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Name 4 points that would form a square with the origin at its center. | -4,5 | These are not coordinates. You have to use parenthesis like this (-4,5).
This would make a square otherwise. | 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 4 points that would form a square with the origin at its center.### Answer:\n-4,5\n\n### Response:\nThese are not coordinates. You have to use parenthesis like this (-4,5).
This would make a square otherwise. |
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<p>Is there a triangle with 2 right angles? Explain your reasoning.</p>
</div> | | no 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:\n<div>
<p>Is there a triangle with 2 right angles? Explain your reasoning.</p>
</div>### Answer:\n \n\n### Response:\nno answer |
Explain what the slope and intercept mean in the situation. | 2/1 | doesn't answer 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:\nExplain what the slope and intercept mean in the situation.### Answer:\n2/1\n\n### Response:\ndoesn't answer the question. |
2. Solve. | 58,214 | Show your 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:\n2. Solve.### Answer:\n58,214\n\n### Response:\nShow your work! |
In the following problem, a common error has been made when simplifying the expression. Identify the mistake, explain it, and simplify the expression correctly. | You have to do 2x5 instead of adding and then once you get the answer for that you do 2x+10 | 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:\nIn the following problem, a common error has been made when simplifying the expression. Identify the mistake, explain it, and simplify the expression correctly.### Answer:\nYou have to do 2x5 instead of adding and then once you get the answer for that you do 2x+10\n\n### Response:\nGreat reasoning! |
Two of the vertices of a rectangle are (1, -6) and (-8, -6). If the rectangle has a perimeter of 26 units, what are the coordinates of its other two vertices? | (0,1) (0,8) | Can you graph what you know?
Does this help you find one dimension of the rectangle?
How can you use the known perimeter to find the other vertices? | 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 of the vertices of a rectangle are (1, -6) and (-8, -6). If the rectangle has a perimeter of 26 units, what are the coordinates of its other two vertices?### Answer:\n(0,1) (0,8)\n\n### Response:\nCan you graph what you know?
Does this help you find one dimension of the rectangle?
How can you use the known perimeter to find the other vertices? |
A stack of 500 pieces of paper is 1.875 inches tall. | Diego is wrong because he did the math wrong and the answer was .000375 | Good | 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 stack of 500 pieces of paper is 1.875 inches tall.### Answer:\nDiego is wrong because he did the math wrong and the answer was .000375\n\n### Response:\nGood |
Name the parts of the expression. | 14 is coefficient and b is variable | 14 = coefficient
b = variable
14, b = factors
14b = product / term | 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 the parts of the expression. ### Answer:\n14 is coefficient and b is variable \n\n### Response:\n14 = coefficient
b = variable
14, b = factors
14b = product / term |
In a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of grape juice concentrate is 3 to 1. | | You need to learn how to upload the picture. Or explain your 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:\nIn a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of grape juice concentrate is 3 to 1.### Answer:\n \n\n### Response:\nYou need to learn how to upload the picture. Or explain your answer. |
Give two different ratios with a description of the ratio relationship using the following information: | 15:35 | give two different ratios with a description | 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:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:35\n\n### Response:\ngive two different ratios with a description |
Draw two polygons that are similar but could be mistaken for not being similar. | dgfbgv gfge | what? qwerty? | 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:\ndgfbgv gfge\n\n### Response:\nwhat? qwerty? |
Find three different ratios that are equivalent to the ratio 3:11. | 6:22 | You got it! | 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 three different ratios that are equivalent to the ratio 3:11.### Answer:\n6:22\n\n### Response:\nYou got it! |
Name a combination of coins that is 130% of the value of a dollar. | i got this answer right because it said 8 dimes and 8 dimes is 80 so that how i got the answer right | Not quite. 130% is equivalent to $1.30. So you need combination of coins that add up to $1.30 | 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:\nName a combination of coins that is 130% of the value of a dollar.### Answer:\ni got this answer right because it said 8 dimes and 8 dimes is 80 so that how i got the answer right\n\n### Response:\nNot quite. 130% is equivalent to $1.30. So you need combination of coins that add up to $1.30 |
Write each expression as a multiple of a power of 10: | 42 millon with 300 hundred | Answer: 4.23x10^4 | 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:\nWrite each expression as a multiple of a power of 10:### Answer:\n42 millon with 300 hundred\n\n### Response:\nAnswer: 4.23x10^4 |
Use models to prove that 3(a + b) is equivalent to 3a + 3b | (3Xa) + (3Xb) | 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:\n(3Xa) + (3Xb)\n\n### Response:\nYou should have 2 models |
Draw a diagram to represent the situation. | <img src="//resources.assistments.org/fetch/SW/d8073298-9302-4a59-a150-ec48155c0182.jpeg" width="200" /> | The temperature fell 20 degrees. You are showing it dropped 60 degrees. | 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 a diagram to represent the situation.### Answer:\n<img src="//resources.assistments.org/fetch/SW/d8073298-9302-4a59-a150-ec48155c0182.jpeg" width="200" />\n\n### Response:\nThe temperature fell 20 degrees. You are showing it dropped 60 degrees. |
To make orange fizz, Noah mixes 4 scoops of powder with 6 cups of water. Andre mixes 5 scoops of powder with 8 cups of water. | <img src="//resources.assistments.org/fetch/SW/71a99873-b6c7-4beb-bde0-2a60e57fd636.jpeg" alt="" width="200" /> | Table looks good, be careful with the third entry. | 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 orange fizz, Noah mixes 4 scoops of powder with 6 cups of water. Andre mixes 5 scoops of powder with 8 cups of water. ### Answer:\n<img src="//resources.assistments.org/fetch/SW/71a99873-b6c7-4beb-bde0-2a60e57fd636.jpeg" alt="" width="200" />\n\n### Response:\nTable looks good, be careful with the third entry. |
A teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over. | 15 bags 2 stickers and 1 pencil | Try again! | 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 teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.### Answer:\n15 bags 2 stickers and 1 pencil\n\n### Response:\nTry again! |
Write another ratio that is equivalent to the ratio <span id="MathJax-Element-74-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-409" class="math"><span id="MathJax-Span-410" class="mrow"><span id="MathJax-Span-411" class="mn">4 | 12:18 | Good | 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 another ratio that is equivalent to the ratio <span id="MathJax-Element-74-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-409" class="math"><span id="MathJax-Span-410" class="mrow"><span id="MathJax-Span-411" class="mn">4### Answer:\n12:18\n\n### Response:\nGood |
Aunt Korina and her 3 friends decide to share a cab to go to the mall. If they each spent $6, how much did the cab ride cost all together? | 3 x 6=18 | The correct answer is
4 x $6 = n; n = 24 | 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:\nAunt Korina and her 3 friends decide to share a cab to go to the mall. If they each spent $6, how much did the cab ride cost all together?### Answer:\n 3 x 6=18\n\n### Response:\nThe correct answer is
4 x $6 = n; n = 24 |
What is the difference between 6<em>z | in 6z you add z six times and z⁶ you multiply z six times | Awesome you explained how 6z is an expression that represents repeated addition and z^6 represents repeated multiplication. | 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:\nin 6z you add z six times and z⁶ you multiply z six times \n\n### Response:\nAwesome you explained how 6z is an expression that represents repeated addition and z^6 represents repeated multiplication. |
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<p class="">Here is an equation: <span id="MathJax-Element-169-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1644" class="math"><span id="MathJax-Span-1645" class="mrow"><span id="MathJax-Span-1646" class="mn">4</span><span id="MathJax-Span-1647" class="mi">x </span><span id="MathJax-Span-1648" class="mo">− </span><span id="MathJax-Span-1649" class="mn">4 </span><span id="MathJax-Span-1650" class="mo">= </span><span id="MathJax-Span-1651" class="mn">4</span><span id="MathJax-Span-1652" class="mi">x </span><span id="MathJax-Span-1653" class="mo">+ </span><span id="MathJax-Span-1654" class="mtext">__</span></span></span></span>. What could you write in the blank so the equation would be true for:</p>
<p class=""> </p>
<p class="">No values of <span id="MathJax-Element-170-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1655" class="math"><span id="MathJax-Span-1656" class="mrow"><span id="MathJax-Span-1657" class="mi">x</span></span></span></span></p>
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<div class="content-section activity-detail"><span style="font-size: 8pt;"><strong>Copied for free from openupresources.org</strong></span></div> | -4 | No, any constant other than -4 would work. This would make it true for all values of x. | 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<header class="activity-title-banner">
<p class="">Here is an equation: <span id="MathJax-Element-169-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1644" class="math"><span id="MathJax-Span-1645" class="mrow"><span id="MathJax-Span-1646" class="mn">4</span><span id="MathJax-Span-1647" class="mi">x </span><span id="MathJax-Span-1648" class="mo">− </span><span id="MathJax-Span-1649" class="mn">4 </span><span id="MathJax-Span-1650" class="mo">= </span><span id="MathJax-Span-1651" class="mn">4</span><span id="MathJax-Span-1652" class="mi">x </span><span id="MathJax-Span-1653" class="mo">+ </span><span id="MathJax-Span-1654" class="mtext">__</span></span></span></span>. What could you write in the blank so the equation would be true for:</p>
<p class=""> </p>
<p class="">No values of <span id="MathJax-Element-170-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1655" class="math"><span id="MathJax-Span-1656" class="mrow"><span id="MathJax-Span-1657" class="mi">x</span></span></span></span></p>
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<div class="content-section activity-detail"><span style="font-size: 8pt;"><strong>Copied for free from openupresources.org</strong></span></div>### Answer:\n-4\n\n### Response:\nNo, any constant other than -4 would work. This would make it true for all values of x. |
Write an equation that defines <em>m | 9x-3x<sup>2 | Good job simplifying the expression! I have not taught you how to solve for x yet so you get 2 points! | 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 defines <em>m### Answer:\n9x-3x<sup>2\n\n### Response:\nGood job simplifying the expression! I have not taught you how to solve for x yet so you get 2 points! |
To make 1 batch of sky blue paint, Clare mixes 2 cups of blue paint with 1 gallon of white paint. | for every blue paint there are gallon paint 2,1 | Nice ratio, but what if I double the amount of paint? | 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 sky blue paint, Clare mixes 2 cups of blue paint with 1 gallon of white paint.### Answer:\nfor every blue paint there are gallon paint 2,1\n\n### Response:\nNice ratio, but what if I double the amount of paint? |
The Hiking Club is taking another trip. The hike leader's watch shows that they gained 296 feet in altitude from their starting position. Their altitude is now 285 feet, but there is no record of their starting altitude.<br /><br /> | <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>285 | Not 11. | 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 Hiking Club is taking another trip. The hike leader's watch shows that they gained 296 feet in altitude from their starting position. Their altitude is now 285 feet, but there is no record of their starting altitude.<br /><br />### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>285\n\n### Response:\nNot 11. |
Name the parts of the expression. | What do you mean about name the parts this doesn’t make sense to me is it like 7*2*b | Come ask next time....
