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Write an equivalent expression for n × a using only addition. | n+n+n+n | (a+a+a+...a)
n 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:\nWrite an equivalent expression for n × a using only addition.### Answer:\nn+n+n+n \n\n### Response:\n(a+a+a+...a)
n times |
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 | 24:36 | Great job π | 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:\n24:36\n\n### Response:\nGreat job π |
During a field trip, 60 students are put into equal-sized groups. | 60 students and 5 groups, equals 12 students in each group? | Correct! great job showing two ways to interpret the division problem. | 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:\nDuring a field trip, 60 students are put into equal-sized groups. ### Answer:\n60 students and 5 groups, equals 12 students in each group?\n\n### Response:\nCorrect! great job showing two ways to interpret the division problem. |
Sophia and Isabella logged a total of 90 hours working for their dad. Isabella worked 2 hours more than three times as much as Sophia. How many hours did Sophia work? | 2n x 3= 90 | s = Sophia
3s + 2 = Isabella
(3s + 2) + s = 90 | 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:\nSophia and Isabella logged a total of 90 hours working for their dad. Isabella worked 2 hours more than three times as much as Sophia. How many hours did Sophia work?### Answer:\n2n x 3= 90\n\n### Response:\ns = Sophia
3s + 2 = Isabella
(3s + 2) + s = 90 |
Write three expressions that are equivalent to 2x+4x−15 | 2x-15 or -2x-15 or 2x+-15 | This is good but it should have been 6x, not 2x. | 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 three expressions that are equivalent to 2x+4x−15### Answer:\n2x-15 or -2x-15 or 2x+-15\n\n### Response:\nThis is good but it should have been 6x, not 2x. |
The <strong>least common multiple | Its the lowest number they both go into. | It is the smallest number that is represented in both numbers. | 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 <strong>least common multiple### Answer:\nIts the lowest number they both go into.\n\n### Response:\nIt is the smallest number that is represented in both numbers. |
Use tape diagrams and equations to solve the problem with visual models and algebraic methods. | A=2*b J=15+A | J=35
J=15+A
A=2*B | 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 tape diagrams and equations to solve the problem with visual models and algebraic methods.### Answer:\nA=2*b J=15+A\n\n### Response:\nJ=35
J=15+A
A=2*B |
Mrs. Stern roasts cloves of garlic. She places 20 rows of two cloves on a baking sheet. Write an equation to describe the number of cloves Mrs. Stern bakes. | 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 | 10 x 2 = 20 | 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:\nMrs. Stern roasts cloves of garlic. She places 20 rows of two cloves on a baking sheet. Write an equation to describe the number of cloves Mrs. Stern bakes.### Answer:\n11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11\n\n### Response:\n10 x 2 = 20 |
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. | One thing she could use is divide 9 by 3 and get 1 cup of seeds and 6 divided by 3 and she will get 2 so the ratio is ( The ratio of seeds to syrup is 1 to 2.) and ( The ratio of syrup to seeds is 2 to 1.) So this might make the bird food the same taste. | You are SO close! check 9 divided by 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:\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:\nOne thing she could use is divide 9 by 3 and get 1 cup of seeds and 6 divided by 3 and she will get 2 so the ratio is ( The ratio of seeds to syrup is 1 to 2.) and ( The ratio of syrup to seeds is 2 to 1.) So this might make the bird food the same taste. \n\n### Response:\nYou are SO close! check 9 divided by 3! |
Members of a baseball team raised $967.50 to go to a tournament. They rented a bus for $450.00 and budgeted $28.75 per player for meals. They will spend all the money they raised. | <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>967 | be careful, you have 45 and an extra negative in 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:\nMembers of a baseball team raised $967.50 to go to a tournament. They rented a bus for $450.00 and budgeted $28.75 per player for meals. They will spend all the money they raised.### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>967\n\n### Response:\nbe careful, you have 45 and an extra negative in your work. |
Seven more than three times a number is 52. | 3x+7=52 | 3n + 7 = 52, n = 15 | 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 Seven more than three times a number is 52.### Answer:\n3x+7=52\n\n### Response:\n3n + 7 = 52, n = 15 |
Use what you know about decimals or fractions to explain why (0.2) · (0.002) = 0.0004. | math... | Unacceptable. Multiply the digits (2x2) and then add the number of decimals in the two factors. | 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 what you know about decimals or fractions to explain why (0.2) · (0.002) = 0.0004.### Answer:\nmath...\n\n### Response:\nUnacceptable. Multiply the digits (2x2) and then add the number of decimals in the two factors. |
