WGU C109 Pre-Assessment: Elementary Mathematics Methods Already Passed

WGU C109 Pre-Assessment: Elementary Mathematics Methods Already Passed What are two strategies for planning mathematics lessons for all learners? 1. Provide graphic organizers and tables for students to organize their work 2. Include think-pair-share opportunities for students to discuss math concepts Which 2 strategies could be part of a lesson plan that uses a think-aloud strategy rather than peer-assisted learning? 1. The teacher discusses alternative methods of solving the problem. 2. The teacher talks through the steps of a solution, identifying the reasoning at each step. Which two statements describe teaching for all students? 1. The teacher looks for ways to make tasks more relevant to students with varied backgrounds. 2. The teacher scaffolds tasks to provide access to higher-level thinking for students. Which two statements describe learning difficulties that students from diverse groups may encounter? 1. Students from other countries often solve problems or illustrate concepts differently. 2.Students who are English Language Learners (ELL) require more time to solve problems. A third grade class has moderate learning disabilities. Which instructional strategy would help the teacher provide equitable learning opportunities for this diverse class? Teach multiple representations of ideas for one problem at a time 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? 1. Help transitioning from a problem to a particular representation 2. Opportunities to discuss problems and ideas with other students The objective of a lesson is for students to solve word problems involving the multiplication of multi-digit numbers. Although able to solve multi-digit multiplication problems, one student struggles to solve word problems. How can this student's needs be accommodated? 1. The student solves the multi-digit multiplication problems. The teacher models the problem-solving process for the word problem, and then prompts and questions the student. 2. The student solves word problems involving the multiplication of multi-digit numbers. The student uses a calculator to multiply the numbers. 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