instruction
stringlengths 6
1.35k
| input
stringlengths 1
2.1k
β | output
stringlengths 4
598
| text
stringlengths 244
2.52k
|
|---|---|---|---|
Write your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. | government polygon | Incorrect. A polyhedron is a 3D figure that is made up of faces that are closed and in the shape of a polygon. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. ### Answer:\ngovernment polygon\n\n### Response:\nIncorrect. A polyhedron is a 3D figure that is made up of faces that are closed and in the shape of a polygon. |
Dena reads for 361 minutes during Week 1 of her school's two-week long Read-A-Thon. She reads for 212 minutes during Week 2 of the Read-A-Thon. | done | 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:\nDena reads for 361 minutes during Week 1 of her school's two-week long Read-A-Thon. She reads for 212 minutes during Week 2 of the Read-A-Thon.### Answer:\ndone\n\n### Response:\nShow your work. |
In triangle ABC, the measure of angle A is 40°. | 100,40 | 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:\nIn triangle ABC, the measure of angle A is 40°.### Answer:\n100,40\n\n### Response:\nPerfect! |
Abe says 3 x 7 = 21 because 1 seven is 7, 2 sevens are 14, and 3 sevens are 14 + 6 + 1, which equals 21. | I think she added that way cause 6+1=7 and you could add the 7 and 14+7=21 | Because six plus one is seven | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nAbe says 3 x 7 = 21 because 1 seven is 7, 2 sevens are 14, and 3 sevens are 14 + 6 + 1, which equals 21.### Answer:\nI think she added that way cause 6+1=7 and you could add the 7 and 14+7=21\n\n### Response:\nBecause six plus one is seven |
List two different possibilities for the angle measures of an isosceles triangle. | 60 40 and 70 | All three angles add up to 180 and two of the three angles are congruent in an isosceles triangle. | Suppose you are a teacher and assigned 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 two different possibilities for the angle measures of an isosceles triangle.### Answer:\n60 40 and 70\n\n### Response:\nAll three angles add up to 180 and two of the three angles are congruent in an isosceles triangle. |
<strong>Directions: | It would be $7.20 for 3 packs of soda. | Asked for the proportion only | Suppose you are a teacher and assigned 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<strong>Directions:### Answer:\nIt would be $7.20 for 3 packs of soda.\n\n### Response:\nAsked for the proportion only |
For each equation, enter two more equations using the same numbers that express the same relationship in a different way. | 3+2=5 | Wow, 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:\n3+2=5\n\n### Response:\nWow, nice work! |
Explain why 6:4 and 18:8 are not equivalent ratios. | 6.4 is not even half of 18.8. 18.8 half is 9.4 and 9.4 is more than 6.4 | Incorrect math. Look at 6:4 and 18:8. To get from 6 to 18, you multiply by 3. To get from 4 to 8, you multiply by 2. You are multiplying by two different numbers, so these are NOT equivalent 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:\nExplain why 6:4 and 18:8 are not equivalent ratios.### Answer:\n6.4 is not even half of 18.8. 18.8 half is 9.4 and 9.4 is more than 6.4\n\n### Response:\nIncorrect math. Look at 6:4 and 18:8. To get from 6 to 18, you multiply by 3. To get from 4 to 8, you multiply by 2. You are multiplying by two different numbers, so these are NOT equivalent ratios. |
Explain why zero is considered its own opposite. | because its just zero | 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:\nbecause its just zero\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 array that shows 9 rows of 2. Write a multiplication sentence to represent the array and circle the factor that represents the number of rows. | 18 | Draw and array and write a multiplication sentence | Suppose you are a teacher and assigned 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 array that shows 9 rows of 2. Write a multiplication sentence to represent the array and circle the factor that represents the number of rows.### Answer:\n18\n\n### Response:\nDraw and array and write a multiplication sentence |
An experiment consists of randomly drawing a cube from a bag containing three red and two blue cubes. | { red, red, red, blue, blue} | The Sample Space is : Red and Blue | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nAn experiment consists of randomly drawing a cube from a bag containing three red and two blue cubes.### Answer:\n{ red, red, red, blue, blue}\n\n### Response:\nThe Sample Space is : Red and Blue |
The poetry club had its first bake sale, and they made $79.35. The club members are planning to have 4 more bake sales. Leslie said, “If we make the same amount at each bake sale, we’ll earn $3,967.50.” Peggy said, “No way, Leslie! We’ll earn $396.75 after five bake sales.” Use estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words, numbers, or pictures. | 79.35 x 5 = 396.75 | $79.35 x 4
$79 x 4 = $316 so $316 is closer to $396.75 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe poetry club had its first bake sale, and they made $79.35. The club members are planning to have 4 more bake sales. Leslie said, “If we make the same amount at each bake sale, we’ll earn $3,967.50.” Peggy said, “No way, Leslie! We’ll earn $396.75 after five bake sales.” Use estimation to help Peggy explain why Leslie’s reasoning is inaccurate. Show your reasoning using words, numbers, or pictures.### Answer:\n79.35 x 5 = 396.75\n\n### Response:\n$79.35 x 4
$79 x 4 = $316 so $316 is closer to $396.75 |
What is the relationship between 7 and −7 on the number line? | one is in front of zero and one is behind zero. | This does not describe their relationship | Suppose you are a teacher and assigned 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:\none is in front of zero and one is behind zero. \n\n### Response:\nThis does not describe their relationship |