14 = coefficient
b = variable
14, b = factors
14b = product / term | 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 the parts of the expression. ### Answer:\nWhat do you mean about name the parts this doesn’t make sense to me is it like 7*2*b\n\n### Response:\nCome ask next time....
14 = coefficient
b = variable
14, b = factors
14b = product / term |
Explain what the slope and intercept mean in the situation. | The slope means the perimeter is 3 times the side length. The vericle intercept tells us with 0 side lengths the perimeter is 0. | Great job describing the meaning of both the slope and the y-intercept. | 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:\nThe slope means the perimeter is 3 times the side length. The vericle intercept tells us with 0 side lengths the perimeter is 0.\n\n### Response:\nGreat job describing the meaning of both the slope and the y-intercept. |
As part of a competition, Diego must spin around in a circle 6 times and then run to a tree. The time he spends on each spin is represented by <span id="MathJax-Element-319-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1775" class="math"><span id="MathJax-Span-1776" class="mrow"><span id="MathJax-Span-1777" class="mi">s | 21=(6x)+r | You almost have it. Remember that our variables are s and r. | 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:\nAs part of a competition, Diego must spin around in a circle 6 times and then run to a tree. The time he spends on each spin is represented by <span id="MathJax-Element-319-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1775" class="math"><span id="MathJax-Span-1776" class="mrow"><span id="MathJax-Span-1777" class="mi">s### Answer:\n21=(6x)+r\n\n### Response:\nYou almost have it. Remember that our variables are s and r. |
Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain. | | Great thinking! | 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:\n \n\n### Response:\nGreat thinking! |
For each expression, write an equivalent expression that uses only addition. | null | It is okay not to know, it is not okay not to try. | 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:\n\n\n### Response:\nIt is okay not to know, it is not okay not to try. |
Why do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller? | Because there differnet | Why? | 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:\nWhy do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller?### Answer:\nBecause there differnet\n\n### Response:\nWhy? |
Draw two triangles: | <img src="//resources.assistments.org/fetch/SW/3397af09-668f-42e9-b782-2a38d63b057b.jpeg" width="200" /> | These BOTH are right triangles. | 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/3397af09-668f-42e9-b782-2a38d63b057b.jpeg" width="200" />\n\n### Response:\nThese BOTH are right triangles. |
A carnival game has 160 rubber ducks floating in a pool. The person playing the game takes out one duck and looks at it. | 10 red marks and 2 blue marks because there are 3 for every 50 and 9 for every one fifty. I just added one more because I thought there would be an extra. Two blue ones becasue there are none in 50 so in 80 I think there would be one instead of 0. | Good! | 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 carnival game has 160 rubber ducks floating in a pool. The person playing the game takes out one duck and looks at it.### Answer:\n10 red marks and 2 blue marks because there are 3 for every 50 and 9 for every one fifty. I just added one more because I thought there would be an extra. Two blue ones becasue there are none in 50 so in 80 I think there would be one instead of 0.\n\n### Response:\nGood! |
Which of the numbers in problems 1-5 are not perfect squares? Explain. | 3 and 4 because the number is is a decimal. | 4 and 5 | 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:\nWhich of the numbers in problems 1-5 are not perfect squares? Explain.### Answer:\n3 and 4 because the number is is a decimal.\n\n### Response:\n4 and 5 |
4. Macy and Gavin both draw rectangles with perimeters of 16 centimeters. Use words and pictures to explain how it is possible for Macy’s and Gavin’s rectangles to have the same perimeters but different areas. | <img src="//resources.assistments.org/fetch/SW/e7e75f1a-9f89-4cce-b98c-c06fad0dc254.jpeg" alt="" width="408" height="306" /> | The 2 x 8 rectangle does not have a perimeter of 16 cm. They have the same areas because that is what you were drawing. | 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:\n4. Macy and Gavin both draw rectangles with perimeters of 16 centimeters. Use words and pictures to explain how it is possible for Macy’s and Gavin’s rectangles to have the same perimeters but different areas.### Answer:\n<img src="//resources.assistments.org/fetch/SW/e7e75f1a-9f89-4cce-b98c-c06fad0dc254.jpeg" alt="" width="408" height="306" />\n\n### Response:\nThe 2 x 8 rectangle does not have a perimeter of 16 cm. They have the same areas because that is what you were drawing. |
Estimate. | 1218.06 | This question asks you to estimate. | 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.### Answer:\n1218.06\n\n### Response:\nThis question asks you to estimate. |
