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Write a sentence to answer the question: | <span style="font-size: 24pt;">82 - 40= 42 | Correct! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite a sentence to answer the question:### Answer:\n<span style="font-size: 24pt;">82 - 40= 42 \n\n### Response:\nCorrect! |
Noah raised $54 to support the animal shelter, which is 60% of his fundraising goal. | <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>54 | 54=0.6x | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nNoah raised $54 to support the animal shelter, which is 60% of his fundraising goal. ### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>54\n\n### Response:\n54=0.6x |
Write an inequality that relates the rational numbers. | i dont know? | 13.2 > 6.15 > 3.7 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite an inequality that relates the rational numbers.### Answer:\ni dont know?\n\n### Response:\n13.2 > 6.15 > 3.7 |
Using the rule of subtraction, rewrite the following subtraction expression as an addition expression. | 5 + 9 | 5 + (-9) = -4 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUsing the rule of subtraction, rewrite the following subtraction expression as an addition expression.### Answer:\n5 + 9\n\n### Response:\n5 + (-9) = -4 |
Use an area model to explain the product of 4.6 and 3. | 400+60+3 | Standard form is 13.8
Word form thirteen and eight tenths
Expanded form 10+3+8/10
you should draw 2 plods, 4 rods in one of the rods should be marked 8 unit squares. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse an area model to explain the product of 4.6 and 3.### Answer:\n400+60+3\n\n### Response:\nStandard form is 13.8
Word form thirteen and eight tenths
Expanded form 10+3+8/10
you should draw 2 plods, 4 rods in one of the rods should be marked 8 unit squares. |
Explain how knowing 50 × 4 = 200 helps you find 500 × 400. | 200000 | This is not an explanation. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain how knowing 50 × 4 = 200 helps you find 500 × 400.### Answer:\n200000\n\n### Response:\nThis is not an explanation. |
Andre and Diego were each trying to solve <span id="MathJax-Element-62-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-495" class="math"><span id="MathJax-Span-496" class="mrow"><span id="MathJax-Span-497" class="mn">2 | -8 - 6 | subtracted by 3x | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nAndre and Diego were each trying to solve <span id="MathJax-Element-62-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-495" class="math"><span id="MathJax-Span-496" class="mrow"><span id="MathJax-Span-497" class="mn">2### Answer:\n-8 - 6\n\n### Response:\nsubtracted by 3x |
Six teams are out on the field playing soccer. The teams all have the same number of players. The head coach asks for 2 players from each team to come help him move some equipment. <strong>NOW | <math xmlns="http://www.w3.org/1998/Math/MathML"><mfrac><mn>1 | 6(x-2) = 78 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSix teams are out on the field playing soccer. The teams all have the same number of players. The head coach asks for 2 players from each team to come help him move some equipment. <strong>NOW### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mfrac><mn>1\n\n### Response:\n6(x-2) = 78 |
Find 3 different ratios that are equivalent to 7 : 3 | 14 to 6, 3.5 to 1.5 and 21 to 9 | Perfect!! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n14 to 6, 3.5 to 1.5 and 21 to 9\n\n### Response:\nPerfect!! |
Draw two triangles: | <img src="//resources.assistments.org/fetch/SW/a80092e1-f9a6-4d63-92f6-652357cb34e5.jpeg" alt="" width="878" height="492" /> | redo your right angle | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two triangles:### Answer:\n<img src="//resources.assistments.org/fetch/SW/a80092e1-f9a6-4d63-92f6-652357cb34e5.jpeg" alt="" width="878" height="492" />\n\n### Response:\nredo your right angle |
Explain what the slope and intercept mean in the situation. | 2 dollars each muffin ordered, plus a tax of 3 dollars. | Great work! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain what the slope and intercept mean in the situation.### Answer:\n2 dollars each muffin ordered, plus a tax of 3 dollars. \n\n### Response:\nGreat work! |
Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain. | The 7 in The _ Place is _ | What is the value of the 7s? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nCompare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.### Answer:\nThe 7 in The _ Place is _\n\n### Response:\nWhat is the value of the 7s? |
Here is an inequality: <span id="MathJax-Element-260-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-2046" class="math"><span id="MathJax-Span-2047" class="mrow"><span id="MathJax-Span-2048" class="mtext">- | -8, -24, -7 | Nice job!! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHere is an inequality: <span id="MathJax-Element-260-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-2046" class="math"><span id="MathJax-Span-2047" class="mrow"><span id="MathJax-Span-2048" class="mtext">-### Answer:\n-8, -24, -7\n\n### Response:\nNice job!! |
Find the solution to the equation below using tape diagrams. Check your answer. | <img src="//resources.assistments.org/fetch/SW/2de72263-5771-4a20-9b3a-3e6119c6eb28.jpeg" alt="" width="820" height="459" /> | The equation is subtraction. How are you able to show this using a tape diagram? When creating the tape diagram you can also check to make sure it gives you the answer. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the solution to the equation below using tape diagrams. Check your answer.### Answer:\n<img src="//resources.assistments.org/fetch/SW/2de72263-5771-4a20-9b3a-3e6119c6eb28.jpeg" alt="" width="820" height="459" />\n\n### Response:\nThe equation is subtraction. How are you able to show this using a tape diagram? When creating the tape diagram you can also check to make sure it gives you the answer. |
Express 24.357 in words. | twenty four thousandths three hundreds and fifty seven | twenty-four and three hundred fifty-seven thousandths | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExpress 24.357 in words.### Answer:\ntwenty four thousandths three hundreds and fifty seven\n\n### Response:\ntwenty-four and three hundred fifty-seven thousandths |