Explain how knowing 50 × 4 = 200 helps you find 500 × 400. | <img src="//resources.assistments.org/fetch/SW/accd0be2-47ba-457e-a363-f433a52add41.png" alt="" width="648" height="162" /> | You did not 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:\nExplain how knowing 50 × 4 = 200 helps you find 500 × 400.### Answer:\n<img src="//resources.assistments.org/fetch/SW/accd0be2-47ba-457e-a363-f433a52add41.png" alt="" width="648" height="162" />\n\n### Response:\nYou did not explain |
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. | table is on paper | Provide so I can grade | Suppose you are a teacher and assigned 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:\ntable is on paper \n\n### Response:\nProvide so I can grade |
What does the expression π β π€ represent? | lenth x width | area | Suppose you are a teacher and assigned 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 β π€ represent?### Answer:\nlenth x width\n\n### Response:\narea |
Express the following value in words. | such | This would be fifteen and sixty-two thousandths. Word form is the written/read form of the number. Please review Lesson 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:\nExpress the following value in words.### Answer:\nsuch\n\n### Response:\nThis would be fifteen and sixty-two thousandths. Word form is the written/read form of the number. Please review Lesson 5 |
Represent the situation using an equation. | x30%=18 | remember to represent 30% as a decimal or fraction in the equation. .3 or 30/100 | 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:\nx30%=18\n\n### Response:\nremember to represent 30% as a decimal or fraction in the equation. .3 or 30/100 |
The inequalities <em>h | To enter the park you have to be taller than 42 inches | The persons height must be greater then 42 inches but less then 60 inches. | Suppose you are a teacher and assigned 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 inequalities <em>h### Answer:\nTo enter the park you have to be taller than 42 inches\n\n### Response:\nThe persons height must be greater then 42 inches but less then 60 inches. |
Give the dimensions of a right triangle and a parallelogram with the same area. Explain how you know. | A = bh1/2 | You were asked to provide the dimensions of a right triable and a parallelogram with the same area. The dimensions should show that the triangles base OR height is double the base or height of the parallelogram. This is because the parallelogram formula is A=bh and the triangle formula is A=bh/2. For example:
Parallelogram dimensions base=5 and height=7. The area of the parallelogram would be 35 units squared. A triangle with the same area could have a base of 10 and a height of 7. When put into the formula A=bh/2 the triangle also has a area of 35 units squared. | Suppose you are a teacher and assigned 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 the dimensions of a right triangle and a parallelogram with the same area. Explain how you know.### Answer:\nA = bh1/2\n\n### Response:\nYou were asked to provide the dimensions of a right triable and a parallelogram with the same area. The dimensions should show that the triangles base OR height is double the base or height of the parallelogram. This is because the parallelogram formula is A=bh and the triangle formula is A=bh/2. For example:
Parallelogram dimensions base=5 and height=7. The area of the parallelogram would be 35 units squared. A triangle with the same area could have a base of 10 and a height of 7. When put into the formula A=bh/2 the triangle also has a area of 35 units squared. |
List three different combinations of coins, each with a value of 30% of a dollar. | 10 pennies | Perfect!! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nList three different combinations of coins, each with a value of 30% of a dollar.### Answer:\n10 pennies\n\n### Response:\nPerfect!! |
How can you find 50% of a number quickly in your head? | 5 x 10 | half of the number | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHow can you find 50% of a number quickly in your head?### Answer:\n5 x 10\n\n### Response:\nhalf of the number |
Over several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain | Yes, if the weight in pounds doubled then the weight in kilograms would also double. This is because the weight of a kilogram is around 2 - 2.2 pounds and if you have one pound you have 2.2kilograms then if you multiply the pounds by 2 you multiply the kilograms by the same amount and get 2 pounds and 4.4 kilograms I didn’t really know how to form this into a sentence so I tried. | AWESOME 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:\nOver several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain### Answer:\nYes, if the weight in pounds doubled then the weight in kilograms would also double. This is because the weight of a kilogram is around 2 - 2.2 pounds and if you have one pound you have 2.2kilograms then if you multiply the pounds by 2 you multiply the kilograms by the same amount and get 2 pounds and 4.4 kilograms I didn’t really know how to form this into a sentence so I tried.\n\n### Response:\nAWESOME explanation! |
Five students came for after-school tutoring. Priya’s teacher assigned each of them the same number of problems to complete. Then she assigned 2 more problems to one of the students. 27 problems were assigned in all. | <img src="//resources.assistments.org/fetch/SW/a1fafb7a-9adc-4405-bb5e-2ef8dc4fad02.jpeg" width="200" /> | Only one student was given 2 more problems, not all 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:\nFive students came for after-school tutoring. Priya’s teacher assigned each of them the same number of problems to complete. Then she assigned 2 more problems to one of the students. 27 problems were assigned in all.### Answer:\n<img src="//resources.assistments.org/fetch/SW/a1fafb7a-9adc-4405-bb5e-2ef8dc4fad02.jpeg" width="200" />\n\n### Response:\nOnly one student was given 2 more problems, not all 5 |