Find a value for x that makes -x less than 2x. | i dont understantd | The question is asking: choose a number, then find the opposite (multiply by -1), and take your original number and multiply it by 2. If you multiply your original number by -1, is it less than multiplying your original number by 2? For this problem, any positive number is a solution. | 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 a value for x that makes -x less than 2x.### Answer:\ni dont understantd\n\n### Response:\nThe question is asking: choose a number, then find the opposite (multiply by -1), and take your original number and multiply it by 2. If you multiply your original number by -1, is it less than multiplying your original number by 2? For this problem, any positive number is a solution. |
Was there a length measurement you did not use to find the area? If so, explain why it was not used. | I found 6cm,9cm, and 7.5cm but you don't use 7.5. | I agree with you, but the problem wanted you to explain why you did not use the measurement of 7.5. | 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:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nI found 6cm,9cm, and 7.5cm but you don't use 7.5.\n\n### Response:\nI agree with you, but the problem wanted you to explain why you did not use the measurement of 7.5. |
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. | | This question required a number line or table for Noah's Drink Mix. | 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 \n\n### Response:\nThis question required a number line or table for Noah's Drink Mix. |
What is the difference between 6<em>z | Expanded form and Exponential form. | This is not mathematically accurate. A sample explanation could be 6z=6+6+6+6+6+6 and z^6=zxzxzxzxzxz they are not equivalent in value. 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:\nExpanded form and Exponential form.\n\n### Response:\nThis is not mathematically accurate. A sample explanation could be 6z=6+6+6+6+6+6 and z^6=zxzxzxzxzxz they are not equivalent in value. 6z is an expression that represents repeated addition and z^6 represents repeated multiplication. |
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. | She could also make 3 bags with 8 pencils and 12 stickers. | 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 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:\nShe could also make 3 bags with 8 pencils and 12 stickers.\n\n### Response:\nExcellent! |
Estimate the product first. | 300 x 400 = 120,000 x 118, 144 = 14. 177 , 280 , 000 | what's all this? x 118, 144 = 14. 177 , 280 , 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:\nEstimate the product first.### Answer:\n300 x 400 = 120,000 x 118, 144 = 14. 177 , 280 , 000\n\n### Response:\nwhat's all this? x 118, 144 = 14. 177 , 280 , 000 |
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 | He subtracted by -2x | 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:\nHe subtracted by -2x\n\n### Response:\nsubtracted by 3x |
One day in Boston, MA, the high temperature was 60 degrees Fahrenheit, and the low temperature was 52 degrees. | T≤60 | This includes and the word between states that you cannot use 52 or 60. | 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:\nOne day in Boston, MA, the high temperature was 60 degrees Fahrenheit, and the low temperature was 52 degrees.### Answer:\nT≤60 \n\n### Response:\nThis includes and the word between states that you cannot use 52 or 60. |
For each equation, enter two more equations using the same numbers that express the same relationship in a different way. | 5-2=3 | Nice 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:\nFor each equation, enter two more equations using the same numbers that express the same relationship in a different way.### Answer:\n5-2=3\n\n### Response:\nNice work! |
Draw a model for the following: | <img src="//resources.assistments.org/fetch/SW/b1f81e3f-9de7-434c-b206-cdd31ae78080.jpeg" width="200" /> | You need to draw 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:\nDraw a model for the following:### Answer:\n<img src="//resources.assistments.org/fetch/SW/b1f81e3f-9de7-434c-b206-cdd31ae78080.jpeg" width="200" />\n\n### Response:\nYou need to draw a tape diagram |
Gabe built a toy tower that measured 1 m 78 cm. After building some more, he measured it, and it was 82 cm taller. How tall is his tower now? Draw a tape diagram to model this problem. Use a simplifying strategy or an algorithm to solve, and write your answer as a statement. | <img src="//resources.assistments.org/fetch/SW/ed11a1fe-d964-4b2b-a6bb-571e447d4f8b.jpeg" alt="" width="703" height="355" /> | What's the 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:\nGabe built a toy tower that measured 1 m 78 cm. After building some more, he measured it, and it was 82 cm taller. How tall is his tower now? Draw a tape diagram to model this problem. Use a simplifying strategy or an algorithm to solve, and write your answer as a statement.### Answer:\n<img src="//resources.assistments.org/fetch/SW/ed11a1fe-d964-4b2b-a6bb-571e447d4f8b.jpeg" alt="" width="703" height="355" />\n\n### Response:\nWhat's the total? |