Draw two polygons that are similar but could be mistaken for not being similar. | <strong><img src="//resources.assistments.org/fetch/SW/ae362bea-7e8e-44c8-95f7-c0071980c33c.png" alt="" width="400" height="176" /> | Great job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two polygons that are similar but could be mistaken for not being similar.### Answer:\n<strong><img src="//resources.assistments.org/fetch/SW/ae362bea-7e8e-44c8-95f7-c0071980c33c.png" alt="" width="400" height="176" />\n\n### Response:\nGreat job! |
A classroom has a length of 30 ft. and a width of 20 ft. The flooring is to be replaced by tiles. If the tiles are square, 18 in. on a side. If these are to be installed, how many must be ordered? | 260 tiles are needed cause 20<math xmlns="http://www.w3.org/1998/Math/MathML"><mo>× | You will need 7 additional tiles to equal 280 total | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA classroom has a length of 30 ft. and a width of 20 ft. The flooring is to be replaced by tiles. If the tiles are square, 18 in. on a side. If these are to be installed, how many must be ordered?### Answer:\n260 tiles are needed cause 20<math xmlns="http://www.w3.org/1998/Math/MathML"><mo>×\n\n### Response:\nYou will need 7 additional tiles to equal 280 total |
A green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time? | At the 20th blinking. | They will blink together only once? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time?### Answer:\nAt the 20th blinking.\n\n### Response:\nThey will blink together only once? |
Write your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. | a polyheddron has a net. | Not quite the definition of a polyhedron. A polyhedron is a 3D shape that is made up of faces that are filled in. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. ### Answer:\na polyheddron has a net.\n\n### Response:\nNot quite the definition of a polyhedron. A polyhedron is a 3D shape that is made up of faces that are filled in. |
Show a way to count from 170 to 410 using tens and hundreds. Circle at least 1 benchmark number. | 180, 190, 200, 300, 400, 410 | 200 is the benchmark number. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nShow a way to count from 170 to 410 using tens and hundreds. Circle at least 1 benchmark number.### Answer:\n180, 190, 200, 300, 400, 410\n\n### Response:\n200 is the benchmark number. |
Ripley told his mom that multiplying whole numbers by multiples of 10 was easy because you just count zeros in the factors and put them in the product. He used these two examples to explain his strategy. | Ripley 's strategy will not always work because sometimes the numbers already end in zero's, so he will be missing a zero. | this strategy will not work because the firs numbers down bellow show that the numbers create another zero.
400 x 500 = 200,000 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRipley told his mom that multiplying whole numbers by multiples of 10 was easy because you just count zeros in the factors and put them in the product. He used these two examples to explain his strategy.### Answer:\nRipley 's strategy will not always work because sometimes the numbers already end in zero's, so he will be missing a zero.\n\n### Response:\nthis strategy will not work because the firs numbers down bellow show that the numbers create another zero.
400 x 500 = 200,000 |
<br />Jen’s pedometer said she walked 2.549 miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they are both right. Explain how that could be true.<br /> | Because Jen was rounding to the nearest one and Her brother was rounding to the nearest tenth. | Great job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n<br />Jen’s pedometer said she walked 2.549 miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they are both right. Explain how that could be true.<br /> ### Answer:\nBecause Jen was rounding to the nearest one and Her brother was rounding to the nearest tenth. \n\n### Response:\nGreat job! |
Estimate the quotient for the following problem. | 481÷68=<br /><br />481 rounded 480<br /><br />68 rounded 70<br /><br />480÷70=6 with remander | you can also round 481 to 490 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the quotient for the following problem.### Answer:\n481÷68=<br /><br />481 rounded 480<br /><br />68 rounded 70<br /><br />480÷70=6 with remander\n\n### Response:\nyou can also round 481 to 490 |
Henry bought 4 pies, which he plans to share with a group of his friends. If there is exactly enough to give each member of the group one-sixth of the pie, how many people are in the group? | model is on paper | 4 divided 1/6=6 times 1/6 in 4
Tesa you could have wrote something like this. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHenry bought 4 pies, which he plans to share with a group of his friends. If there is exactly enough to give each member of the group one-sixth of the pie, how many people are in the group?### Answer:\nmodel is on paper\n\n### Response:\n4 divided 1/6=6 times 1/6 in 4
Tesa you could have wrote something like this. |
<br />A relay race lasts 4.65 miles. The relay team has 3 runners.<br /> | 4.65*3= 10.38 | Why multiply? is 4.65 the total or the amount each runner ran? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n<br />A relay race lasts 4.65 miles. The relay team has 3 runners.<br /> ### Answer:\n 4.65*3= 10.38 \n\n### Response:\nWhy multiply? is 4.65 the total or the amount each runner ran? |
Below is a statistical question. What data would you collect and analyze to answer each question? For numerical data, include the unit of measurement that you would use. | <span style="font-size: 14pt;">you would collect all there heights. for numerical you could use inches or feet. | Heights in feet and inches or centimeters.
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBelow is a statistical question. What data would you collect and analyze to answer each question? For numerical data, include the unit of measurement that you would use.### Answer:\n<span style="font-size: 14pt;">you would collect all there heights. for numerical you could use inches or feet.\n\n### Response:\nHeights in feet and inches or centimeters.