At most, Kyle can spend $50 on sandwiches and chips for a picnic. He already bought chips for $6 and will buy sandwiches that cost $4.50 each. Write and solve an inequality to show how many sandwiches he can buy. Show your work and interpret your solution. | 2: how many sandwiches can Kyle buy? | excellent! | 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:\nAt most, Kyle can spend $50 on sandwiches and chips for a picnic. He already bought chips for $6 and will buy sandwiches that cost $4.50 each. Write and solve an inequality to show how many sandwiches he can buy. Show your work and interpret your solution.### Answer:\n2: how many sandwiches can Kyle buy?\n\n### Response:\nexcellent! |
Represent the situation using an equation. | 40%=40.5 | part = % x whole
45% is not just 45 it is 45/100 | 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 the situation using an equation. ### Answer:\n40%=40.5\n\n### Response:\npart = % x whole
45% is not just 45 it is 45/100 |
Find the solution to the equation below using tape diagrams. Check your answer. | <img src="//resources.assistments.org/fetch/SW/a0a0f005-f181-45b9-9f66-5555075bdcd7.jpeg" alt="" width="811" height="454" /> | You have the wrong Math done. Go back and look at the problem. What should you do with the 17 and the 7? How can you show this using a tape diagram. | 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/a0a0f005-f181-45b9-9f66-5555075bdcd7.jpeg" alt="" width="811" height="454" />\n\n### Response:\nYou have the wrong Math done. Go back and look at the problem. What should you do with the 17 and the 7? How can you show this using a tape diagram. |
Make a list of the measures of the benchmark angles you drew, starting with Set A. Round each angle measure to the nearest 5°. Both sets have been started for you. | <span style="font-size: 24pt; color: #e03e2d;">45, 90, 135, 180, 225, 270, 315, 360. | 90, 180, 270, 360 | 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:\nMake a list of the measures of the benchmark angles you drew, starting with Set A. Round each angle measure to the nearest 5°. Both sets have been started for you.### Answer:\n<span style="font-size: 24pt; color: #e03e2d;">45, 90, 135, 180, 225, 270, 315, 360.\n\n### Response:\n90, 180, 270, 360 |
Draw two triangles: | <img src="//resources.assistments.org/fetch/SW/178c8208-530b-4c95-b22c-73808dbf55a3.jpeg" alt="" width="150" height="200" /> | Nice job uploading and showing your work here in Assistments! | 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/178c8208-530b-4c95-b22c-73808dbf55a3.jpeg" alt="" width="150" height="200" />\n\n### Response:\nNice job uploading and showing your work here in Assistments! |
The equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d | 3 minutes. | The snail goes 3 inches each minute (not 3 minutes each inch... and not just 3 minutes). | 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 equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d### Answer:\n3 minutes.\n\n### Response:\nThe snail goes 3 inches each minute (not 3 minutes each inch... and not just 3 minutes). |
If you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why. | <img src="//resources.assistments.org/fetch/SW/9c715568-1b99-45da-bcca-92d253d45819.jpeg" width="200" /> | Need 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:\nIf you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why.### Answer:\n<img src="//resources.assistments.org/fetch/SW/9c715568-1b99-45da-bcca-92d253d45819.jpeg" width="200" />\n\n### Response:\nNeed an explanation |
The equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d | 3 represents how far it can go in t minutes. | The constant of proportionality or the speed of the snail, 3 inches per minute. | 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 equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d### Answer:\n3 represents how far it can go in t minutes.\n\n### Response:\nThe constant of proportionality or the speed of the snail, 3 inches per minute. |
Meyer has 0.64 GB of space remaining on his iPod. He wants to download a pedometer app (0.24 GB), a photo app (0.403 GB), and a math app (0.3 GB). Which combinations of apps can he download? Explain your thinking. | all of them added up equals out to be 0.494 | Meyer can download the pedometer app (0.24GB) and the math app (0.3GB) which is 0.54GB. Or he can download only the photo app. | 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:\nMeyer has 0.64 GB of space remaining on his iPod. He wants to download a pedometer app (0.24 GB), a photo app (0.403 GB), and a math app (0.3 GB). Which combinations of apps can he download? Explain your thinking.### Answer:\nall of them added up equals out to be 0.494\n\n### Response:\nMeyer can download the pedometer app (0.24GB) and the math app (0.3GB) which is 0.54GB. Or he can download only the photo app. |
Rectangle <em>A | When you muitply the scale factor u dont get that | Be specific in your explanation. You don't get what? | 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 <em>A### Answer:\nWhen you muitply the scale factor u dont get that \n\n### Response:\nBe specific in your explanation. You don't get what? |
Jamila solves 20 × 5 by thinking about 10 tens. Explain her strategy. | Her strategy is to yous camunitive property to resolve her problem. | You need to figure out what 5 x 20 is, so...
5 x 20 = 5 x (2 x 10)
= (5 x 2) x 10
= 10 x 10
Jamila used the associative property and found that 5 x 20 and 10 x 10 are equal | 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:\nJamila solves 20 × 5 by thinking about 10 tens. Explain her strategy. ### Answer:\nHer strategy is to yous camunitive property to resolve her problem.\n\n### Response:\nYou need to figure out what 5 x 20 is, so...
