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8th Grade Unit 1 Mid-Unit Assessment | <img src="//resources.assistments.org/fetch/SW/7d03da5d-a64c-40f0-8413-19b108bc1231.jpeg" alt="" width="227" height="303" /><img src="//resources.assistments.org/fetch/SW/c9a481df-946e-4968-b542-954fb91bdb25.jpeg" alt="" width="219" height="292" /> | Next time connect the vertices. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n8th Grade Unit 1 Mid-Unit Assessment### Answer:\n<img src="//resources.assistments.org/fetch/SW/7d03da5d-a64c-40f0-8413-19b108bc1231.jpeg" alt="" width="227" height="303" /><img src="//resources.assistments.org/fetch/SW/c9a481df-946e-4968-b542-954fb91bdb25.jpeg" alt="" width="219" height="292" />\n\n### Response:\nNext time connect the vertices. |
A type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue. | A smaller amount of what color? Both colors? Yellow? Blue? | Nice use of ratio thinking! Love it Michaela! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue.### Answer:\n A smaller amount of what color? Both colors? Yellow? Blue?\n\n### Response:\nNice use of ratio thinking! Love it Michaela! |
Give two different ratios with a description of the ratio relationship using the following information: | One of the ratios is 15:35, the ratio of male teachers to female teachers. The other ratio is 35:15, the ratio of female teachers to male teachers. | Amazing 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:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\nOne of the ratios is 15:35, the ratio of male teachers to female teachers. The other ratio is 35:15, the ratio of female teachers to male teachers.\n\n### Response:\nAmazing work! |
Andre came up with the following puzzle. “I am three years younger than my brother, and I am 2 years older than my sister. My mom's age is one less than three times my brother's age. When you add all our ages, you get 87. What are our ages?” | the mom is 37 the brother is 12 the he is 9 and the sister is 11 | These are not the correct ages. | Suppose you are a teacher and assigned 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 came up with the following puzzle. “I am three years younger than my brother, and I am 2 years older than my sister. My mom's age is one less than three times my brother's age. When you add all our ages, you get 87. What are our ages?”### Answer:\nthe mom is 37 the brother is 12 the he is 9 and the sister is 11\n\n### Response:\nThese are not the correct ages. |
How are the ordered pairs (4, 9) and (4,−9) similar? | They are the same distance from the x and y axis’s | Same x-coordinate (first coordinate). | Suppose you are a teacher and assigned 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 are the ordered pairs (4, 9) and (4,−9) similar?### Answer:\nThey are the same distance from the x and y axis’s\n\n### Response:\nSame x-coordinate (first coordinate). |
Draw an area model. | <img src="//resources.assistments.org/fetch/SW/1bf5b7c2-8703-4d98-a31d-d5506b9f0003.png" alt="" width="56" height="200" /><img src="//resources.assistments.org/fetch/SW/217dfa7a-5919-4717-8d63-ad7dd7eacb01.jpeg" alt="" width="385" height="385" /> | Unable to read your response | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model.### Answer:\n<img src="//resources.assistments.org/fetch/SW/1bf5b7c2-8703-4d98-a31d-d5506b9f0003.png" alt="" width="56" height="200" /><img src="//resources.assistments.org/fetch/SW/217dfa7a-5919-4717-8d63-ad7dd7eacb01.jpeg" alt="" width="385" height="385" />\n\n### Response:\nUnable to read your response |
Write the numerical expressions in words. | 10 times (2.5 plus 13.5) | 10 times the sum of 2.5 and 13.5 | 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:\nWrite the numerical expressions in words. ### Answer:\n10 times (2.5 plus 13.5)\n\n### Response:\n10 times the sum of 2.5 and 13.5 |
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. | 18 pencils and 18 stickers each. 6 pencils and 9 stickers each. 9 pencils and 6 stickers each. 3 pencils and 6 stickers each. 6 pencils and 3 stickers each. 2 pencils and 2 stickers each. 1 pencil and 1 sticker each. | 18 pencils and 18 stickers each. this implies that you ahve 32 of each. You have 24 pencils. | Suppose you are a teacher and assigned 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:\n18 pencils and 18 stickers each. 6 pencils and 9 stickers each. 9 pencils and 6 stickers each. 3 pencils and 6 stickers each. 6 pencils and 3 stickers each. 2 pencils and 2 stickers each. 1 pencil and 1 sticker each.\n\n### Response:\n18 pencils and 18 stickers each. this implies that you ahve 32 of each. You have 24 pencils. |
Why do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller? | They get greater because whole number's have a greater value and fractions get smaller because they have a smaller value. | When multiplying fractions your are actually diving what you have into smaller amounts to create more pieces. | Suppose you are a teacher and assigned 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:\nThey get greater because whole number's have a greater value and fractions get smaller because they have a smaller value.\n\n### Response:\nWhen multiplying fractions your are actually diving what you have into smaller amounts to create more pieces. |