What does the expression π + π€ + π + π€ represent? | it represents lenght with hight | 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:\nWhat does the expression π + π€ + π + π€ represent?### Answer:\nit represents lenght with hight\n\n### Response:\nPerimeter |
What does the expression π + π€ + π + π€ represent? | that represents the formula for volume | l= length w= width
this is the formula for 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:\nWhat does the expression π + π€ + π + π€ represent?### Answer:\nthat represents the formula for volume \n\n### Response:\nl= length w= width
this is the formula for perimeter |
Write two ratios that are equivalent to 3:11. | 3 to 11 | Same ratio written in two different forms. I need 2 different ratios equivalent to 3:11 | 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:\nWrite two ratios that are equivalent to 3:11.### Answer:\n3 to 11\n\n### Response:\nSame ratio written in two different forms. I need 2 different ratios equivalent to 3:11 |
Represent 56 ÷ 8 = 7 using subtraction. Explain your reasoning. | 56-8-8-8-8-8-8-8 | Think about the ending to your 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:\nRepresent 56 ÷ 8 = 7 using subtraction. Explain your reasoning.### Answer:\n56-8-8-8-8-8-8-8\n\n### Response:\nThink about the ending to your equation... |
<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 | 3x3x3x3x3=243 | times 243 by 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:\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:\n3x3x3x3x3=243\n\n### Response:\ntimes 243 by 3 |
Estimate the quotient for the following problem. | 8,491 = 8,000 | Good but
8400 / 40 = 210 would be closer. | 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:\n8,491 = 8,000\n\n### Response:\nGood but
8400 / 40 = 210 would be closer. |
How is the 2 in the number 582 similar to and different from the 2 in the number 528? | it is diffrent then the other one becase 582 is diffrent from 528 | True but 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:\nHow is the 2 in the number 582 similar to and different from the 2 in the number 528?### Answer:\nit is diffrent then the other one becase 582 is diffrent from 528\n\n### Response:\nTrue but how? |
Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship. | <img src="//resources.assistments.org/fetch/SW/004db4af-4f3a-46a4-8058-647bde01b724.png" alt="" width="560" height="140" /> | Your graph should show one line with a slope of 3. Make sure to include the x and y axes in your image. | 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/004db4af-4f3a-46a4-8058-647bde01b724.png" alt="" width="560" height="140" />\n\n### Response:\nYour graph should show one line with a slope of 3. Make sure to include the x and y axes in your image. |
Fabrizio wins a bumblebee doll with 6 stripes. He notices that 5 other children in line for the magic show won the same doll. How many stripes are on 6 bumblebee dolls? | 36 | 6x5=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:\nFabrizio wins a bumblebee doll with 6 stripes. He notices that 5 other children in line for the magic show won the same doll. How many stripes are on 6 bumblebee dolls?### Answer:\n36\n\n### Response:\n6x5=30 |
Priya has completed 9 exam questions. This is 60% of the questions on the exam. | if 9 questions is 60% of the total exam questions then we can use that to divide by 3 with we would get 20% is 3 questions and use that and multiply by 5 and get 100% of the total exam questions witch would be 15. | Equations... know how to write them... | 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:\nif 9 questions is 60% of the total exam questions then we can use that to divide by 3 with we would get 20% is 3 questions and use that and multiply by 5 and get 100% of the total exam questions witch would be 15.\n\n### Response:\nEquations... know how to write them... |
Mark and Jada share 5 yards of ribbon equally. How much ribbon will each get? | <img src="//resources.assistments.org/fetch/SW/0aa7b0af-bc98-47f0-a2e0-54272fb0b030.jpeg" alt="" width="644" height="364" /> | Good 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:\nMark and Jada share 5 yards of ribbon equally. How much ribbon will each get? ### Answer:\n<img src="//resources.assistments.org/fetch/SW/0aa7b0af-bc98-47f0-a2e0-54272fb0b030.jpeg" alt="" width="644" height="364" />\n\n### Response:\nGood work |
Find a value for x that makes -x less than 2x. | 3 | Nice 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 a value for x that makes -x less than 2x.### Answer:\n3\n\n### Response:\nNice work! |
Explain how to make this calculation mentally. | You can calculate this mentally by changing the 99 to a 100, then subtracting 100 from 244 to get 144. After, add one to 144 to get 245. | I think you meant 145...? typeo? | 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 to make this calculation mentally.### Answer:\nYou can calculate this mentally by changing the 99 to a 100, then subtracting 100 from 244 to get 144. After, add one to 144 to get 245.\n\n### Response:\nI think you meant 145...? typeo? |