|
Show a way to count from 170 to 410 using tens and hundreds. Circle at least 1 benchmark number. | type te numbers 2 +99 = 299 | Ashanti, the directions say to show how you count and tell the benchmark numbers as we did in class. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nShow a way to count from 170 to 410 using tens and hundreds. Circle at least 1 benchmark number.### Answer:\ntype te numbers 2 +99 = 299\n\n### Response:\nAshanti, the directions say to show how you count and tell the benchmark numbers as we did in class. |
Usually when Elena makes bird food, she mixes 9 cups of seeds with 6 tablespoons of maple syrup. However, today she is short on ingredients. Think of a recipe that would yield a smaller batch of bird food but still taste the same. Explain or show your reasoning. | 9 divided by 3 = 3 | Good answer | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUsually when Elena makes bird food, she mixes 9 cups of seeds with 6 tablespoons of maple syrup. However, today she is short on ingredients. Think of a recipe that would yield a smaller batch of bird food but still taste the same. Explain or show your reasoning.### Answer:\n9 divided by 3 = 3\n\n### Response:\nGood answer |
Dora saved both ten dollar bills and hundred dollar bills to go from $400 to $900. Show how Dora could skip-count using tens <strong>and | <strong>Dora saved $500 by skip counting | You didn't explain the skip counting. Example: 400, 500, 600, 700, 800, 810, 820, 830, 840, 850, 860, 870, 880, 890, 900. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDora saved both ten dollar bills and hundred dollar bills to go from $400 to $900. Show how Dora could skip-count using tens <strong>and### Answer:\n<strong>Dora saved $500 by skip counting \n\n### Response:\nYou didn't explain the skip counting. Example: 400, 500, 600, 700, 800, 810, 820, 830, 840, 850, 860, 870, 880, 890, 900. |
Draw an area model. | 483 | Please follow the directions of drawing a picture then uploading to the assignment. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model.### Answer:\n483\n\n### Response:\nPlease follow the directions of drawing a picture then uploading to the assignment. |
A box contains 24 oranges. Mr. Lee ordered 8 boxes for his store and 12 boxes for his restaurant. | 24x20=480 | (8 x 24) + (12 x 24)=
(192) + (288)= 480 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA box contains 24 oranges. Mr. Lee ordered 8 boxes for his store and 12 boxes for his restaurant.### Answer:\n24x20=480\n\n### Response:\n(8 x 24) + (12 x 24)=
(192) + (288)= 480 |
For each expression, write an equivalent expression that uses only addition. | 11+1 | An equivalent expression would be: 20 + (-9) + 8 + (-7). You are just changing subtraction to addition of a negative number. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFor each expression, write an equivalent expression that uses only addition.### Answer:\n11+1\n\n### Response:\nAn equivalent expression would be: 20 + (-9) + 8 + (-7). You are just changing subtraction to addition of a negative number. |
Represent 56 ÷ 8 = 7 using subtraction. Explain your reasoning. | 56 divided by 8=7 because 56-8-8-8-8-8-8-8=56 is what we basically got meaning that 56- 8-8-8-8-8-8-8=0 | Be careful... your last one is correct. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRepresent 56 ÷ 8 = 7 using subtraction. Explain your reasoning.### Answer:\n56 divided by 8=7 because 56-8-8-8-8-8-8-8=56 is what we basically got meaning that 56- 8-8-8-8-8-8-8=0\n\n### Response:\nBe careful... your last one is correct. |
List three different combinations of coins, each with a value of 30% of a dollar. | A quarter and a nickel. | Perfect!! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nList three different combinations of coins, each with a value of 30% of a dollar.### Answer:\nA quarter and a nickel.\n\n### Response:\nPerfect!! |
Brand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? | Brand A goes 8 miles per hour. | Write an equation to determine the solution.
24 = 3(x + 2)
x = 6 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBrand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? ### Answer:\nBrand A goes 8 miles per hour.\n\n### Response:\nWrite an equation to determine the solution.
24 = 3(x + 2)
x = 6 |
<br />Jen’s pedometer said she walked 2.549 miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they are both right. Explain how that could be true.<br /> | They are both right because his sister had 2.549 has numbers above 5 so it would roll up to 3 miles and her brother had 2.5 and it has a number of five wich means you can roll up the number to 3 miles. | I am not sure how this justifies her brother's rounding to be correct. What you said is not what her brother did. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n<br />Jen’s pedometer said she walked 2.549 miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they are both right. Explain how that could be true.<br /> ### Answer:\nThey are both right because his sister had 2.549 has numbers above 5 so it would roll up to 3 miles and her brother had 2.5 and it has a number of five wich means you can roll up the number to 3 miles. \n\n### Response:\nI am not sure how this justifies her brother's rounding to be correct. What you said is not what her brother did. |
What is your favorite color? | my favorite color is red. | nice! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWhat is your favorite color?### Answer:\nmy favorite color is red.\n\n### Response:\nnice! |
Rectangle ABCD is drawn on a coordinate plane. A = (-6,9) and B = (5,9).<br /><br /> | <img src="//resources.assistments.org/fetch/SW/d324bd18-8d70-46b9-8106-7a31eaced758.jpeg" width="200" /> | Almost, small mistake on point D. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRectangle ABCD is drawn on a coordinate plane. A = (-6,9) and B = (5,9).<br /><br />### Answer:\n<img src="//resources.assistments.org/fetch/SW/d324bd18-8d70-46b9-8106-7a31eaced758.jpeg" width="200" />\n\n### Response:\nAlmost, small mistake on point D. |
Describe how you can tell whether a line’s slope is greater than 1, equal to 1, or less than 1. | We can tell by if the rise is longer than the run then the slope is greater than 1, if the rise and run are the same length the slope is equal to one, and if the run is longer than the rise then the slope is less than one. | Great reasoning! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDescribe how you can tell whether a line’s slope is greater than 1, equal to 1, or less than 1.### Answer:\nWe can tell by if the rise is longer than the run then the slope is greater than 1, if the rise and run are the same length the slope is equal to one, and if the run is longer than the rise then the slope is less than one. \n\n### Response:\nGreat reasoning! |
The poetry club had its first bake sale, and they made $79.35. The club members are planning to have 4 more bake sales. Leslie said, “If we make the same amount at each bake sale, we’ll earn $3,967.50.” Peggy said, “No way, Leslie! We’ll earn $396.75 after five bake sales.” Use estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words, numbers, or pictures. | picture is on paper | Use estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe poetry club had its first bake sale, and they made $79.35. The club members are planning to have 4 more bake sales. Leslie said, “If we make the same amount at each bake sale, we’ll earn $3,967.50.” Peggy said, “No way, Leslie! We’ll earn $396.75 after five bake sales.” Use estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words, numbers, or pictures.### Answer:\npicture is on paper\n\n### Response:\nUse estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words. |