Write two questions that you could ask the students in your class that would result in categorical data. For each question, explain how you know that responses to it would produce categorical data. | 1 --- What is your favorite color? | Nice job. But not all answers with numbers are numerical. Sometimes they are categorical like zip codes or phone 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:\nWrite two questions that you could ask the students in your class that would result in categorical data. For each question, explain how you know that responses to it would produce categorical data.### Answer:\n1 --- What is your favorite color?\n\n### Response:\nNice job. But not all answers with numbers are numerical. Sometimes they are categorical like zip codes or phone numbers. |
Write your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. | A polyhedron is a shape with lines that don't cross or curve with each other. | Yes, but also remember polyhedron can have many sides. It is also a closed, 3D shape with flat sides. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. ### Answer:\nA polyhedron is a shape with lines that don't cross or curve with each other.\n\n### Response:\nYes, but also remember polyhedron can have many sides. It is also a closed, 3D shape with flat sides. |
Find the rate. | 12 | what you have given is called the unit rate. Correct answer would be 12 cpd or customers per day. | Suppose you are a teacher and assigned 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:\n12 \n\n### Response:\nwhat you have given is called the unit rate. Correct answer would be 12 cpd or customers per day. |
Think about your work today, and write your best definition of area. | well a area can be many things it can be a area in a house and it can be in a math problem. in this in is a math problem. to me an area in a space full of boxes of shapes and ther are numbers for how many shapes ther are in that line then if you want the sum you add or multipli. then you would get the sum | Good work, Elizabeth! Remember, area is the space inside a shape or region. You want to find a product not a sum. You multiply length times width. Be mindful of your writing conventions. | Suppose you are a teacher and assigned 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:\nwell a area can be many things it can be a area in a house and it can be in a math problem. in this in is a math problem. to me an area in a space full of boxes of shapes and ther are numbers for how many shapes ther are in that line then if you want the sum you add or multipli. then you would get the sum\n\n### Response:\nGood work, Elizabeth! Remember, area is the space inside a shape or region. You want to find a product not a sum. You multiply length times width. Be mindful of your writing conventions. |
Solve by drawing disks on a place value chart. Write an equation, and express the product in standard form. | <img src="//resources.assistments.org/fetch/SW/f28df303-4d95-4732-a480-d64541f4205f.jpeg" alt="" width="1080" height="610" /> | You need to use a place value chart and disks to 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:\nSolve by drawing disks on a place value chart. Write an equation, and express the product in standard form.### Answer:\n<img src="//resources.assistments.org/fetch/SW/f28df303-4d95-4732-a480-d64541f4205f.jpeg" alt="" width="1080" height="610" />\n\n### Response:\nYou need to use a place value chart and disks to solve. |
Clare made a smoothie with 1 cup of yogurt, 3 tablespoons of peanut butter, 2 teaspoons of chocolate syrup, and 2 cups of crushed ice. | <img src="//resources.assistments.org/fetch/SW/56b09eae-2b86-421d-8bc9-d63bcefa48d7.jpeg" alt="" width="200" /> | This is where you should WRITE 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:\nClare made a smoothie with 1 cup of yogurt, 3 tablespoons of peanut butter, 2 teaspoons of chocolate syrup, and 2 cups of crushed ice.### Answer:\n<img src="//resources.assistments.org/fetch/SW/56b09eae-2b86-421d-8bc9-d63bcefa48d7.jpeg" alt="" width="200" />\n\n### Response:\nThis is where you should WRITE an explanation. |
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? | Jada needs to communicate how many units the shape moved, and in what direction for the translation. For the reflection, we need to know where the line of reflection is. | 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:\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:\nJada needs to communicate how many units the shape moved, and in what direction for the translation. For the reflection, we need to know where the line of reflection is.\n\n### Response:\nExcellent!! |
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 | She can tell because the over all both equations are equal though some math. | Your answer should explain (or show) what happens with this equation after each side is simplified. | Suppose you are a teacher and assigned 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:\nShe can tell because the over all both equations are equal though some math. \n\n### Response:\nYour answer should explain (or show) what happens with this equation after each side is simplified. |