Harper has $15.00 to spend at the grocery store. She is going to buy bags of fruit that cost $4.75 each and one box of crackers that costs $3.50. | <img src="//resources.assistments.org/fetch/SW/47012b08-051a-4b71-9ccd-1f7d646feb50.png" width="200" /><img src="//resources.assistments.org/fetch/SW/fbe913af-821e-43ed-9e64-eb4b6a501c38.png" width="200" /> | Lost the equals and noone will give 8/19 of a piece of fruit. | 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:\nHarper has $15.00 to spend at the grocery store. She is going to buy bags of fruit that cost $4.75 each and one box of crackers that costs $3.50.### Answer:\n<img src="//resources.assistments.org/fetch/SW/47012b08-051a-4b71-9ccd-1f7d646feb50.png" width="200" /><img src="//resources.assistments.org/fetch/SW/fbe913af-821e-43ed-9e64-eb4b6a501c38.png" width="200" />\n\n### Response:\nLost the equals and noone will give 8/19 of a piece of fruit. |
A tank that is 40% full contains 648 gallons of water. Use a double number line to find the maximum capacity of the water tank. | <img src="//resources.assistments.org/fetch/SW/2dca48d6-c1a1-49c2-a779-4acb7e1dfd5f.jpeg" alt="" width="200" /> | i cant see this :) next time get closer for the pic, ok? | 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 tank that is 40% full contains 648 gallons of water. Use a double number line to find the maximum capacity of the water tank.### Answer:\n<img src="//resources.assistments.org/fetch/SW/2dca48d6-c1a1-49c2-a779-4acb7e1dfd5f.jpeg" alt="" width="200" />\n\n### Response:\ni cant see this :) next time get closer for the pic, ok? |
In triangle <em><span id="MathJax-Element-4-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-16" class="math"><span id="MathJax-Span-17" class="mrow"><span id="MathJax-Span-18" class="mi">A | 50 a ans c are less thin 90 and more thin 180 | A, B, and C have to all be less than 90. | 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 triangle <em><span id="MathJax-Element-4-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-16" class="math"><span id="MathJax-Span-17" class="mrow"><span id="MathJax-Span-18" class="mi">A### Answer:\n50 a ans c are less thin 90 and more thin 180 \n\n### Response:\nA, B, and C have to all be less than 90. |
Round the factors to estimate the products. | 8,840x45≈9,000x50=45,000 | 9,000 x 5 = 45,000. 9,000 x 50 = 450,000. | 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:\nRound the factors to estimate the products.### Answer:\n8,840x45≈9,000x50=45,000\n\n### Response:\n9,000 x 5 = 45,000. 9,000 x 50 = 450,000. |
Name a combination of coins that is 130% of the value of a dollar. | 1.30 | AMAZING | 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:\n1.30\n\n### Response:\nAMAZING |
Express the following value in words. | six hundredths seven and four hundred nine thousndths | fifteen and sixty-two 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 the following value in words.### Answer:\nsix hundredths seven and four hundred nine thousndths \n\n### Response:\nfifteen and sixty-two thousandths |
What is your favorite color? | My favorite color is blue. | Cool blue, 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 blue.\n\n### Response:\nCool blue, nice! |
Name a combination of coins that is 130% of the value of a dollar. | 130 | Yes, but what coins would make 130% of a dollar. What change would make $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:\n130\n\n### Response:\nYes, but what coins would make 130% of a dollar. What change would make $1.30. |
How could you distinguish between traveling west at 5 miles per hour and traveling east at 5 miles per hour without using the words “east” and “west”? | 5 miles left and 5 miles right | That's 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:\nHow could you distinguish between traveling west at 5 miles per hour and traveling east at 5 miles per hour without using the words “east” and “west”?### Answer:\n5 miles left and 5 miles right\n\n### Response:\nThat's correct! |
Name an object that could be about the same length as the measurement below. | braclet | that would bee too long | 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 an object that could be about the same length as the measurement below.### Answer:\nbraclet\n\n### Response:\nthat would bee too long |
Use GCF and the distributive property to write equivalent expressions in factored form for the following expression. | 4d | 4(1d+3e) | 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 GCF and the distributive property to write equivalent expressions in factored form for the following expression.### Answer:\n4d\n\n### Response:\n4(1d+3e) |
List three different combinations of coins, each with a value of 30% of a dollar. | 3 dimes, 6 nickles, 1 qurter and 1 nickle, | 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:\nList three different combinations of coins, each with a value of 30% of a dollar.### Answer:\n3 dimes, 6 nickles, 1 qurter and 1 nickle, \n\n### Response:\nGreat job! |
To make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds. | <img src="//resources.assistments.org/fetch/SW/1403de9e-bcde-41a2-8347-7cc8f01e92a5.jpeg" width="584" height="447" /> | Not 6 of the almonds | 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 a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.### Answer:\n<img src="//resources.assistments.org/fetch/SW/1403de9e-bcde-41a2-8347-7cc8f01e92a5.jpeg" width="584" height="447" />\n\n### Response:\nNot 6 of the almonds |