Use models to prove that 3(a + b) is equivalent to 3a + 3b | 3 is equivalent to 3 and you do a + b | You should have 2 models | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse models to prove that 3(a + b) is equivalent to 3a + 3b### Answer:\n3 is equivalent to 3 and you do a + b\n\n### Response:\nYou should have 2 models |
Suppose you wanted to graph the equation <span id="MathJax-Element-214-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1187" class="math"><span id="MathJax-Span-1188" class="mrow"><span id="MathJax-Span-1189" class="mi">y | <img src="//resources.assistments.org/fetch/SW/fc8b8fe5-a8ed-4a0e-a788-ed562f15b3e9.png" alt="" width="200" /> | Describe the steps you would take to draw the graph. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSuppose you wanted to graph the equation <span id="MathJax-Element-214-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1187" class="math"><span id="MathJax-Span-1188" class="mrow"><span id="MathJax-Span-1189" class="mi">y ### Answer:\n<img src="//resources.assistments.org/fetch/SW/fc8b8fe5-a8ed-4a0e-a788-ed562f15b3e9.png" alt="" width="200" />\n\n### Response:\nDescribe the steps you would take to draw the graph. |
Usually when Elena makes bird food, she mixes 9 cups of seeds with 6 tablespoons of maple syrup. However, today she is short on ingredients. Think of a recipe that would yield a smaller batch of bird food but still taste the same. Explain or show your reasoning. | she can do 6 cups of seeds and 3 tablespoons of maple syrup | 9:6 is not equivalent to 6:3. You need to divide by the same number for both ingredients to have equivalent ratios (make the recipes taste the same). | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUsually when Elena makes bird food, she mixes 9 cups of seeds with 6 tablespoons of maple syrup. However, today she is short on ingredients. Think of a recipe that would yield a smaller batch of bird food but still taste the same. Explain or show your reasoning.### Answer:\nshe can do 6 cups of seeds and 3 tablespoons of maple syrup \n\n### Response:\n9:6 is not equivalent to 6:3. You need to divide by the same number for both ingredients to have equivalent ratios (make the recipes taste the same). |
Write the expression as a multiple of a power of 10. | 4*10^-2 | 4x10^-2
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite the expression as a multiple of a power of 10.### Answer:\n4*10^-2\n\n### Response:\n4x10^-2
|
A green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time? | Every 4th blink of the yellow light the green light will blink at the same time. | 4.8.12.16.20
5,10/15,20
Every 20 seconds they will blink at the same time. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time?### Answer:\nEvery 4th blink of the yellow light the green light will blink at the same time.\n\n### Response:\n4.8.12.16.20
5,10/15,20
Every 20 seconds they will blink at the same time. |
Choose a situation that could be described by the following ratio. | Every 12 people gets 2 cookies each 1 person 12:1 | this is written in a confusing way. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\nEvery 12 people gets 2 cookies each 1 person 12:1\n\n### Response:\nthis is written in a confusing way. |
The double number line shows that 4 pounds of tomatoes cost $14. Draw tick marks and write labels to show the prices of 1, 2, and 3 pounds of tomatoes. | <img src="//resources.assistments.org/fetch/SW/87a317c6-4777-4c0c-95c7-d94422bf31d6.jpeg" width="332" height="254" /> | Write the money correctly and add labels. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe double number line shows that 4 pounds of tomatoes cost $14. Draw tick marks and write labels to show the prices of 1, 2, and 3 pounds of tomatoes.### Answer:\n<img src="//resources.assistments.org/fetch/SW/87a317c6-4777-4c0c-95c7-d94422bf31d6.jpeg" width="332" height="254" />\n\n### Response:\nWrite the money correctly and add labels. |
Write each expression as a multiple of a power of 10: | 4.23x | incomplete answer. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite each expression as a multiple of a power of 10:### Answer:\n4.23x\n\n### Response:\nincomplete answer. |
Write your own algebraic expression with four terms that is not simplified. Then, simply the expression. | 2x+3x | These are only two terms, add two more please. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your own algebraic expression with four terms that is not simplified. Then, simply the expression.### Answer:\n2x+3x\n\n### Response:\nThese are only two terms, add two more please. |
Kilometers and inches are some units used to measure length. What are some other units used to measure length? | Centimeter, feet, kilogram | Kilogram is for weight/mass; NOT length. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nKilometers and inches are some units used to measure length. What are some other units used to measure length?### Answer:\nCentimeter, feet, kilogram \n\n### Response:\nKilogram is for weight/mass; NOT length. |
Tyler is 8 years old. His sister Olivia is 4 years less than twice his age.<br /><br /> | 8(2) - 4 | Nice work switching it around! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTyler is 8 years old. His sister Olivia is 4 years less than twice his age.<br /><br />### Answer:\n8(2) - 4\n\n### Response:\nNice work switching it around! |
You have two cards showing integers with a sum of (−12) in your hand. | 6 + -12 + -6 = -12 4 + -4 + -12 = -12 | You should have 2 cards with a total of -12. What were you 2 cards? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nYou have two cards showing integers with a sum of (−12) in your hand. ### Answer:\n6 + -12 + -6 = -12 4 + -4 + -12 = -12\n\n### Response:\nYou should have 2 cards with a total of -12. What were you 2 cards? |
Excluding rhombuses and squares, explain the difference between parallelograms and kites. | A kite doesn't have to have all parallel sides. | For parallelograms the opposite sides are the same length, but for kites, the adjacent or sides next to each other are the same lengths. Also, no parallel sides in a kite. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExcluding rhombuses and squares, explain the difference between parallelograms and kites.### Answer:\nA kite doesn't have to have all parallel sides.\n\n### Response:\nFor parallelograms the opposite sides are the same length, but for kites, the adjacent or sides next to each other are the same lengths. Also, no parallel sides in a kite. |
Two cars drive from town A to town B at constant speeds. The blue car travels 25 miles per hour, and the red car travels 60 miles per hour. The blue car leaves at 9:30 a.m., and the red car leaves at noon. The distance between the two towns is 150 miles. | the red car arrives first | What is the system of linear equations in two variables?