Emma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array. | need putting picture in can you explain how to take the pic on this part ? | Got your picture in a text. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEmma collects rocks. She arranges them in 4 rows of 3. Draw Emma's array to show how many rocks she has altogether. Then, write a multiplication equation to describe the array.### Answer:\nneed putting picture in can you explain how to take the pic on this part ?\n\n### Response:\nGot your picture in a text. |
Come up with an example of three side lengths that can not possibly make a triangle, and explain how you know. | 10, 0, 8 | Try not to use a zero length, because that no longer a side. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nCome up with an example of three side lengths that can not possibly make a triangle, and explain how you know.### Answer:\n10, 0, 8\n\n### Response:\nTry not to use a zero length, because that no longer a side. |
The point <span id="MathJax-Element-209-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1813" class="math"><span id="MathJax-Span-1814" class="mrow"><span id="MathJax-Span-1815" class="mo">( | (-2,10) (-4,2) | Great job! Every point on this line should go up 4 and right 1 or down 4 and left 1 from (-3,6). | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe point <span id="MathJax-Element-209-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1813" class="math"><span id="MathJax-Span-1814" class="mrow"><span id="MathJax-Span-1815" class="mo">(### Answer:\n(-2,10) (-4,2)\n\n### Response:\nGreat job! Every point on this line should go up 4 and right 1 or down 4 and left 1 from (-3,6). |
Was there a length measurement you did not use to find the area? If so, explain why it was not used. | the length was 9 which you multiply with the width to get 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:\nthe length was 9 which you multiply with the width to get the area.\n\n### Response:\nWhy don't you use the 7.5? |
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. | p=18 | No work, no full credit. | Suppose you are a teacher and assigned 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:\np=18\n\n### Response:\nNo work, no full credit. |
Choose a situation that could be described by the following ratio. | There were 100 cars for sale at the end there were only 27 cars left | This would lead to a good ratio, but the problem was for the ratio of 1:2. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\nThere were 100 cars for sale at the end there were only 27 cars left \n\n### Response:\nThis would lead to a good ratio, but the problem was for the ratio of 1:2. |
What is the difference between 6<em>z | On 6(z) your doing 6 (z )amount of times ,and in Z(6) your doing Z 6 times. | 6z= 6 x Z While π§ to the power of 6 is z x z x z x z x z | Suppose you are a teacher and assigned 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:\nOn 6(z) your doing 6 (z )amount of times ,and in Z(6) your doing Z 6 times.\n\n### Response:\n6z= 6 x Z While π§ to the power of 6 is z x z x z x z x z |
To make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds. | Diagram is on paper. | Next time, try to upload so I can see 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:\nTo make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.### Answer:\nDiagram is on paper.\n\n### Response:\nNext time, try to upload so I can see your work. |
In your own words, explain what a dilation is. | smaller or bigger | A transformation that changes the size according to the scale factor. | Suppose you are a teacher and assigned 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:\nsmaller or bigger\n\n### Response:\nA transformation that changes the size according to the scale factor. |
What is your favorite color? | Yellow | Thanks for your answer. This is the place where I give you feedback on open ended responses. Mr. Arias | Suppose you are a teacher and assigned 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:\nYellow\n\n### Response:\nThanks for your answer. This is the place where I give you feedback on open ended responses. Mr. Arias |
Describe a situation that could be modeled with the ratio 4:1. | the flight attended flew 4 flights and used the the ratio 4:1. for every 4 flights the flight attendant flys he takes one break. | Nice 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:\nDescribe a situation that could be modeled with the ratio 4:1.### Answer:\nthe flight attended flew 4 flights and used the the ratio 4:1. for every 4 flights the flight attendant flys he takes one break.\n\n### Response:\nNice try! |
Draw an area model. | Area model is on paper. | Need an answer here. | Suppose you are a teacher and assigned 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:\nArea model is on paper.\n\n### Response:\nNeed an answer here. |
List three different combinations of coins, each with a value of 30% of a dollar. | 1 quarter + 1 nickel , 3 dimes , 30 pennies , 15 pennies +2 nickels + 1 dime | 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:\n1 quarter + 1 nickel , 3 dimes , 30 pennies , 15 pennies +2 nickels + 1 dime \n\n### Response:\nGreat job! |
In an equilateral triangle, all side lengths are equal and all angle measures are equal. Sketch an equilateral triangle. | Triangle on paper, but angles would be 60 degrees | Check your work: Do a google image search for equilateral triangle | Suppose you are a teacher and assigned 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 an equilateral triangle, all side lengths are equal and all angle measures are equal. Sketch an equilateral triangle.### Answer:\nTriangle on paper, but angles would be 60 degrees\n\n### Response:\nCheck your work: Do a google image search for equilateral triangle |