Think about your work today, and write your best definition of area. | Area is the inside of the shape and length x width of the shape. | You are very close! I agree we are looking at the inside of a shape, but to be specific we are looking at the space inside a two-dimensional 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:\nThink about your work today, and write your best definition of area. ### Answer:\nArea is the inside of the shape and length x width of the shape.\n\n### Response:\nYou are very close! I agree we are looking at the inside of a shape, but to be specific we are looking at the space inside a two-dimensional shape. |
Draw an area model. Then, solve using the standard algorithm. | Area model is on paper | Multiplication is incorrect | 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:\nArea model is on paper\n\n### Response:\nMultiplication is incorrect |
Find 3 different ratios that are equivalent to 7 : 3 | 14:6, 3.5: 1.5, 28: 12 | 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:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n14:6, 3.5: 1.5, 28: 12\n\n### Response:\nGreat work! |
Draw segment PQ. | h | This problem requires an image. | 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 segment PQ.### Answer:\nh\n\n### Response:\nThis problem requires an image. |
On Saturday, Warren swims laps in the pool for 45 minutes. On Sunday, he runs 8 miles. It takes him 9 minutes to run each mile. How long does Warren spend exercising over the weekend? | he swims for 40 mins | 8x9=72
72=45=117 | 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:\nOn Saturday, Warren swims laps in the pool for 45 minutes. On Sunday, he runs 8 miles. It takes him 9 minutes to run each mile. How long does Warren spend exercising over the weekend?### Answer:\nhe swims for 40 mins\n\n### Response:\n8x9=72
72=45=117 |
Diego made a graph of two quantities that he measured and said, “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.” | no because he could of messed up the measerments | Exactly. | 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:\nDiego made a graph of two quantities that he measured and said, “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.”### Answer:\nno because he could of messed up the measerments\n\n### Response:\nExactly. |
Round the factors to estimate the products. | 8,800 x 50 = 440,000 | When you round to estimate, always go to the highest place. That way you can multiple in your head easily. | 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:\nRound the factors to estimate the products.### Answer:\n8,800 x 50 = 440,000\n\n### Response:\nWhen you round to estimate, always go to the highest place. That way you can multiple in your head easily. |
4. a. Use the distributive property to write an expression that is equivalent to <span id="MathJax-Element-124-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-936" class="math"><span id="MathJax-Span-937" class="mrow"><span id="MathJax-Span-938" class="mn">12 | (12*4)+(12x) | 12+4x=4*3+4*x
4(3+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:\n4. a. Use the distributive property to write an expression that is equivalent to <span id="MathJax-Element-124-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-936" class="math"><span id="MathJax-Span-937" class="mrow"><span id="MathJax-Span-938" class="mn">12 ### Answer:\n(12*4)+(12x)\n\n### Response:\n12+4x=4*3+4*x
4(3+x) |
Lin missed math class on the day they worked on expanding and factoring. Kiran is helping Lin catch up. | Add the opposite | Factoring is NOT adding the opposite; factoring is explained in the Lesson 19 Summary | 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:\nAdd the opposite\n\n### Response:\nFactoring is NOT adding the opposite; factoring is explained in the Lesson 19 Summary |
The equation <span id="MathJax-Element-18-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-299" class="math"><span id="MathJax-Span-300" class="mrow"><span id="MathJax-Span-301" class="mi">y | y=10,280 | how many feet in a mile | 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-18-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-299" class="math"><span id="MathJax-Span-300" class="mrow"><span id="MathJax-Span-301" class="mi">y### Answer:\ny=10,280\n\n### Response:\nhow many feet in a mile |
Here is an equation that is true for all values of <span id="MathJax-Element-194-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1660" class="math"><span id="MathJax-Span-1661" class="mrow"><span id="MathJax-Span-1662" class="mi">x | It's the same equation, just written in different form | One could distribute the left side of the equation and show it is equal to the right side, but it is easier to see that each side of the original equation has been multiplied by 4 and added to 31. These moves keep both sides of the equation in balance, and so whatever values of make the first equation true also make the second equation true. | 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 equation that is true for all values of <span id="MathJax-Element-194-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1660" class="math"><span id="MathJax-Span-1661" class="mrow"><span id="MathJax-Span-1662" class="mi">x### Answer:\nIt's the same equation, just written in different form\n\n### Response:\nOne could distribute the left side of the equation and show it is equal to the right side, but it is easier to see that each side of the original equation has been multiplied by 4 and added to 31. These moves keep both sides of the equation in balance, and so whatever values of make the first equation true also make the second equation true. |