5 x 20 = 5 x (2 x 10)
= (5 x 2) x 10
= 10 x 10
Jamila used the associative property and found that 5 x 20 and 10 x 10 are equal |
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. | maybe she measured it wrong or the circle wasent perfect | Yes, that 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:\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:\nmaybe she measured it wrong or the circle wasent perfect\n\n### Response:\nYes, that is correct! |
Problem 7 | y | 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:\nProblem 7### Answer:\ny\n\n### Response:\nExplain? |
Write two ratios that are equivalent to 3:11. | 6:22, 9 to 33 | Great ratios! | 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 ratios that are equivalent to 3:11.### Answer:\n6:22, 9 to 33\n\n### Response:\nGreat ratios! |
Draw a parallelogram. | I draw a parallelogram. | 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 a parallelogram.### Answer:\nI draw a parallelogram.\n\n### Response:\ngreat job |
Solve the word problem. Use the RDW process (Read, Draw, then Write your answer in sentence form). | 16 birds flew away. | close | 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:\nSolve the word problem. Use the RDW process (Read, Draw, then Write your answer in sentence form).### Answer:\n16 birds flew away.\n\n### Response:\nclose |
<span id="MathJax-Element-56-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-428" class="math"><span id="MathJax-Span-429" class="mrow"><span id="MathJax-Span-430" class="msubsup"><span id="MathJax-Span-431" class="mn">3<sup>5 | 3x3x3x3x3x3=729. | How did you use 3^5 to solve 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:\n<span id="MathJax-Element-56-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-428" class="math"><span id="MathJax-Span-429" class="mrow"><span id="MathJax-Span-430" class="msubsup"><span id="MathJax-Span-431" class="mn">3<sup>5### Answer:\n3x3x3x3x3x3=729.\n\n### Response:\nHow did you use 3^5 to solve this? |
Write a mathematical expression that means the same thing as the sentence below.<br /><br /><br /><em>Double five and then add 26. | 5x2+26? | 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:\nWrite a mathematical expression that means the same thing as the sentence below.<br /><br /><br /><em>Double five and then add 26.### Answer:\n5x2+26?\n\n### Response:\nPerfect! |
Find 3 different ratios that are equivalent to 7 : 3 | 14:6 | Awesome ratios. | 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\n\n### Response:\nAwesome ratios. |
Norfolk, VA, has a population of 242,628 people. Baltimore, MD, has 376,865 more people than Norfolk. Charleston, SC, has 496,804 less people than Baltimore. What is the total population of all three cities? | <img src="//resources.assistments.org/fetch/SW/ff94dc2d-1894-40ef-8744-42603618db57.jpeg" alt="" width="423" height="239" /> | Keep trying. You should have 3 tapes | 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:\nNorfolk, VA, has a population of 242,628 people. Baltimore, MD, has 376,865 more people than Norfolk. Charleston, SC, has 496,804 less people than Baltimore. What is the total population of all three cities?### Answer:\n<img src="//resources.assistments.org/fetch/SW/ff94dc2d-1894-40ef-8744-42603618db57.jpeg" alt="" width="423" height="239" />\n\n### Response:\nKeep trying. You should have 3 tapes |
Count from 96 to 140 with ones and tens. Use pictures to show your work. | 10 20 30 40 50 60 70 80 90 100 110 120 130 140 | Kyler, you are starting at 96. Count 97, 98, 99, 100, 110, 120, 130, 140 | 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:\nCount from 96 to 140 with ones and tens. Use pictures to show your work.### Answer:\n10 20 30 40 50 60 70 80 90 100 110 120 130 140\n\n### Response:\nKyler, you are starting at 96. Count 97, 98, 99, 100, 110, 120, 130, 140 |
Express 24.357 in words. | twentyfour.threehundredfifdyseven | Twenty four and three hundred and 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:\ntwentyfour.threehundredfifdyseven \n\n### Response:\nTwenty four and three hundred and Fifty-seven thousandths |
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. | 12 to 10 | You need 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:\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:\n12 to 10\n\n### Response:\nYou need 2. |
Use an area model to explain the product of 4.6 and 3. | Area model is on paper. Word form for 2.3 is, two ones and three tenths. Standard form for 2.3 is 2.3. Expanded form for 2.3 is (2x1) + (3x1/10). Word form for 1.5 is, one one and fifteen tenths. Standard form for 1.5 is 1.5. Expanded form for 1.5 is (1x1) + (5x1/10). | Only the answer in the 3 forms is needed. Also, there's a calculation error. | 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:\nArea model is on paper. Word form for 2.3 is, two ones and three tenths. Standard form for 2.3 is 2.3. Expanded form for 2.3 is (2x1) + (3x1/10). Word form for 1.5 is, one one and fifteen tenths. Standard form for 1.5 is 1.5. Expanded form for 1.5 is (1x1) + (5x1/10). \n\n### Response:\nOnly the answer in the 3 forms is needed. Also, there's a calculation error. |
In your own words, explain what a dilation is. | making the shape bigger or smaller | Great start, but you need to include that the shape will move position as well | 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:\nIn your own words, explain what a dilation is.### Answer:\nmaking the shape bigger or smaller\n\n### Response:\nGreat start, but you need to include that the shape will move position as well |
Use diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent. | Diagrams are on paper | You did a practice assignment that taught you how to take pictures of your work. Please ask for help this week if you don't remember how. | 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 diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent.### Answer:\nDiagrams are on paper \n\n### Response:\nYou did a practice assignment that taught you how to take pictures of your work. Please ask for help this week if you don't remember how. |
What information do you need to know to write an equation relating two quantities that have a proportional relationship? | You need to know the constant of proportionality. | The information that you need to know to write an equation for two proportional quantities is the constant of proportionality and the variables that are going to be used. | 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 information do you need to know to write an equation relating two quantities that have a proportional relationship?### Answer:\nYou need to know the constant of proportionality. \n\n### Response:\nThe information that you need to know to write an equation for two proportional quantities is the constant of proportionality and the variables that are going to be used. |