For each expression, write an equivalent expression that uses only addition. | 20+(-9)+8+(-7) | 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 expression, write an equivalent expression that uses only addition.### Answer:\n20+(-9)+8+(-7)\n\n### Response:\nNice work! |
Solve by drawing disks on a place value chart. Write an equation, and express the product in standard form. | <table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;">Tens</td>
<td style="width: 8.4743%;">Ones</td>
<td style="width: 8.4743%;">Decimal</td>
<td style="width: 8.4743%;">Tenths</td>
<td style="width: 8.4743%;">Hundredths</td>
<td style="width: 8.4743%;">Thousandths</td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"><strong> .</strong></td>
<td style="width: 8.4743%;"><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">*</span>**</td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"><strong> .</strong></td>
<td style="width: 8.4743%;"><span style="text-decoration: line-through;"> </span></td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
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<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;">I</td>
<td style="width: 8.4743%;"> <strong> .</strong></td>
<td style="width: 8.4743%;">II</td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
</tbody>
</table> | Shawn,
This was really creative how you modeled the problem. Keep up the good effort! | Suppose you are a teacher and assigned 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<table style="border-collapse: collapse; width: 100%;" border="1">
<tbody>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;">Tens</td>
<td style="width: 8.4743%;">Ones</td>
<td style="width: 8.4743%;">Decimal</td>
<td style="width: 8.4743%;">Tenths</td>
<td style="width: 8.4743%;">Hundredths</td>
<td style="width: 8.4743%;">Thousandths</td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"><strong> .</strong></td>
<td style="width: 8.4743%;"><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">***</span><br /><span style="text-decoration: line-through;">*</span>**</td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"><strong> .</strong></td>
<td style="width: 8.4743%;"><span style="text-decoration: line-through;"> </span></td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
<tr>
<td style="width: 8.34614%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;">I</td>
<td style="width: 8.4743%;"> <strong> .</strong></td>
<td style="width: 8.4743%;">II</td>
<td style="width: 8.4743%;"> </td>
<td style="width: 8.4743%;"> </td>
</tr>
</tbody>
</table>\n\n### Response:\nShawn,
This was really creative how you modeled the problem. Keep up the good effort! |
Henry bought 4 pies, which he plans to share with a group of his friends. If there is exactly enough to give each member of the group one-sixth of the pie, how many people are in the group? | <img src="//resources.assistments.org/fetch/SW/612ed390-0f8c-415e-ac8d-038ced3e2872.jpeg" width="200" /> | I think you took a picture of the wrong 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:\nHenry bought 4 pies, which he plans to share with a group of his friends. If there is exactly enough to give each member of the group one-sixth of the pie, how many people are in the group?### Answer:\n<img src="//resources.assistments.org/fetch/SW/612ed390-0f8c-415e-ac8d-038ced3e2872.jpeg" width="200" />\n\n### Response:\nI think you took a picture of the wrong problem |
Priya has completed 9 exam questions. This is 60% of the questions on the exam. | ok so priya had go 9 exam questions correct/done,but she had wayyy more questions to do because it is a exam | 9 is 60% of x questions. That is the equation you need to write with math 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:\nPriya has completed 9 exam questions. This is 60% of the questions on the exam.### Answer:\nok so priya had go 9 exam questions correct/done,but she had wayyy more questions to do because it is a exam\n\n### Response:\n9 is 60% of x questions. That is the equation you need to write with math symbols. |
3. Michelle multiplied 3.4 × 52. She incorrectly wrote 1,768 as her product. Use words, numbers, and/or pictures to explain Michelle’s mistake. | 3.4*52=176.8 | What was her mistake? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n3. Michelle multiplied 3.4 × 52. She incorrectly wrote 1,768 as her product. Use words, numbers, and/or pictures to explain Michelle’s mistake.### Answer:\n3.4*52=176.8\n\n### Response:\nWhat was her mistake? |
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. | <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>30 | Example: 5(x+2)=30, solution: 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:\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:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>30\n\n### Response:\nExample: 5(x+2)=30, solution: 4 |