What is the relationship between 7 and −7 on the number line? | They are opposites. Meaning they are 10 spaces away from each other. | They are not 10 spaces away from each other. | 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 relationship between 7 and −7 on the number line?### Answer:\nThey are opposites. Meaning they are 10 spaces away from each other. \n\n### Response:\nThey are not 10 spaces away from each other. |
In triangle <em><span id="MathJax-Element-4-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-16" class="math"><span id="MathJax-Span-17" class="mrow"><span id="MathJax-Span-18" class="mi">A | A.20 | Close, but remember that the three angles of a triangle always equal 180 | 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 triangle <em><span id="MathJax-Element-4-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-16" class="math"><span id="MathJax-Span-17" class="mrow"><span id="MathJax-Span-18" class="mi">A### Answer:\nA.20\n\n### Response:\nClose, but remember that the three angles of a triangle always equal 180 |
Describe a situation that could be modeled with the ratio 4:1. | Micheal made 4 times as much goals then Stacy. | Great word problem! | 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 a situation that could be modeled with the ratio 4:1.### Answer:\nMicheal made 4 times as much goals then Stacy.\n\n### Response:\nGreat word problem! |
Explain what the slope and intercept mean in the situation. | this slope means it gets up 3 every 1 and the intervept means where the line crosses the y axis | The y-intercept also tells you that a triangle with side lengths of 0 has 0 for the perimeter. The slope tells you that for every 1 unit you add to the length of the sides, the perimeter goes up by 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:\nExplain what the slope and intercept mean in the situation.### Answer:\nthis slope means it gets up 3 every 1 and the intervept means where the line crosses the y axis \n\n### Response:\nThe y-intercept also tells you that a triangle with side lengths of 0 has 0 for the perimeter. The slope tells you that for every 1 unit you add to the length of the sides, the perimeter goes up by 3. |
The equation <span id="MathJax-Element-243-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1229" class="math"><span class=""><span id="MathJax-Span-1230" class="mrow"><span id="MathJax-Span-1231" class="mi">c | 1) | You're on the right track! Here are some examples: (1,2.95) , (2,5.9) , (3,8.85) , (4,11.8) | 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:\nThe equation <span id="MathJax-Element-243-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1229" class="math"><span class=""><span id="MathJax-Span-1230" class="mrow"><span id="MathJax-Span-1231" class="mi">c### Answer:\n1)\n\n### Response:\nYou're on the right track! Here are some examples: (1,2.95) , (2,5.9) , (3,8.85) , (4,11.8) |
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? | <span style="font-size: 36pt;">i think baltimore has more people than norflok and norflok has more people then charleston | Norfolk= 242,628
Baltimore=242,628+376,865=619,493
Charleston=619,493-496,804=122,689
242,628+619,493+122,689=984,810 | 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<span style="font-size: 36pt;">i think baltimore has more people than norflok and norflok has more people then charleston \n\n### Response:\nNorfolk= 242,628
Baltimore=242,628+376,865=619,493
Charleston=619,493-496,804=122,689
242,628+619,493+122,689=984,810 |
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. | mix 4.5 cups of seeds and 3 table spoons of maple syrup | Great ratio: don't forget to say you got this by halving 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:\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:\nmix 4.5 cups of seeds and 3 table spoons of maple syrup\n\n### Response:\nGreat ratio: don't forget to say you got this by halving it |
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. | Number line is on paper | You were supposed to use the Jamboard I attached. | 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:\nNumber line is on paper\n\n### Response:\nYou were supposed to use the Jamboard I attached. |
Describe a situation that could be modeled with the ratio 4:1. | People playing baskball with 4:1 | Great word problem! You just need to explain better what the 4 to 1 means, players? Basketballs? | 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 a situation that could be modeled with the ratio 4:1.### Answer:\nPeople playing baskball with 4:1\n\n### Response:\nGreat word problem! You just need to explain better what the 4 to 1 means, players? Basketballs? |