Think about your work today, and write your best definition of area. | <span style="font-size: 24pt;"> AREA, AND HOW TO FIND IT. | Length time width is only how you find the area of a two-dimensional shape. Think about what area means, not just how you find it. | 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 <span style="font-size: 24pt;"> AREA, AND HOW TO FIND IT.\n\n### Response:\nLength time width is only how you find the area of a two-dimensional shape. Think about what area means, not just how you find it. |
Lin and Andre biked home from school at a steady pace. Lin biked 1.5 km and it took her 5 minutes. Andre biked 2 km and it took him 8 minutes. | <img src="//resources.assistments.org/fetch/SW/fab07b1b-e770-4c5c-8be4-646ef9aadc61.jpeg" width="200" /> | You were to draw a graph with two LINES. Where are the lines? Which point represents which person? | 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 and Andre biked home from school at a steady pace. Lin biked 1.5 km and it took her 5 minutes. Andre biked 2 km and it took him 8 minutes. ### Answer:\n<img src="//resources.assistments.org/fetch/SW/fab07b1b-e770-4c5c-8be4-646ef9aadc61.jpeg" width="200" />\n\n### Response:\nYou were to draw a graph with two LINES. Where are the lines? Which point represents which person? |
Explain why zero is considered its own opposite. | there is no -0 so it is just 0 | Opposites are equally distant from 0. Since 0 is the only number that is 0 units from 0, it has to be its own opposite. | 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 why zero is considered its own opposite.### Answer:\nthere is no -0 so it is just 0\n\n### Response:\nOpposites are equally distant from 0. Since 0 is the only number that is 0 units from 0, it has to be its own opposite. |
Draw an area model. | It wont let me insert my photo for some reason | Try again. | 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:\nIt wont let me insert my photo for some reason\n\n### Response:\nTry again. |
How do you know if two lines are perpendicular? | if two line cros | Perpendicular lines intercept at a 90 degree 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:\nHow do you know if two lines are perpendicular?### Answer:\nif two line cros \n\n### Response:\nPerpendicular lines intercept at a 90 degree angle. |
The numbers below are listed in order from least to greatest. Give <em>two | One could be -8. Another could be -10. | -8 and -10 are not greater than -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:\nThe numbers below are listed in order from least to greatest. Give <em>two### Answer:\nOne could be -8. Another could be -10.\n\n### Response:\n-8 and -10 are not greater than -3 . |
Priya has completed 9 exam questions. This is 60% of the questions on the exam. | 9=60% "times" X | You need to use a decimal for 60% and type .6x not "times" | 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:\nPriya has completed 9 exam questions. This is 60% of the questions on the exam.### Answer:\n9=60% "times" X\n\n### Response:\nYou need to use a decimal for 60% and type .6x not "times" |
1. A balloon is floating above a lake and a sunken canoe is below the surface of the lake. The balloon’s vertical position is 12 meters and the canoe’s is -4.8 meters. The equation <span>copied for free from openupresources.org | d represents the distance between the balloon and the sunken canoe. | Precisely!
| 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:\n1. A balloon is floating above a lake and a sunken canoe is below the surface of the lake. The balloon’s vertical position is 12 meters and the canoe’s is -4.8 meters. The equation <span>copied for free from openupresources.org### Answer:\nd represents the distance between the balloon and the sunken canoe. \n\n### Response:\nPrecisely!
|
A sign on the road says: “Speed limit, 60 mph.” | <math xmlns="http://www.w3.org/1998/Math/MathML"><mi>s | 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:\nA sign on the road says: “Speed limit, 60 mph.”### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mi>s\n\n### Response:\nGreat job! |
Find the rate. | 360/30 | Do the calculation and use units | 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:\n360/30\n\n### Response:\nDo the calculation and use units |
To make orange fizz, Noah mixes 4 scoops of powder with 6 cups of water. Andre mixes 5 scoops of powder with 8 cups of water. | Andre has more mix than Noah by a lot which would affect the drink by giving it more flavor. | Noah's mix was stronger since it has 1/10 less water than Andre's mix. In your table, remember to calculate one of the variables to 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:\nTo make orange fizz, Noah mixes 4 scoops of powder with 6 cups of water. Andre mixes 5 scoops of powder with 8 cups of water. ### Answer:\nAndre has more mix than Noah by a lot which would affect the drink by giving it more flavor.\n\n### Response:\nNoah's mix was stronger since it has 1/10 less water than Andre's mix. In your table, remember to calculate one of the variables to 1. |
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? | Let x equal, 8mph, the speed of scooter A. Let z equal the speed of Scooter B. | Use algebraic equation not arithmetic | 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:\nLet x equal, 8mph, the speed of scooter A. Let z equal the speed of Scooter B.\n\n### Response:\nUse algebraic equation not arithmetic |
If you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why. | you get a stronger chocolate flavor because the milk gives it more flavor and if there is too much milk it will take up the chocolate flavor | The first one has more chocolate flor because it has 12 scoops of ice cream with 6 cups of milk. The other one has 12 scoops of ice cream with 8 cups of milk | 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:\nIf you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why.### Answer:\nyou get a stronger chocolate flavor because the milk gives it more flavor and if there is too much milk it will take up the chocolate flavor \n\n### Response:\nThe first one has more chocolate flor because it has 12 scoops of ice cream with 6 cups of milk. The other one has 12 scoops of ice cream with 8 cups of milk |
Solve by drawing disks on a place value chart. Write an equation, and express the product in standard form. | 4 copies is were you draw a rectragel and draw 3 lines inside of it and shade 3 sqwares. | Excellent! | 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:\nSolve by drawing disks on a place value chart. Write an equation, and express the product in standard form.### Answer:\n4 copies is were you draw a rectragel and draw 3 lines inside of it and shade 3 sqwares.\n\n### Response:\nExcellent! |