Saleem says 45 × 32 is the same as (45 × 3) + (45 × 2). Explain Saleem’s error using words, numbers, and/or pictures. | They are not the same because 3 is less than 32. so is two. | Saleem is incorrect because the 1st is 1440 and the 2nd one would be 135+90=225 which is not the same as 1440. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSaleem says 45 × 32 is the same as (45 × 3) + (45 × 2). Explain Saleem’s error using words, numbers, and/or pictures.### Answer:\nThey are not the same because 3 is less than 32. so is two.\n\n### Response:\nSaleem is incorrect because the 1st is 1440 and the 2nd one would be 135+90=225 which is not the same as 1440. |
Scott said that 0.09 was a bigger number than 0.1. Use powers of 10 to show that he is wrong. | 0.1 is represented like 10^-1 | 0.09 would be 9x 10^-2 which is smaller than 10^-1 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nScott said that 0.09 was a bigger number than 0.1. Use powers of 10 to show that he is wrong.### Answer:\n0.1 is represented like 10^-1\n\n### Response:\n0.09 would be 9x 10^-2 which is smaller than 10^-1 |
We use the notation <span id="MathJax-Element-31-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-180" class="math"><span id="MathJax-Span-181" class="mrow"><span id="MathJax-Span-182" class="texatom"><span id="MathJax-Span-183" class="mrow"><span id="MathJax-Span-184" class="mo">| | -7 or 7 | This asks you to explain with the symbol means. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWe use the notation <span id="MathJax-Element-31-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-180" class="math"><span id="MathJax-Span-181" class="mrow"><span id="MathJax-Span-182" class="texatom"><span id="MathJax-Span-183" class="mrow"><span id="MathJax-Span-184" class="mo">|### Answer:\n-7 or 7\n\n### Response:\nThis asks you to explain with the symbol means. |
Here is an inequality: <span id="MathJax-Element-96-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-423" class="math"><span id="MathJax-Span-424" class="mrow"><span id="MathJax-Span-425" class="mtext">- | -6, -7, -8, -9 | good! any values less than -5 will 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:\nHere is an inequality: <span id="MathJax-Element-96-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-423" class="math"><span id="MathJax-Span-424" class="mrow"><span id="MathJax-Span-425" class="mtext">-### Answer:\n-6, -7, -8, -9\n\n### Response:\ngood! any values less than -5 will work |
Find 3 different ratios that are equivalent to 7 : 3 | <ul>
<li>14:6</li>
<li>21:9</li>
<li>28:12</li>
</ul> | Awesome ratios. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n<ul>
<li>14:6</li>
<li>21:9</li>
<li>28:12</li>
</ul>\n\n### Response:\nAwesome ratios. |
In an equilateral triangle, all side lengths are equal and all angle measures are equal. Sketch an equilateral triangle. | <img src="//resources.assistments.org/fetch/SW/981ce450-f49b-417b-b224-a7514c7056d3.png" alt="" width="200" /> | 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:\nIn an equilateral triangle, all side lengths are equal and all angle measures are equal. Sketch an equilateral triangle.### Answer:\n<img src="//resources.assistments.org/fetch/SW/981ce450-f49b-417b-b224-a7514c7056d3.png" alt="" width="200" />\n\n### Response:\nGood job. |
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. | I don't have that button on the computer | Don't worry about that wiris button. It doesn't work. Just type the equation in the space provided. Remember the question asks you to write an equation to represent this situation. | Suppose you are a teacher and assigned 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:\nI don't have that button on the computer \n\n### Response:\nDon't worry about that wiris button. It doesn't work. Just type the equation in the space provided. Remember the question asks you to write an equation to represent this situation. |
Name a combination of coins that is 130% of the value of a dollar. | it there | This is not a complete answer. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nName a combination of coins that is 130% of the value of a dollar.### Answer:\nit there\n\n### Response:\nThis is not a complete answer. |
Create another possible ratio that describes the relationship between the amount of money in Pam’s account and the amount of money in her brother’s account. | Say pam has 10 dollars so that would mean that her brother would have 25 dollars because 2 x 5 = 10 so 5 x 5 = 25. | Not quite. We will go over together tomorrow morning! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nCreate another possible ratio that describes the relationship between the amount of money in Pam’s account and the amount of money in her brother’s account.### Answer:\nSay pam has 10 dollars so that would mean that her brother would have 25 dollars because 2 x 5 = 10 so 5 x 5 = 25.\n\n### Response:\nNot quite. We will go over together tomorrow morning! |
Using the rule of subtraction, rewrite the following subtraction expression as an addition expression. | 9+5=14 | 5 +(-9)= -4 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUsing the rule of subtraction, rewrite the following subtraction expression as an addition expression.### Answer:\n9+5=14\n\n### Response:\n5 +(-9)= -4 |