Express 24.357 in words. | twenty-four point three hundred fifty seven is 24.357 | 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 point three hundred fifty seven is 24.357\n\n### Response:\ntwenty four and three hundred fifty seven thousandths |
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. | 4.50x = 50 | Write and solve an inequality. | 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:\n4.50x = 50 \n\n### Response:\nWrite and solve an inequality. |
Jada applies two transformations to a polygon in the coordinate plane. One of the transformations is a translation and the other is a reflection. What information does Jada need to provide to communicate the transformations she has used? | Which way it rotates and what are the coordinates. | Translation: how far it moves and in what direction. Reflection: line of reflection | 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 applies two transformations to a polygon in the coordinate plane. One of the transformations is a translation and the other is a reflection. What information does Jada need to provide to communicate the transformations she has used?### Answer:\nWhich way it rotates and what are the coordinates.\n\n### Response:\nTranslation: how far it moves and in what direction. Reflection: line of reflection |
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. | bags | Great work! Next, I would like you to learn how to create a table. :) | 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:\nbags\n\n### Response:\nGreat work! Next, I would like you to learn how to create a table. :) |
What is your favorite color? | My favorite color has to go to blue, aka the superior color. | 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 has to go to blue, aka the superior color.\n\n### Response:\nnice! |
Estimate the quotient for the following problem. | 4819/68=4800/70=68.5 | You can round 68 to 70 and 5000 to 4900 | 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:\n4819/68=4800/70=68.5\n\n### Response:\nYou can round 68 to 70 and 5000 to 4900 |
Charlotte wants to equally share a candy bar with 4 friends. Draw Charlotte's candy bar. Show how she can divide her candy bar so everyone gets an equal share. | 1 five | five equal parts is fifths
Each person gets 1/5 | 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:\nCharlotte wants to equally share a candy bar with 4 friends. Draw Charlotte's candy bar. Show how she can divide her candy bar so everyone gets an equal share. ### Answer:\n1 five\n\n### Response:\nfive equal parts is fifths
Each person gets 1/5 |
Noah raised $54 to support the animal shelter, which is 60% of his fundraising goal. | it is 3/8 | 54=.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:\nit is 3/8\n\n### Response:\n54=.6x |
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. | <img src="//resources.assistments.org/fetch/SW/6c87effe-52d6-4c54-be04-ea69a43d3cc1.jpeg" alt="" width="200" /> | Also 12 bags... | 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:\n<img src="//resources.assistments.org/fetch/SW/6c87effe-52d6-4c54-be04-ea69a43d3cc1.jpeg" alt="" width="200" />\n\n### Response:\nAlso 12 bags... |
Planning your menu involved many calculations with decimals. Reflect on how you made these calculations: | well i found the sum by rounding out the numbers next to the dot | add, solve | 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:\nPlanning your menu involved many calculations with decimals. Reflect on how you made these calculations:### Answer:\nwell i found the sum by rounding out the numbers next to the dot\n\n### Response:\nadd, solve |
<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 /> | one is right because 2.5 can be rounded and one is right because 2.549 is the right answer | They rounded to different place values. Jen rounded to the ones/whole number and her brother rounded to the tenths place. | 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:\none is right because 2.5 can be rounded and one is right because 2.549 is the right answer\n\n### Response:\nThey rounded to different place values. Jen rounded to the ones/whole number and her brother rounded to the tenths place. |
One end point of a line segment is (-3, -6). The length of the line segment is 7 units. Find four points that could serve as the other end point of the given line segment. | (4,1), (-3, 1), (4, -6), (-3, -6) | This would not form a line. | 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:\nOne end point of a line segment is (-3, -6). The length of the line segment is 7 units. Find four points that could serve as the other end point of the given line segment.### Answer:\n(4,1), (-3, 1), (4, -6), (-3, -6)\n\n### Response:\nThis would not form a line. |
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 | 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 | 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:\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:\nAnother 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\n\n### Response:\nGreat job! |
Using the rule of subtraction, rewrite the following subtraction expression as an addition expression. | 5+(-9) | 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:\nUsing the rule of subtraction, rewrite the following subtraction expression as an addition expression.### Answer:\n5+(-9)\n\n### Response:\nGreat job!
