines, line segments, rays, angles (right,
acute, obtuse), and perpendicular and parallel lines. Identify these in two-
dimensional figures.
(A) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines.
(B) Identify geometric shapes and properties within two-dimensional figures.-
,A. Second grade
B. Third grade
C. Fourth grade
D. Fifth grade
Correct Answer: C. Fourth grade
Expert Rationale: The first number in the standard code indicates the grade level. In
4.G.A.1, the “4” identifies fourth grade.
3. Use the following example to identify the cluster.
3.NF.A.3a - Number and Operations - Fractions: Understand two fractions as
equivalent (equal) if they are the same size, or the same point on a number
line.
(A) Understand two fractions as equivalent (equal) if they are the same size, or
the same point on a number line.
(B) Compare two fractions with different numerators and different
denominators.
A. 3a, A, and B
B. Grade 3 only
C. NF only
D. Number and Operations only
Correct Answer: A. 3a, A, and B
Expert Rationale: The standard 3.NF.A.3a includes the grade, domain, cluster, standard,
and substandard. The A and B statements describe the related instructional expectations.
4. Consider the following standard: "describe attributes and parts of two- and
three-dimensional shapes." Which activity best aligns with this standard?
A. Provide 2D and 3D shapes for students to sort and describe according to shared
characteristics
B. Have students memorize multiplication facts
C. Ask students to write a paragraph about their favorite shape
D. Teach students to solve multi-step equations
Correct Answer: A. Provide 2D and 3D shapes for students to sort and describe according
to shared characteristics
Expert Rationale: Sorting and describing shapes directly targets attributes, parts, and
classification of 2D and 3D figures.
, 5. Which of the following strategies allows a teacher to implement the strands of
math proficiency during a lesson?
A. Give students only timed drills
B. Foster a class discussion where students are encouraged to explain and justify their
thinking
C. Avoid student discussion to save time
D. Focus only on memorizing formulas
Correct Answer: B. Foster a class discussion where students are encouraged to explain
and justify their thinking
Expert Rationale: Mathematical proficiency includes conceptual understanding, reasoning,
communication, and strategic competence. Explaining and justifying thinking supports these
strands.
6. Consider the standard "Explain equivalence of fractions in special cases and
compare fractions by reasoning about their size." Which activity best aligns
with this standard?
A. Creating fraction circles to compare and explore fraction equivalence visually
B. Practicing only whole-number addition
C. Memorizing geometry vocabulary
D. Measuring classroom objects with rulers
Correct Answer: A. Creating fraction circles to compare and explore fraction equivalence
visually
Expert Rationale: Fraction circles provide visual models that help students compare
fraction sizes and understand equivalent fractions.
7. Review the following lesson objectives and assess whether they align
correctly with standards and utilize appropriate resources. Which of the
following are aligned? Select the two that apply.
A. Incorporating collaborative group activities for third graders to solve fraction problems
B. Integrating base ten blocks to teach place value understanding in second grade
C. Teaching fourth graders fractions using advanced algebraic equations
D. Having second graders memorize multiplication tables without conceptual understanding
Correct Answer: A and B