Write a division or multiplication equation that represents the situation. Use a “?” for the unknown quantity. | Diagram On Paper | ok, you could have typed equation | 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 division or multiplication equation that represents the situation. Use a “?” for the unknown quantity.### Answer:\nDiagram On Paper\n\n### Response:\nok, you could have typed equation |
2. Solve. | <img src="//resources.assistments.org/fetch/SW/23c03ba2-c618-4261-ac09-4c2feea497c8.jpeg" width="412" height="315" /> | Correct Answer: 59,114mL | 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. Solve.### Answer:\n<img src="//resources.assistments.org/fetch/SW/23c03ba2-c618-4261-ac09-4c2feea497c8.jpeg" width="412" height="315" />\n\n### Response:\nCorrect Answer: 59,114mL |
Draw a model for the following: | Model is on paper. | 4 x (14 + 26) =
4 x (40) = 160 | 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 a model for the following:### Answer:\nModel is on paper.\n\n### Response:\n4 x (14 + 26) =
4 x (40) = 160 |
Explain why zero is considered its own opposite. | Zero is considered its own opposite because its not worth anything, its a number with no value. | True. It is neither negative or positve. | 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 why zero is considered its own opposite.### Answer:\nZero is considered its own opposite because its not worth anything, its a number with no value.\n\n### Response:\nTrue. It is neither negative or positve. |
Priya makes chocolate milk by mixing 2 cups of milk and 5 tablespoons of cocoa powder. Draw a diagram that clearly represents two batches of her chocolate milk. | Graph is on paper | Perfect! Great job labeling your diagram. | 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:\nPriya makes chocolate milk by mixing 2 cups of milk and 5 tablespoons of cocoa powder. Draw a diagram that clearly represents two batches of her chocolate milk.### Answer:\nGraph is on paper\n\n### Response:\nPerfect! Great job labeling your diagram. |
A steel beam can be cut to different lengths for a project. | k w/l because we know that those two equations are proportional and adtional information isnt needed. | Excellent! | 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 steel beam can be cut to different lengths for a project.### Answer:\nk w/l because we know that those two equations are proportional and adtional information isnt needed. \n\n### Response:\nExcellent! |
Mr. Pham wrote 2.619 on the board. Christy says it is two and six hundred nineteen thousandths. Amy says it is 2 ones 6 tenths 1 hundredth 9 thousandths. Who is right? Use words and numbers to explain your answer. | <img src="//resources.assistments.org/fetch/SW/10a9737d-4967-44c2-b654-bf503df1e7b6.jpeg" alt="" width="648" height="366" /> | This does not answer the questions. Who is right? No...they are both correct. One is thinking of it in unit form and the other in word form or standard form. | 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:\nMr. Pham wrote 2.619 on the board. Christy says it is two and six hundred nineteen thousandths. Amy says it is 2 ones 6 tenths 1 hundredth 9 thousandths. Who is right? Use words and numbers to explain your answer.### Answer:\n<img src="//resources.assistments.org/fetch/SW/10a9737d-4967-44c2-b654-bf503df1e7b6.jpeg" alt="" width="648" height="366" />\n\n### Response:\nThis does not answer the questions. Who is right? No...they are both correct. One is thinking of it in unit form and the other in word form or standard form. |
1. Think of two things you have heard described in terms of “something per something.” | Making Spaghetti and meatloaf | in class we had talked about miles per hour or beats per second | 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:\n1. Think of two things you have heard described in terms of “something per something.”### Answer:\nMaking Spaghetti and meatloaf \n\n### Response:\nin class we had talked about miles per hour or beats per second |
Find three different ratios that are equivalent to the ratio 3:11. | 6:22, 1/2:5.5, 9: 33 | Remember that 1 ½ is not the same as ½
| 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 three different ratios that are equivalent to the ratio 3:11.### Answer:\n6:22, 1/2:5.5, 9: 33\n\n### Response:\nRemember that 1 ½ is not the same as ½
|
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. | What Elena could do is make a smaller batch which could be 6:4 which would be the same. | 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:\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:\nWhat Elena could do is make a smaller batch which could be 6:4 which would be the same.\n\n### Response:\nGreat job! |
Give two different ratios with a description of the ratio relationship using the following information: | 15:35 4:5 | Please reread the directions. | 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:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:35 4:5 \n\n### Response:\nPlease reread the directions. |
Use diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent. | Diagrams are on paper | Dominic, I need to see these. You are able to take a picture with your chromebook and load them. Please do 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:\nUse diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent.### Answer:\nDiagrams are on paper\n\n### Response:\nDominic, I need to see these. You are able to take a picture with your chromebook and load them. Please do this. |
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 | you would figuer out the y then try to make the y add up to the line you make | Your instructions need to be clear enough that someone could draw the line without seeing the equation. | 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:\nyou would figuer out the y then try to make the y add up to the line you make\n\n### Response:\nYour instructions need to be clear enough that someone could draw the line without seeing the equation. |
These three points form a horizontal line: <span id="MathJax-Element-282-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1965" class="math"><span id="MathJax-Span-1966" class="mrow"><span id="MathJax-Span-1967" class="mo">( | (-6, 4) and (8, 4) | Any set of coordinates, that has a 4 for the y value. (#,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:\nThese three points form a horizontal line: <span id="MathJax-Element-282-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1965" class="math"><span id="MathJax-Span-1966" class="mrow"><span id="MathJax-Span-1967" class="mo">(### Answer:\n(-6, 4) and (8, 4)\n\n### Response:\nAny set of coordinates, that has a 4 for the y value. (#,4). |
Lin missed math class on the day they worked on expanding and factoring. Kiran is helping Lin catch up. | Factoring is similar to expanding but backwards. | There is no one answer, and many of these are great (some I will save to use next year!) but I would say:
Factoring is the distributive property in the other direction.