|
Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain. | The first 7 is in the hundred thousand place value chart and the second 7 is in the thousand place value chart. | 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:\nThe first 7 is in the hundred thousand place value chart and the second 7 is in the thousand place value chart. \n\n### Response:\nGreat thinking! |
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 could do 3 cups of bird food and 2 tablespoons of maple syrup. | Great work Cooper π§ | 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 could do 3 cups of bird food and 2 tablespoons of maple syrup.\n\n### Response:\nGreat work Cooper π§ |
The sentence is stated incorrectly. Rewrite the sentence to correctly describe each situation. | the tempertaure is -22 degrees | The temperature is 22 degrees Celsius below zero. | 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 sentence is stated incorrectly. Rewrite the sentence to correctly describe each situation.### Answer:\nthe tempertaure is -22 degrees\n\n### Response:\nThe temperature is 22 degrees Celsius below zero. |
Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship. | <img src="//resources.assistments.org/fetch/SW/38395336-5fa0-41e1-b8d0-da290abe93b9.png" 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:\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/38395336-5fa0-41e1-b8d0-da290abe93b9.png" alt="" width="200" />\n\n### Response:\nGreat. |
Diego made a graph of two quantities that he measured and said, “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.” | Given statement is “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.” | Emy: remember that when we are measuring, there are always some estimating - and therefore some inconsistencies in a bank of data...! | 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:\nDiego made a graph of two quantities that he measured and said, “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.”### Answer:\nGiven statement is “The points all lie on a line except one, which is a little bit above the line. This means that the quantities can’t be proportional.”\n\n### Response:\nEmy: remember that when we are measuring, there are always some estimating - and therefore some inconsistencies in a bank of data...! |
Find the rate. | 60 | what you have given is called the unit rate. Correct answer would be 60 mph. | 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\n\n### Response:\nwhat you have given is called the unit rate. Correct answer would be 60 mph. |
Write two ratios that are equivalent to 1:1. | 2:2 | Great start! That was just one sister, we need 2 of them! | 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 1:1. ### Answer:\n2:2\n\n### Response:\nGreat start! That was just one sister, we need 2 of them! |
During a field trip, 60 students are put into equal-sized groups. | 12 in each group | That is the answer, but the question was asking you to create a real life scenario, not solve. For example, there are 60 students divided into 5 groups, how many students per group?. Or there are 60 students and 5 students per group, how many groups are there? | 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:\nDuring a field trip, 60 students are put into equal-sized groups. ### Answer:\n12 in each group\n\n### Response:\nThat is the answer, but the question was asking you to create a real life scenario, not solve. For example, there are 60 students divided into 5 groups, how many students per group?. Or there are 60 students and 5 students per group, how many groups are there? |
Draw an area model to solve the following. | 1800 | Explain how you got 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:\nDraw an area model to solve the following.### Answer:\n1800\n\n### Response:\nExplain how you got this. |
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 | I notice that the balloon is floating above a lake and a sunken canoe is below the lake. The balloon´s vertical position is 12 meters and the canoe´s is -4.8 meters. 12+ d= -4.8, the answer is 16.8. | d= represents the distance that the canoe in below the balloon | 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:\nI notice that the balloon is floating above a lake and a sunken canoe is below the lake. The balloon´s vertical position is 12 meters and the canoe´s is -4.8 meters. 12+ d= -4.8, the answer is 16.8.\n\n### Response:\nd= represents the distance that the canoe in below the balloon |
Draw a model for the following: | 16 12 | 7 plus 8 two 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:\nDraw a model for the following:### Answer:\n16 12\n\n### Response:\n7 plus 8 two times |
5.a. Round to nearest tenth 11.6894321. | 11.7 | 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:\n5.a. Round to nearest tenth 11.6894321.### Answer:\n11.7\n\n### Response:\nPerfect! |
You have two cards showing integers with a sum of (−12) in your hand. | -12 and 12 | It asked what are your two cards that have a sum of -12 | 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:\n-12 and 12\n\n### Response:\nIt asked what are your two cards that have a sum of -12 |
How can you find 50% of a number quickly in your head? | 50/100 | This seems a little more than mental math. You could see 50% as half. | 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 can you find 50% of a number quickly in your head?### Answer:\n50/100\n\n### Response:\nThis seems a little more than mental math. You could see 50% as half. |
Was there a length measurement you did not use to find the area? If so, explain why it was not used. | I got the area | Why don't you use the 7.5? | 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:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nI got the area \n\n### Response:\nWhy don't you use the 7.5? |
Show more than one way you could use the structure of the table below to find the unknown value. | you could do 350 +350 or use times x | Good 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:\nShow more than one way you could use the structure of the table below to find the unknown value.### Answer:\nyou could do 350 +350 or use times x\n\n### Response:\nGood job |
For each expression, write an equivalent expression that uses only addition. | 20 + (9) + 8 + (7) | 20+(-9)+8+(-7). You changed the subtraction sign to addition but you forgot to change the sign of the numbers being subtracted. | 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:\n20 + (9) + 8 + (7)\n\n### Response:\n20+(-9)+8+(-7). You changed the subtraction sign to addition but you forgot to change the sign of the numbers being subtracted. |