Draw a number line diagram and write an expression to represent this situation: | <img src="//resources.assistments.org/fetch/SW/b95c8335-4dae-4217-8981-ac96264eac5f.jpeg" alt="" width="329" height="186" /> | No expression included. | Suppose you are a teacher and assigned 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 number line diagram and write an expression to represent this situation:### Answer:\n<img src="//resources.assistments.org/fetch/SW/b95c8335-4dae-4217-8981-ac96264eac5f.jpeg" alt="" width="329" height="186" />\n\n### Response:\nNo expression included. |
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? | A=3b | 3(b - 2) = 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:\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:\nA=3b\n\n### Response:\n3(b - 2) = 24 |
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 | This should be two 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:\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\n\n### Response:\nThis should be two ratios |
In a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of grape juice concentrate is 3 to 1. | 6:2 and 9:3 | Great job! I am happy to see that you understood how to create equivalent ratios or multiple batches. | Suppose you are a teacher and assigned 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:\n6:2 and 9:3\n\n### Response:\nGreat job! I am happy to see that you understood how to create equivalent ratios or multiple batches. |
Explain how to make this calculation mentally. | <img src="//resources.assistments.org/fetch/SW/6021e7be-8739-4bfa-aec8-ca6b096f209b.jpeg" width="200" />you take away one half. | Explain your 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:\nExplain how to make this calculation mentally.### Answer:\n<img src="//resources.assistments.org/fetch/SW/6021e7be-8739-4bfa-aec8-ca6b096f209b.jpeg" width="200" />you take away one half.\n\n### Response:\nExplain your thinking |
Estimate the quotient for the following problem. | 913-31=29.4 | 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 the quotient for the following problem.### Answer:\n913-31=29.4\n\n### Response:\nestimate |
Write a multiplication sentence for each expression. You might skip-count to find the totals. | 6×2 =12 | Great, your equation is correct! Make sure you show your skip counting for this type of problem. 6,12 | 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:\nWrite a multiplication sentence for each expression. You might skip-count to find the totals. ### Answer:\n6×2 =12\n\n### Response:\nGreat, your equation is correct! Make sure you show your skip counting for this type of problem. 6,12 |
Sean was at batting practice. He swung 25 times but only hit the ball 15 times. | the ratios are 25:15 15 to 25 | directions said to make up a 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:\nSean was at batting practice. He swung 25 times but only hit the ball 15 times.### Answer:\nthe ratios are 25:15 15 to 25\n\n### Response:\ndirections said to make up a word problem |
Use a geometric tool to draw a circle. Draw and measure a radius and a diameter of the circle. | <img src="//resources.assistments.org/fetch/SW/97b286cd-bcae-48fd-8c7e-e5fa1a9a1eb6.jpeg" alt="" width="505" height="283" /> | Measure the radius and diameter. | Suppose you are a teacher and assigned 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 a geometric tool to draw a circle. Draw and measure a radius and a diameter of the circle.### Answer:\n<img src="//resources.assistments.org/fetch/SW/97b286cd-bcae-48fd-8c7e-e5fa1a9a1eb6.jpeg" alt="" width="505" height="283" />\n\n### Response:\nMeasure the radius and diameter. |
Write three numbers that are less than -1. | -14 and 1/2 | This is only one number less than -1. You need 3 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:\nWrite three numbers that are less than -1.### Answer:\n-14 and 1/2\n\n### Response:\nThis is only one number less than -1. You need 3 numbers. |
Give two different ratios with a description of the ratio relationship using the following information: | for every 15 male dogs there are 35 female dog in the park | You were asked to use the information given to write two ratios AND two ratio descriptions. The statement said nothing about dogs. | Suppose you are a teacher and assigned 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:\nfor every 15 male dogs there are 35 female dog in the park \n\n### Response:\nYou were asked to use the information given to write two ratios AND two ratio descriptions. The statement said nothing about dogs. |
80% of x is equal to 100. | x*80%=100 or 80%*x=100 | or 100/.8 x=125
80% of 125 is 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:\n80% of x is equal to 100. ### Answer:\nx*80%=100 or 80%*x=100\n\n### Response:\nor 100/.8 x=125
80% of 125 is 100 |
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? | 4532 | Saturday 45 min
Sunday 8 miles 9 min per mile
Sunday 8 x 9 = 72 min
Weekend 72 + 45 = 117 min | Suppose you are a teacher and assigned 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:\n4532\n\n### Response:\nSaturday 45 min
Sunday 8 miles 9 min per mile
Sunday 8 x 9 = 72 min
Weekend 72 + 45 = 117 min |
Use pictures, numbers, and words to explain another way to say sixty-five hundred. | 605100 | 6,500 | Suppose you are a teacher and assigned 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 pictures, numbers, and words to explain another way to say sixty-five hundred.### Answer:\n605100\n\n### Response:\n6,500 |
Invent a data set with five numbers that has a mean of 10 and a median of 12. | <img src="//resources.assistments.org/fetch/SW/fa193921-61b9-4e03-b868-3732dd05217e.jpeg" width="472" height="354" /> | 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:\nInvent a data set with five numbers that has a mean of 10 and a median of 12.### Answer:\n<img src="//resources.assistments.org/fetch/SW/fa193921-61b9-4e03-b868-3732dd05217e.jpeg" width="472" height="354" />\n\n### Response:\nGreat job! :) |
