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WGU C381 EXAM OBJECTIVE ASSESSMENT FOR
ELEMENTARY MATHEMATICS COMPLETE 300
QUESTIONS AND CORRECT DETAILED ANSWERS
LATEST UPDATE THIS YEAR - JUST RELEASED
WGU C381 ELEMENTARY MATHEMATICS METHODS OA EXAM
QUESTION: 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 effectively does this lesson plan address the needs of all students? - ANSWER-The lesson effectively addresses the needs of all students. The complexity of the tasks for the different groups of students is based on ability.
QUESTION: 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 angles.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. 1 / 4
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2 Which two approaches support all students in meeting this objective? Choose 2 answers - ANSWER-- 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.
QUESTION: Which two instructional strategies are useful for facilitating effective class and small group discussions about mathematics? Choose 2 answers - ANSWER--Have students compare and contrast solution strategies
- Have students share alternative problem solving approaches
QUESTION: Which two instructional strategies support a classroom environment that encourages mathematical communication? Choose 2 answers - ANSWER-- Include assessment opportunities for students to explain their thinking
- Restate student created terminology by using precise mathematical language when
introducing vocabulary.
QUESTION: 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? - ANSWER- "Mena, can you explain how you got your answer?" 2 / 4
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QUESTION: Which two questions demonstrate effective techniques to elicit mathematical discussion and thinking? - ANSWER-- How would you explain your answer?
- How did you figure out the problem?
QUESTION: In a sixth-grade math class, students are reviewing operations involving fractions.The teacher wants to use an instructional strategy that will encourage students to build on another student's prior description about how to add two fractions. How should the teacher do this? - ANSWER-Ask other students to add to and provide examples of the first student's description What are two strategies for planning mathematics lessons for all learners? Choose 2 answers - ANSWER-Provide graphic organizers and tables to help students organize their work Include think-pair-share activities for students to discuss math concepts
QUESTION: Which two strategies could be part of a lesson plan that uses a think-aloud strategy rather than peer-assisted learning? Choose 2 answers - ANSWER-- Teacher discusses alternative methods to solving the problem -Teacher talks through the steps of a solution, identify the reasoning at each step
QUESTION: Which two statements describe teaching for all students? - ANSWER-- The teacher looks for ways to make tasks more relevant to students with varied backgrounds. 3 / 4
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- The teacher scaffolds tasks to provide access to higher-level thinking for students.
QUESTION: Which two statements describe learning difficulties that students from diverse groups may encounter? Choose 2 answers - ANSWER-- Students from other countries often solve problems or illustrate concepts differently.
- Students who are English Language Learners (ELL) require more time to solve problems.
QUESTION: 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
QUESTION: 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? Choose 2 answers - ANSWER-- Help transitioning from a problem to a particular representation
- Opportunities to discuss problems and ideas with other students
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