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? ✔✔Provide graphic organizers and tables for students to organize their work Include think -pair-share opportunities for students to discuss math concepts Which two strategies coul d be part of a lesson plan that uses a think -aloud strategy rather than peer -assisted learning? ✔✔The teacher discusses alternative methods of solving the problem The teacher talks through the steps of a solution, identifying the reasoning at each step. Which two statements describe teaching for all students? ✔✔The teacher looks for ways to make tasks more relevant to students with varied backgrounds. The teacher scaffolds tasks to provide access to higher -level thinking for students. Which two statem ents describe learning difficulties that students from diverse groups may encounter? ✔✔Students from other countries often solve problems or illustrate concepts differently. Students who are English Language Learners (ELL) require more time to solve prob lems . 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? ✔✔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? ✔✔Help tra nsitioning from a problem to a particular representation 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? ✔✔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. 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 rep resent 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? ✔✔The lesson effectively addresses the needs of all students. The complexity of the tasks for the different groups of s tudents is based on ability. The objective of a lesson is for students to learn to measure angles with a protractor. The teacher has grouped the students by ability. All students are given a protractor and a worksheet with pictures of many different ang les. Groups of students work together to develop strategies for measuring different angles. The teacher facilitates a class discussion about these strategies after students are finished working. Which two approaches support all students in meeting this o bjective? ✔✔The low -ability group receives extra support to learn to measure angles with a protractor. Students with special needs use a protractor to measure fewer angles than the other students. Which two instructional strategies are useful for facili tating effective class and small group discussions about mathematics? ✔✔Have students compare and contrast solution strategies Have students share alternative problem solving approaches Which two instructional strategies support a classroom environment that encourages mathematical communication? ✔✔Include assessment opportunities for students to explain their thinking Restate student created terminology by using precise mathematical language when introducing vocabulary. Students are working in groups on the following problem: Teresa has twice as many marbles as Patrice. Together they have 36 marbles. How many marbles does each girl have? Mena states, "Teresa has 12 marbles and Patrice has 24 marbles." How should the teacher respond to promote an understanding of Mena's thinking? ✔✔Mena, can you explain how you got your answer?