What does the expression π + π€ + π + π€ represent? | leanth +with+leanth+with | It represents the 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:\nleanth +with+leanth+with\n\n### Response:\nIt represents the perimeter. |
6th Grade End Unit 1 Assessment | a rectangular prism | What shape are the ends? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n6th Grade End Unit 1 Assessment### Answer:\na rectangular prism\n\n### Response:\nWhat shape are the ends? |
Write three ratios that are equivalent to the one given: | 9:2 | 26:8 and 32:16 aren't equivalent to 18:4 | 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 three ratios that are equivalent to the one given:### Answer:\n9:2\n\n### Response:\n26:8 and 32:16 aren't equivalent to 18:4 |
Five students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. | 5(x+2)=30 | 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:\nFive students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. ### Answer:\n5(x+2)=30\n\n### Response:\nsolution? |
Name the parts of the expression. | 7x2xb | 14 is the Coeffcient and B is the Varible | Suppose you are a teacher and assigned 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:\n7x2xb\n\n### Response:\n14 is the Coeffcient and B is the Varible |
Write an inequality that relates the rational numbers. | 16>0 | 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 an inequality that relates the rational numbers.### Answer:\n16>0\n\n### Response:\nGreat job! |
Choose a situation that could be described by the following ratio. | <img src="//resources.assistments.org/fetch/SW/e83a50d9-0b25-4984-aecc-5af8ac041df4.jpeg" alt="" width="200" /> | Your relationship looks great, but don't switch it around. ORDER matters. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\n<img src="//resources.assistments.org/fetch/SW/e83a50d9-0b25-4984-aecc-5af8ac041df4.jpeg" alt="" width="200" />\n\n### Response:\nYour relationship looks great, but don't switch it around. ORDER matters. |
How is a line different from a line segment? | well there both line but there diffent | Lines go on forever, line segments are a chunk of 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:\nHow is a line different from a line segment?### Answer:\nwell there both line but there diffent\n\n### Response:\nLines go on forever, line segments are a chunk of a line |
2. Andre notices that he is a little taller than Lin but is shorter than their math teacher, who is 164 centimeters tall. Write two inequalities to describe Andre's height in centimeters. If you get stuck, consider drawing a number line to help you. | H > 160 and H < 164 | The inequalities to Andre's height is L < A < 164.
L = Lin A = Andre Math teacher's height:164 centimeters | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n2. Andre notices that he is a little taller than Lin but is shorter than their math teacher, who is 164 centimeters tall. Write two inequalities to describe Andre's height in centimeters. If you get stuck, consider drawing a number line to help you.### Answer:\nH > 160 and H < 164\n\n### Response:\nThe inequalities to Andre's height is L < A < 164.
L = Lin A = Andre Math teacher's height:164 centimeters |
Solve by drawing disks on a place value chart. Write an equation, and express the product in standard form. | 4x.3 = .12 | You needed to submit a 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:\nSolve by drawing disks on a place value chart. Write an equation, and express the product in standard form.### Answer:\n4x.3 = .12\n\n### Response:\nYou needed to submit a drawing. |
1. Model −18 + 6 = | model is on paper | Please give me a picture of your model on paper | Suppose you are a teacher and assigned 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. Model −18 + 6 =### Answer:\nmodel is on paper\n\n### Response:\nPlease give me a picture of your model on paper |
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. | This happens because when you add more scoops of chocolate than milk you get a more stronger chocolaty taste. | Using unit rates can help you find the strongest chocolate flavored milkshake. The 2:1 milkshake blend is the unit rate; 2 scoops of chocolate ice cream to one cup of milk. The 3:2 blend has a unit rate of 1.5 scoops of chocolate ice cream to 1 cup of milk. The 3:2 blend has more icecream (0.5 more) per each cup of milk. The 3:2 milkshake blend will have the stronger flavor. | Suppose you are a teacher and assigned 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:\nThis happens because when you add more scoops of chocolate than milk you get a more stronger chocolaty taste. \n\n### Response:\nUsing unit rates can help you find the strongest chocolate flavored milkshake. The 2:1 milkshake blend is the unit rate; 2 scoops of chocolate ice cream to one cup of milk. The 3:2 blend has a unit rate of 1.5 scoops of chocolate ice cream to 1 cup of milk. The 3:2 blend has more icecream (0.5 more) per each cup of milk. The 3:2 milkshake blend will have the stronger flavor. |
Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship. | <img src="//resources.assistments.org/fetch/SW/0f53064d-4180-430e-94a9-9f09322549fe.png" alt="" width="200" /> | Your line is proportional and does not have a slope of 3. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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/0f53064d-4180-430e-94a9-9f09322549fe.png" alt="" width="200" />\n\n### Response:\nYour line is proportional and does not have a slope of 3. |
Problem 7 | <em>They are the same because they are both multiples. | of the smaller number in each ratio....
5 x 3 = 15
1 x 3 = 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:\nProblem 7### Answer:\n<em>They are the same because they are both multiples.\n\n### Response:\nof the smaller number in each ratio....