Make sure you clearly define x first.
How are m and constant speed connected?
Can you write y = mx+b for BOTH the red and blue car?
Would a table help? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTwo cars drive from town A to town B at constant speeds. The blue car travels 25 miles per hour, and the red car travels 60 miles per hour. The blue car leaves at 9:30 a.m., and the red car leaves at noon. The distance between the two towns is 150 miles.### Answer:\nthe red car arrives first \n\n### Response:\nWhat is the system of linear equations in two variables?
Make sure you clearly define x first.
How are m and constant speed connected?
Can you write y = mx+b for BOTH the red and blue car?
Would a table help? |
Jaheim says you can create three rectangles with different side lengths using 12 unit squares. Use pictures, numbers, and words to show what Jaheim is saying. | <img src="//resources.assistments.org/fetch/SW/e41e289a-f8d5-4298-b016-4872841519b2.jpeg" alt="" width="200" /> | Super! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJaheim says you can create three rectangles with different side lengths using 12 unit squares. Use pictures, numbers, and words to show what Jaheim is saying.### Answer:\n<img src="//resources.assistments.org/fetch/SW/e41e289a-f8d5-4298-b016-4872841519b2.jpeg" alt="" width="200" />\n\n### Response:\nSuper! |
Was there a length measurement you did not use to find the area? If so, explain why it was not used. | I did not use the 7.5 because it was going to be replaced when I decocomposed and reanranged the shape. | Why was it replaced? Explain. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nI did not use the 7.5 because it was going to be replaced when I decocomposed and reanranged the shape.\n\n### Response:\nWhy was it replaced? Explain. |
Bananas cost $1.50 per pound, and guavas cost $3.00 per pound. Kiran spends $12 on fruit to for a breakfast his family is hosting. Let <em><strong><span id="MathJax-Element-96-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1037" class="math"><span id="MathJax-Span-1038" class="mrow"><span id="MathJax-Span-1039" class="mi">b | 120 67 | 1.5b +3g=12
g=-1/2b+4
b=-2g+8 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBananas cost $1.50 per pound, and guavas cost $3.00 per pound. Kiran spends $12 on fruit to for a breakfast his family is hosting. Let <em><strong><span id="MathJax-Element-96-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1037" class="math"><span id="MathJax-Span-1038" class="mrow"><span id="MathJax-Span-1039" class="mi">b### Answer:\n120 67\n\n### Response:\n1.5b +3g=12
g=-1/2b+4
b=-2g+8 |
Draw an area model. | <img src="//resources.assistments.org/fetch/SW/177e1254-6eac-4bf7-ba55-712786e7a012.jpeg" alt="" width="722" height="408" /> | You needed to draw a model of the area model. You also forgot your placeholder. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model.### Answer:\n<img src="//resources.assistments.org/fetch/SW/177e1254-6eac-4bf7-ba55-712786e7a012.jpeg" alt="" width="722" height="408" />\n\n### Response:\nYou needed to draw a model of the area model. You also forgot your placeholder. |
What is the difference between 6<em>z | z6 is a number to the power of 6 while 6z is 6xz | 6z=6+6+6+6+6+6 (repeated addition)
and
z^6=zxzxzxzxzxz (repeated multiplication).
They are not equivalent in value. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWhat is the difference between 6<em>z### Answer:\nz6 is a number to the power of 6 while 6z is 6xz\n\n### Response:\n6z=6+6+6+6+6+6 (repeated addition)
and
z^6=zxzxzxzxzxz (repeated multiplication).
They are not equivalent in value. |
To make 1 batch of lavender paint, the ratio of cups of pink paint to cups of blue paint is 6 to 5. Find two more ratios of cups of pink paint to cups of blue paint that are equivalent to this ratio. | to make 2 batch of lavender paint you ned 12 pink and 10 blue | It asked for two ratios that would be equivalent and you gave me one. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTo make 1 batch of lavender paint, the ratio of cups of pink paint to cups of blue paint is 6 to 5. Find two more ratios of cups of pink paint to cups of blue paint that are equivalent to this ratio.### Answer:\nto make 2 batch of lavender paint you ned 12 pink and 10 blue \n\n### Response:\nIt asked for two ratios that would be equivalent and you gave me one. |
Write the numerical expressions in words. | fifty times two and fifteen times two is 130 | Don't give the answer. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite the numerical expressions in words. ### Answer:\nfifty times two and fifteen times two is 130\n\n### Response:\nDon't give the answer. |
Marcos solves 24 ÷ 6 + 2 = ______. He says it equals 6. Iris says it equals 3. Show how the position of parentheses in the equation can make both answers true. | 24/(6+2)=3 | 24/(6+2)=3
24/(6+2)=6 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nMarcos solves 24 ÷ 6 + 2 = ______. He says it equals 6. Iris says it equals 3. Show how the position of parentheses in the equation can make both answers true.### Answer:\n24/(6+2)=3\n\n### Response:\n24/(6+2)=3
24/(6+2)=6 |
Sylvia solves 6 × 9 by adding 48 + 6. | Since we are multiplying by 6 and 6x9=54, we can add 54+6 to get the total to 6x10 which is 60 | INCORRECT RESPONSE.
