age 1 of 61
WGU C109 ELEMENTARY MATHEMATICS METHODS
EXAM 2025/2026 COMPLETE QUESTIONS BANK WITH
VERIFIED CORRECT ANSWERS|| 100% GUARANTEED
PASS <BRAND NEW VERSION>
What are two strategies for planning mathematics lessons for all
learners? .......Answer.........A) Provide graphic organizers and
tables for students to organize their work
B) Include think-pair-share opportunities for students to discuss
math concepts
Which two strategies could be part of a lesson plan that uses a
think-aloud strategy rather than peer-assisted learning?
.......Answer.........A) The teacher discusses alternative methods of
solving the problem.
,age 2 of 61
B) The teacher talks through the steps of a solution, identifying
the reasoning at each step.
Which two statements describe teaching for all students?
.......Answer.........A) The teacher looks for ways to make tasks
more relevant to students with varied backgrounds.
B) 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? .......Answer.........A) Students
from other countries often solve problems or illustrate concepts
differently.
B) Students who are English Language Learners (ELL) require
more time to solve problems.
,age 3 of 61
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? .......Answer.........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? .......Answer.........A) Help transitioning from a
problem to a particular representation
B) 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
, age 4 of 61
to solve multi-digit multiplication problems, one student struggles
to solve word problems. How can this student's needs be
accommodated? .......Answer.........A) 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.
B) 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
WGU C109 ELEMENTARY MATHEMATICS METHODS
EXAM 2025/2026 COMPLETE QUESTIONS BANK WITH
VERIFIED CORRECT ANSWERS|| 100% GUARANTEED
PASS <BRAND NEW VERSION>
What are two strategies for planning mathematics lessons for all
learners? .......Answer.........A) Provide graphic organizers and
tables for students to organize their work
B) Include think-pair-share opportunities for students to discuss
math concepts
Which two strategies could be part of a lesson plan that uses a
think-aloud strategy rather than peer-assisted learning?
.......Answer.........A) The teacher discusses alternative methods of
solving the problem.
,age 2 of 61
B) The teacher talks through the steps of a solution, identifying
the reasoning at each step.
Which two statements describe teaching for all students?
.......Answer.........A) The teacher looks for ways to make tasks
more relevant to students with varied backgrounds.
B) 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? .......Answer.........A) Students
from other countries often solve problems or illustrate concepts
differently.
B) Students who are English Language Learners (ELL) require
more time to solve problems.
,age 3 of 61
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? .......Answer.........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? .......Answer.........A) Help transitioning from a
problem to a particular representation
B) 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
, age 4 of 61
to solve multi-digit multiplication problems, one student struggles
to solve word problems. How can this student's needs be
accommodated? .......Answer.........A) 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.
B) 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