5 x 3 = 15
1 x 3 = 3 |
During a field trip, 60 students are put into equal-sized groups. | 1) 60 students are divided up into 12 groups of 5<br />2) 60 students are divided into 12 groups of five. | This is the same answer twice. What's another way to see the 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:\n1) 60 students are divided up into 12 groups of 5<br />2) 60 students are divided into 12 groups of five.\n\n### Response:\nThis is the same answer twice. What's another way to see the problem? |
Sarah says that 26 ÷ 8 equals 14 ÷ 4 because both are “3 R2.” Show her mistake using decimal division. | <span style="font-size: 36pt;"><img src="//resources.assistments.org/fetch/SW/4614b45d-31e9-430f-aa85-8f2e4da5c70f.jpeg" alt="" width="200" /><img src="blob:https://tutor.assistments.org/475031fc-277a-4f60-b20b-45086cf6d5ef" alt="" /> | Ted, these are not the numbers from this problem. Where did they come from? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSarah says that 26 ÷ 8 equals 14 ÷ 4 because both are “3 R2.” Show her mistake using decimal division.### Answer:\n<span style="font-size: 36pt;"><img src="//resources.assistments.org/fetch/SW/4614b45d-31e9-430f-aa85-8f2e4da5c70f.jpeg" alt="" width="200" /><img src="blob:https://tutor.assistments.org/475031fc-277a-4f60-b20b-45086cf6d5ef" alt="" />\n\n### Response:\nTed, these are not the numbers from this problem. Where did they come from? |
Write three ratios that are equivalent to the one given: | 18:4 | three equivalent ways? | Suppose you are a teacher and assigned 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 ratios that are equivalent to the one given:### Answer:\n18:4 \n\n### Response:\nthree equivalent ways? |
Draw an area model. Then, solve using the standard algorithm. | Area Model is on paper. | 642 x 257 = 164994 | Suppose you are a teacher and assigned 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:\n642 x 257 = 164994 |
Explain why 6:4 and 18:8 are not equivalent ratios. | I disagree U multiply both by 2 and are even I disagree | Are these both multiplied by 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:\nExplain why 6:4 and 18:8 are not equivalent ratios.### Answer:\nI disagree U multiply both by 2 and are even I disagree\n\n### Response:\nAre these both multiplied by 2? |
Dr. Hong prescribed 0.019 liter more medicine than Dr. Tannenbaum. Dr. Evans prescribed 0.02 less than Dr. Hong. Who prescribed the most medicine? Who prescribed the least? | Dr. Evans prescribed the most medicine and Dr. Hong prescribed the least amount of medicine. | 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:\nDr. Hong prescribed 0.019 liter more medicine than Dr. Tannenbaum. Dr. Evans prescribed 0.02 less than Dr. Hong. Who prescribed the most medicine? Who prescribed the least?### Answer:\nDr. Evans prescribed the most medicine and Dr. Hong prescribed the least amount of medicine.\n\n### Response:\nIncorrect |
Use GCF and the distributive property to write equivalent expressions in factored form for the following expression. | 2(2d+6e) | 2 is not the GCF | Suppose you are a teacher and assigned 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:\n2(2d+6e)\n\n### Response:\n2 is not the GCF |
Name a combination of coins that is 130% of the value of a dollar. | 1.30 $ | You needed to tell the coins that equal $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:\n1.30 $\n\n### Response:\nYou needed to tell the coins that equal $1.30 |
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. | he can spent 50 he alredy bought chips of six dollars and he will buy sanwiches that are 4 .50 so at the end he can buy he can buy around 10 sanwiches because 4.50 x 10 is close to the number we subtratted 50 from 6 is 44 so he can buy 10 sanwihes | 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:\nhe can spent 50 he alredy bought chips of six dollars and he will buy sanwiches that are 4 .50 so at the end he can buy he can buy around 10 sanwiches because 4.50 x 10 is close to the number we subtratted 50 from 6 is 44 so he can buy 10 sanwihes \n\n### Response:\nWrite and solve an inequality. |
Estimate the product first. | My estimation is 127,358 | This is good, but an estimation would just get you close. For example 130,000. We use whole numbers to get there to reduce the task of calculating everything. | Suppose you are a teacher and assigned 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:\nMy estimation is 127,358\n\n### Response:\nThis is good, but an estimation would just get you close. For example 130,000. We use whole numbers to get there to reduce the task of calculating everything. |
The sentence is stated incorrectly. Rewrite the sentence to correctly describe each situation. | Te tempature i -22 degrees below zero in celsius. | The temperature is -22C
OR
The temperature is 22 degrees below zero Celsius | Suppose you are a teacher and assigned 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:\nTe tempature i -22 degrees below zero in celsius.\n\n### Response:\nThe temperature is -22C
OR
The temperature is 22 degrees below zero Celsius |
Use an area model to explain the product of 4.6 and 3. | <img src="//resources.assistments.org/fetch/SW/2c0d6e1c-ccd6-4cd5-9ed9-e49c86d20372.jpeg" alt="" width="372" height="210" /> | Work doesn't match 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:\nUse an area model to explain the product of 4.6 and 3.### Answer:\n<img src="//resources.assistments.org/fetch/SW/2c0d6e1c-ccd6-4cd5-9ed9-e49c86d20372.jpeg" alt="" width="372" height="210" />\n\n### Response:\nWork doesn't match problem. |