You did not answer the question correctly.
The correct response is :
48 + 6 = 54
Break down the 48 into 10 + 38
38 + 6 = 44
44+10=54 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSylvia solves 6 × 9 by adding 48 + 6.### Answer:\nSince we are multiplying by 6 and 6x9=54, we can add 54+6 to get the total to 6x10 which is 60\n\n### Response:\nINCORRECT RESPONSE.
You did not answer the question correctly.
The correct response is :
48 + 6 = 54
Break down the 48 into 10 + 38
38 + 6 = 44
44+10=54 |
Graph these points in a coordinate plane: <br /><br /><span id="MathJax-Element-269-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1843" class="math"><span id="MathJax-Span-1844" class="mrow"><span id="MathJax-Span-1845" class="mo">( | <img src="//resources.assistments.org/fetch/SW/c229797c-1ac4-48ae-a1dc-e51ebedd075d.jpeg" width="200" /> | You ALWAYS move 2 left or right (x =2, -2) and 3 up or down (y = 3, -3). Look closely at your boxes. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nGraph these points in a coordinate plane: <br /><br /><span id="MathJax-Element-269-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1843" class="math"><span id="MathJax-Span-1844" class="mrow"><span id="MathJax-Span-1845" class="mo">(### Answer:\n<img src="//resources.assistments.org/fetch/SW/c229797c-1ac4-48ae-a1dc-e51ebedd075d.jpeg" width="200" />\n\n### Response:\nYou ALWAYS move 2 left or right (x =2, -2) and 3 up or down (y = 3, -3). Look closely at your boxes. |
10. Andre looks at a box of paper clips. He says: “I think the number of paper clips in the box is less than 1,000.” | p = -1000 | You wrote an equation that shows the number of paperclips is -1000? Andre said "less than 1000" paperclips. His inequality would be p<1000. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n10. Andre looks at a box of paper clips. He says: “I think the number of paper clips in the box is less than 1,000.”### Answer:\np = -1000\n\n### Response:\nYou wrote an equation that shows the number of paperclips is -1000? Andre said "less than 1000" paperclips. His inequality would be p<1000. |
For the length given below, draw a line segment to match. | <img src="//resources.assistments.org/fetch/SW/699543d5-4393-4b3a-98db-7afe9449116e.jpeg" alt="" width="478" height="270" /> | 4.8 cm right? :) | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFor the length given below, draw a line segment to match. ### Answer:\n<img src="//resources.assistments.org/fetch/SW/699543d5-4393-4b3a-98db-7afe9449116e.jpeg" alt="" width="478" height="270" />\n\n### Response:\n4.8 cm right? :) |
Write two numbers that are opposites and each more than 6 units away from 0. | -3,3 | These are opposites but are NOT more than 6 units away from 0. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two numbers that are opposites and each more than 6 units away from 0.### Answer:\n-3,3 \n\n### Response:\nThese are opposites but are NOT more than 6 units away from 0. |
Choose a situation that could be described by the following ratio. | 23:73 73:100 | You need to use the given numbers to write a ratio. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\n23:73 73:100\n\n### Response:\nYou need to use the given numbers to write a ratio. |
Jada earns money from babysitting, walking her neighbor’s dogs, and running errands for her aunt. Every four weeks, she combines her earnings and divides them into three equal parts—one for spending, one for saving, and one for donating to a charity. Jada donated $26.00 of her earnings from the past four weeks to charity.<br /><br /> | Spending: $26.00 | Please reread the question. She made $78 for the 3 jobs, but could she have made different amounts at each job? Each would probably pay differently. You needed to make 2 different list of how much she could have been paid at each job totaling $78. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJada earns money from babysitting, walking her neighbor’s dogs, and running errands for her aunt. Every four weeks, she combines her earnings and divides them into three equal parts—one for spending, one for saving, and one for donating to a charity. Jada donated $26.00 of her earnings from the past four weeks to charity.<br /><br />### Answer:\nSpending: $26.00\n\n### Response:\nPlease reread the question. She made $78 for the 3 jobs, but could she have made different amounts at each job? Each would probably pay differently. You needed to make 2 different list of how much she could have been paid at each job totaling $78. |
Estimate the quotient for the following problem. | 610x20=12,200 | 600 divided by 20 = 30 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the quotient for the following problem.### Answer:\n610x20=12,200\n\n### Response:\n600 divided by 20 = 30 |
Use the word bank to fill in the blanks. | All kites are rhombuses but not all rhombuses are kites. | It's the other way around. All rhombuses are kites because they have adjacent sides that are equal, at least one diagonal with a perpendicular bisector, and two opposite angles that are equal so they meet the definition of a kite. but not all kites are rhombuses because part of he definition of a rhombus is that it has to have four equal sides | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse the word bank to fill in the blanks.### Answer:\nAll kites are rhombuses but not all rhombuses are kites.\n\n### Response:\nIt's the other way around. All rhombuses are kites because they have adjacent sides that are equal, at least one diagonal with a perpendicular bisector, and two opposite angles that are equal so they meet the definition of a kite. but not all kites are rhombuses because part of he definition of a rhombus is that it has to have four equal sides |
A type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue. | I | Needs to be a mixture - a ratio of yellow to blue paint, equivalent to the original 2:3.75. For example, 1 cup yellow to 1.75 cups blue | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue.### Answer:\nI\n\n### Response:\nNeeds to be a mixture - a ratio of yellow to blue paint, equivalent to the original 2:3.75. For example, 1 cup yellow to 1.75 cups blue |
Write two division expressions that have the same value as <span id="MathJax-Element-257-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-2533" class="math"><span id="MathJax-Span-2534" class="mrow"><span id="MathJax-Span-2535" class="mn">61.12 | 122.24 / 6.4 | Think about in class how we made equivalent equations by using values 10x greater, 100x greater, and so on. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two division expressions that have the same value as <span id="MathJax-Element-257-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-2533" class="math"><span id="MathJax-Span-2534" class="mrow"><span id="MathJax-Span-2535" class="mn">61.12 ### Answer:\n122.24 / 6.4\n\n### Response:\nThink about in class how we made equivalent equations by using values 10x greater, 100x greater, and so on. |
Write an equation that represents each description. | the opisit is 7 | Can you write an equation?