Instead of each term being multiplied by a common factor and then added, we can add what's left after we divide that common factor out and then multiply sum (the whole thing, after we add) by that common factor that we took out.
| 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 missed math class on the day they worked on expanding and factoring. Kiran is helping Lin catch up.### Answer:\nFactoring is similar to expanding but backwards.\n\n### Response:\nThere is no one answer, and many of these are great (some I will save to use next year!) but I would say:
Factoring is the distributive property in the other direction.
Instead of each term being multiplied by a common factor and then added, we can add what's left after we divide that common factor out and then multiply sum (the whole thing, after we add) by that common factor that we took out.
|
Find the solution to the equation below using tape diagrams. Check your answer. | <table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 100%;">18</td>
</tr>
</tbody>
</table>
<table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 50%;">p</td>
<td style="width: 50%;">8</td>
</tr>
</tbody>
</table>
<p>p + 8=18</p>
<p> -8 -8</p>
<p>p=10</p>
<p> </p>
<p>10+8=18</p> | TAPE DIAGRAM: Great job!
SOLVING ALGEBRAICALLY:
p+8=18 (GOAL is to isolate the variable)
p+8-8=18-8 (inverse operation)
p+0=10 (additive identity property)
p=10 (isolated variable)
SUBSTITUTION TO CHECK YOUR WORK:
10+8=18
| 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<table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 100%;">18</td>
</tr>
</tbody>
</table>
<table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 50%;">p</td>
<td style="width: 50%;">8</td>
</tr>
</tbody>
</table>
<p>p + 8=18</p>
<p> -8 -8</p>
<p>p=10</p>
<p> </p>
<p>10+8=18</p>\n\n### Response:\nTAPE DIAGRAM: Great job!
SOLVING ALGEBRAICALLY:
p+8=18 (GOAL is to isolate the variable)
p+8-8=18-8 (inverse operation)
p+0=10 (additive identity property)
p=10 (isolated variable)
SUBSTITUTION TO CHECK YOUR WORK:
10+8=18
|
<span id="MathJax-Element-56-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-428" class="math"><span id="MathJax-Span-429" class="mrow"><span id="MathJax-Span-430" class="msubsup"><span id="MathJax-Span-431" class="mn">3<sup>5 | since 3<sup>5 | 243* | 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<span id="MathJax-Element-56-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-428" class="math"><span id="MathJax-Span-429" class="mrow"><span id="MathJax-Span-430" class="msubsup"><span id="MathJax-Span-431" class="mn">3<sup>5### Answer:\nsince 3<sup>5\n\n### Response:\n243* |
The Hiking Club is taking another trip. The hike leader's watch shows that they gained 296 feet in altitude from their starting position. Their altitude is now 285 feet, but there is no record of their starting altitude.<br /><br /> | -11 because it is subtracting without carrying | An equation needs to have a variable.
285-296 = x or
x + 296 = 285 | 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 Hiking Club is taking another trip. The hike leader's watch shows that they gained 296 feet in altitude from their starting position. Their altitude is now 285 feet, but there is no record of their starting altitude.<br /><br />### Answer:\n-11 because it is subtracting without carrying\n\n### Response:\nAn equation needs to have a variable.
285-296 = x or
x + 296 = 285 |
Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship. | <img src="//resources.assistments.org/fetch/SW/ebd9a4bb-b975-431d-8dde-1a892d3fe86d.png" width="200" /> | This line does not have the correct slope and is proportional. | 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:\nMake a sketch of a linear relationship with slope of 3 that is not a proportional relationship.### Answer:\n<img src="//resources.assistments.org/fetch/SW/ebd9a4bb-b975-431d-8dde-1a892d3fe86d.png" width="200" />\n\n### Response:\nThis line does not have the correct slope and is proportional. |
Rectangle <em>A | I am confused | Rectangle C’s length is double that of Rectangle B, but its width is not double. | 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 <em>A### Answer:\nI am confused \n\n### Response:\nRectangle C’s length is double that of Rectangle B, but its width is not double. |
What is the difference between 4x and x<sup>4 | I don't know. | 4x = x+x+x+x
x4=x*x*x*x | 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 4x and x<sup>4### Answer:\nI don't know.\n\n### Response:\n4x = x+x+x+x
x4=x*x*x*x |
Find the rate. | 2.5 | 40 Meters/16 Seconds | 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:\n2.5\n\n### Response:\n40 Meters/16 Seconds |
Find the solution to the equation below using tape diagrams. Check your answer. | 10 | 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:\nFind the solution to the equation below using tape diagrams. Check your answer.### Answer:\n10\n\n### Response:\nModel? |