Choose a situation that could be described by the following ratio. | i whanted to bake bronies | you should have created a story using the ratio 1:2 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\ni whanted to bake bronies\n\n### Response:\nyou should have created a story using the ratio 1:2 |
Prove that 3: 8 is equivalent to 12: 32. Use diagrams to support your answer | <img src="//resources.assistments.org/fetch/SW/fef177a0-f0ce-439d-9689-8d95be666688.jpeg" alt="" width="558" height="315" /> | 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:\nProve that 3: 8 is equivalent to 12: 32. Use diagrams to support your answer### Answer:\n<img src="//resources.assistments.org/fetch/SW/fef177a0-f0ce-439d-9689-8d95be666688.jpeg" alt="" width="558" height="315" />\n\n### Response:\nPerfect! |
The double number line shows that 4 pounds of tomatoes cost $14. Draw tick marks and write labels to show the prices of 1, 2, and 3 pounds of tomatoes. | 2 pounds of tomatoes is 7 | Next time, make sure you draw a double number line and upload a picture if that's what it asks. Nice job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe double number line shows that 4 pounds of tomatoes cost $14. Draw tick marks and write labels to show the prices of 1, 2, and 3 pounds of tomatoes.### Answer:\n2 pounds of tomatoes is 7\n\n### Response:\nNext time, make sure you draw a double number line and upload a picture if that's what it asks. Nice job! |
What causes a repeating decimal in the long division algorithm? | if it doesn't divided out equally | Along the right lines, missing some steps it repeats:) | Suppose you are a teacher and assigned 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 causes a repeating decimal in the long division algorithm?### Answer:\nif it doesn't divided out equally \n\n### Response:\nAlong the right lines, missing some steps it repeats:) |
Estimate the quotient for the following problem. | 6.85 | 490 divided by 70 | Suppose you are a teacher and assigned 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:\n6.85\n\n### Response:\n490 divided by 70 |
Why do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller? | Example, 1/4<sup>2 | Part of your response is mathematically accurate. However, 4 X 4 = 16 not 8. Your explanation does show that you understand the difference in the relationship between exponents and whole numbers, and exponents and fractions. | Suppose you are a teacher and assigned 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:\nExample, 1/4<sup>2\n\n### Response:\nPart of your response is mathematically accurate. However, 4 X 4 = 16 not 8. Your explanation does show that you understand the difference in the relationship between exponents and whole numbers, and exponents and fractions. |
List the <em>sample space | 2 | Good 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:\nList the <em>sample space### Answer:\n2\n\n### Response:\nGood job!π |
Draw an area model. Then, solve using the standard algorithm. | <img src="//resources.assistments.org/fetch/SW/dccc2735-26b2-4f95-9541-f170fc28aa45.jpeg" alt="" width="559" height="316" /> | The standard algorithm is not shown. | Suppose you are a teacher and assigned 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:\n<img src="//resources.assistments.org/fetch/SW/dccc2735-26b2-4f95-9541-f170fc28aa45.jpeg" alt="" width="559" height="316" />\n\n### Response:\nThe standard algorithm is not shown. |
Mark the text by underlining key words. | (25+h)/f^3 | Mark the text by underlining key words.
Can you find terms that are related to the mathematical operations (add, subtract, multiply, divide), exponents, or grouping symbols? | Suppose you are a teacher and assigned 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 the text by underlining key words. ### Answer:\n(25+h)/f^3\n\n### Response:\nMark the text by underlining key words.
Can you find terms that are related to the mathematical operations (add, subtract, multiply, divide), exponents, or grouping symbols? |
Over several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain | 1 kilogram times 2 is 2 kilograms | Both weights would double no matter what unit it is measured in | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nOver several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain### Answer:\n1 kilogram times 2 is 2 kilograms \n\n### Response:\nBoth weights would double no matter what unit it is measured in |
List two different possibilities for the angle measures of an isosceles triangle. | obtuse | An isosceles triangle must have two angles with the same measurement and the sum of all three angles should equal 180 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:\nList two different possibilities for the angle measures of an isosceles triangle.### Answer:\nobtuse\n\n### Response:\nAn isosceles triangle must have two angles with the same measurement and the sum of all three angles should equal 180 degrees. |
A 25% vinegar solution is combined with triple the amount of a 45% vinegar solution and a 5% vinegar solution resulting in 20 milliliters of a 30% vinegar solution. | p=25%+45%+5% | divided by 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:\nA 25% vinegar solution is combined with triple the amount of a 45% vinegar solution and a 5% vinegar solution resulting in 20 milliliters of a 30% vinegar solution.### Answer:\np=25%+45%+5%\n\n### Response:\ndivided by 30% |
Think about your work today, and write your best definition of area. | it worked out great | What is area? | Suppose you are a teacher and assigned 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:\nit worked out great\n\n### Response:\nWhat is area? |