Can you reread the question? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite an equation that represents each description.### Answer:\nthe opisit is 7\n\n### Response:\nCan you write an equation?
Can you reread the question? |
Emma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array. | <img src="//resources.assistments.org/fetch/SW/d4cb486a-9a1a-4ea8-b92c-dce645734baf.jpeg" alt="" width="200" /> | Remember the array should have four rows and not three rows. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEmma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array.### Answer:\n<img src="//resources.assistments.org/fetch/SW/d4cb486a-9a1a-4ea8-b92c-dce645734baf.jpeg" alt="" width="200" />\n\n### Response:\nRemember the array should have four rows and not three rows. |
Five students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. | x+2=30 | 5 (x + 2) = 30 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFive students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. ### Answer:\nx+2=30\n\n### Response:\n5 (x + 2) = 30 |
Choose a situation that could be described by the following ratio. | Julie made 2 times as many cupcakes Jonathan did. | You switched the order! The ratio was 1:2. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\nJulie made 2 times as many cupcakes Jonathan did.\n\n### Response:\nYou switched the order! The ratio was 1:2. |
Describe some things you could notice in two polygons that would help you decide that they were not scaled copies. | Angles because scaled copy’s have the same angles. | *Describe "some" things... you need more than 1 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDescribe some things you could notice in two polygons that would help you decide that they were not scaled copies.### Answer:\nAngles because scaled copy’s have the same angles.\n\n### Response:\n*Describe "some" things... you need more than 1 |
7. 38% of <span id="MathJax-Element-32-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-129" class="math"><span id="MathJax-Span-130" class="mrow"><span id="MathJax-Span-131" class="mi">e | 190/38*10 | 0.38e=190 OR (38/100)=190
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n7. 38% of <span id="MathJax-Element-32-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-129" class="math"><span id="MathJax-Span-130" class="mrow"><span id="MathJax-Span-131" class="mi">e### Answer:\n190/38*10\n\n### Response:\n0.38e=190 OR (38/100)=190
|
Think about your work today, and write your best definition of area. | <em>Area is length times width and what is inside a shape or an area, unlike perimeter, which is what is around the figure. | Correct! I like how you were able to differentiate area versus perimeter. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThink about your work today, and write your best definition of area. ### Answer:\n <em>Area is length times width and what is inside a shape or an area, unlike perimeter, which is what is around the figure. \n\n### Response:\nCorrect! I like how you were able to differentiate area versus perimeter. |
Use an area model to explain the product of 4.6 and 3. | <img src="//resources.assistments.org/fetch/SW/4a46941e-64f5-4b15-a799-f0f1e1a14309.jpeg" alt="" width="446" height="252" /><img src="//resources.assistments.org/fetch/SW/3c8bcc19-0bec-4ebb-ba00-c6911bd4eb6b.jpeg" alt="" width="447" height="250" /> | Olivia, you multiplied by 10's here instead of 3. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse an area model to explain the product of 4.6 and 3.### Answer:\n<img src="//resources.assistments.org/fetch/SW/4a46941e-64f5-4b15-a799-f0f1e1a14309.jpeg" alt="" width="446" height="252" /><img src="//resources.assistments.org/fetch/SW/3c8bcc19-0bec-4ebb-ba00-c6911bd4eb6b.jpeg" alt="" width="447" height="250" />\n\n### Response:\nOlivia, you multiplied by 10's here instead of 3. |
Write a story problem using sea level that includes both integers −110 and 120. | 2. ...in the ocean, a white shark swims at 110 feet below the water; surface. 2. | Ok, what about the 120 feet? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite a story problem using sea level that includes both integers −110 and 120.### Answer:\n2. ...in the ocean, a white shark swims at 110 feet below the water; surface. 2.\n\n### Response:\nOk, what about the 120 feet? |
Bryan says that only even numbers are composite. | She is wrong because some odd numbers can be less than numerical order. | Tania reread what the problem is asking you. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBryan says that only even numbers are composite.### Answer:\nShe is wrong because some odd numbers can be less than numerical order.\n\n### Response:\nTania reread what the problem is asking you. |
Draw an area model. Then, solve using the standard algorithm. | 642x257=164994 | You answer is correct Gavin. Next time please include a picture of your work. Thank you. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model. Then, solve using the standard algorithm.### Answer:\n642x257=164994\n\n### Response:\nYou answer is correct Gavin. Next time please include a picture of your work. Thank you. |
Brand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? | 18 Brand B traveled 18 in 3 hours so its 6 miles an hour so Brand B scooters would have to ride for four hours to reach 24 miles | Great explanation. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBrand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? ### Answer:\n18 Brand B traveled 18 in 3 hours so its 6 miles an hour so Brand B scooters would have to ride for four hours to reach 24 miles\n\n### Response:\nGreat explanation. |
Find 3 different ratios that are equivalent to 7 : 3 | 14:6, 21:9, and 28:11 | 28:11 does not work. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n14:6, 21:9, and 28:11\n\n### Response:\n28:11 does not work. |
Name two points in the same quadrant that form a horizontal line segment that is 5 units in length. | Y -5,9 | These do not have a matching coordinate. They would be diagonal. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nName two points in the same quadrant that form a horizontal line segment that is 5 units in length.### Answer:\nY -5,9\n\n### Response:\nThese do not have a matching coordinate. They would be diagonal. |
Find the rate. | 60 / 1hour | Forgot to label your 60 with miles | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the rate.### Answer:\n60 / 1hour\n\n### Response:\nForgot to label your 60 with miles |
Was there a length measurement you did not use to find the area? If so, explain why it was not used. | Yes, there was a length that I didn't use. I did not use that because i did a rectangle and then just needed 2 of them no 3 of them. | Great job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nYes, there was a length that I didn't use. I did not use that because i did a rectangle and then just needed 2 of them no 3 of them.\n\n### Response:\nGreat job! |
Draw two rectangles that have the same area but are not congruent. | <img src="//resources.assistments.org/fetch/SW/47ee3ba7-e908-4b43-9274-155b27840479.jpeg" alt="" width="968" height="547" /> | Great job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two rectangles that have the same area but are not congruent.### Answer:\n<img src="//resources.assistments.org/fetch/SW/47ee3ba7-e908-4b43-9274-155b27840479.jpeg" alt="" width="968" height="547" />\n\n### Response:\nGreat job! |
Draw an area model. Then, solve using the standard algorithm. | 642 x 207 = 132894 | No model | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model. Then, solve using the standard algorithm.### Answer:\n642 x 207 = 132894\n\n### Response:\nNo model |
Model the number 8.88 on the place value chart. | chart is on paper | Remember to ask a grown-up to email a picture of your chart to me, so I can see your chart. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nModel the number 8.88 on the place value chart.### Answer:\nchart is on paper\n\n### Response:\nRemember to ask a grown-up to email a picture of your chart to me, so I can see your chart. |
2. A cube has side length 10 inches. Jada says the surface area of the cube is 600 in<sup>2 | no I don't because since the shape is a cube the suface area is 100 in sq | Did you watch the videos today? Both Jada and Noah started with the same correct expression to find the surface area. Jada used the correct order of operations. Noah did not.
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n2. A cube has side length 10 inches. Jada says the surface area of the cube is 600 in<sup>2### Answer:\nno I don't because since the shape is a cube the suface area is 100 in sq\n\n### Response:\nDid you watch the videos today? Both Jada and Noah started with the same correct expression to find the surface area. Jada used the correct order of operations. Noah did not.
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The weather forecast says there is a 75% chance it will rain later today. | <img src="//resources.assistments.org/fetch/SW/066f7e57-4233-44bc-b54e-2d667d2dcdd4.jpeg" alt="" width="200" /> | Great! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe weather forecast says there is a 75% chance it will rain later today.### Answer:\n<img src="//resources.assistments.org/fetch/SW/066f7e57-4233-44bc-b54e-2d667d2dcdd4.jpeg" alt="" width="200" />\n\n### Response:\nGreat! |
Consider the polynomial function P(x) = x^3 - 8x^2 - 29x + 180. | p(9)=9^3-8(9)^2-29(9)
p(9)=729-576-261+100 | The value of the second term is not correct | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nConsider the polynomial function P(x) = x^3 - 8x^2 - 29x + 180.### Answer:\np(9)=9^3-8(9)^2-29(9)
p(9)=729-576-261+100\n\n### Response:\nThe value of the second term is not correct |
Use your ruler and right angle tool to draw the following shape. | <img src="//resources.assistments.org/fetch/SW/654b296b-7ef6-4172-a43a-eac587c626d1.jpeg" alt="" width="200" /> | correct | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse your ruler and right angle tool to draw the following shape.### Answer:\n<img src="//resources.assistments.org/fetch/SW/654b296b-7ef6-4172-a43a-eac587c626d1.jpeg" alt="" width="200" />\n\n### Response:\ncorrect |
Estimate the quotient for the following problem. | <img src="//resources.assistments.org/fetch/SW/91988f74-d1b0-46e8-a150-52285de5c7a9.jpeg" width="425" height="325" /> | corrected
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the quotient for the following problem.### Answer:\n<img src="//resources.assistments.org/fetch/SW/91988f74-d1b0-46e8-a150-52285de5c7a9.jpeg" width="425" height="325" />\n\n### Response:\ncorrected
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Emma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array. | xxx | Super | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEmma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array.### Answer:\nxxx\n\n### Response:\nSuper |
Lin measured the diameter of a circle in two different directions. Measuring vertically, she got 3.5 cm, and measuring horizontally, she got 3.6 cm. Explain some possible reasons why these measurements differ. | ones diamitor ones cecomfrense | good thought process. Probably most likely Lin measured not quite at the diameter for the first one. It's really hard to just see and measure a circle. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nLin measured the diameter of a circle in two different directions. Measuring vertically, she got 3.5 cm, and measuring horizontally, she got 3.6 cm. Explain some possible reasons why these measurements differ.### Answer:\nones diamitor ones cecomfrense\n\n### Response:\ngood thought process. Probably most likely Lin measured not quite at the diameter for the first one. It's really hard to just see and measure a circle. |
Write your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. | It's solid,Closed,lines of segmant. and corners | Pretty good. No curved lines. It is enclosed and a 3D shape. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. ### Answer:\nIt's solid,Closed,lines of segmant. and corners \n\n### Response:\nPretty good. No curved lines. It is enclosed and a 3D shape. |
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