Six teams are out on the field playing soccer. The teams all have the same number of players. The head coach asks for 2 players from each team to come help him move some equipment. <strong>NOW | 6x2=12 | What would the equation be? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nSix teams are out on the field playing soccer. The teams all have the same number of players. The head coach asks for 2 players from each team to come help him move some equipment. <strong>NOW### Answer:\n6x2=12\n\n### Response:\nWhat would the equation be? |
Use GCF and the distributive property to write equivalent expressions in factored form for the following expression. | 4<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>4 | 4(d+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:\n4<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>4\n\n### Response:\n4(d+3e) |
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. | <span style="background-color: #000000;"><img src="//resources.assistments.org/fetch/SW/5ae98a6f-5712-462b-bde6-60ee4b2592bc.png" width="200" /> | 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:\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<span style="background-color: #000000;"><img src="//resources.assistments.org/fetch/SW/5ae98a6f-5712-462b-bde6-60ee4b2592bc.png" width="200" />\n\n### Response:\nPerfect! |
Write three ratios that are equivalent to the one given: | 36:8 | 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:\nWrite three ratios that are equivalent to the one given:### Answer:\n36:8\n\n### Response:\nNice work! |
Express 24.357 in words. | 20+4+0.3+0.05+0.007 | Word form | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExpress 24.357 in words.### Answer:\n20+4+0.3+0.05+0.007\n\n### Response:\nWord form |
Draw a model for the following: | 26 | (12+8) x 6 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw a model for the following:### Answer:\n26 \n\n### Response:\n(12+8) x 6 |
During a field trip, 60 students are put into equal-sized groups. | It's 10.2 because 5 x 10 equals 50 and 5 x 2 equals 10 and 50 = 10 make 60. | You were to interpret what the division problem means... | Suppose you are a teacher and assigned 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:\nIt's 10.2 because 5 x 10 equals 50 and 5 x 2 equals 10 and 50 = 10 make 60.\n\n### Response:\nYou were to interpret what the division problem means... |
Draw an area model. Then, solve using the standard algorithm. | 132894 model on paper | No model | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model. Then, solve using the standard algorithm.### Answer:\n132894 model on paper\n\n### Response:\nNo model |
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 humans aren't perfect therefore he could have made a measuring mistake | Correct. Measurements aren't always 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:\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 humans aren't perfect therefore he could have made a measuring mistake\n\n### Response:\nCorrect. Measurements aren't always perfect. |
Seventh graders are playing a game where they randomly select two integers 0–9, inclusive, to form a two-digit number. The same integer might be selected twice. | 00 | The numbers 00 -99 and the probability is 1/100 | 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:\nSeventh graders are playing a game where they randomly select two integers 0–9, inclusive, to form a two-digit number. The same integer might be selected twice.### Answer:\n00\n\n### Response:\nThe numbers 00 -99 and the probability is 1/100 |
A type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue. | 1.5 | Needs to be a mixture - a ratio of yellow to blue paint, equivalent to the original 2:3.75. For example, divide 2 and 3.75 by 2 to get 1 cup yellow to 1.75 cups blue | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA type of green paint is made by mixing 2 cups of yellow with 3.5 cups of blue.### Answer:\n1.5\n\n### Response:\nNeeds to be a mixture - a ratio of yellow to blue paint, equivalent to the original 2:3.75. For example, divide 2 and 3.75 by 2 to get 1 cup yellow to 1.75 cups blue |
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 | 8:12 | 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:\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:\n8:12\n\n### Response:\nExcellent |
Write two questions that you could ask the students in your class that would result in numerical data. For each question, explain how you know that responses to it would produce numerical data. | How many flowers do you have? I am asking how many they have not what types they have. | Any two questions whose answers are quantitative (measurable) How tall… How many sold… | Suppose you are a teacher and assigned 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 numerical data. For each question, explain how you know that responses to it would produce numerical data.### Answer:\nHow many flowers do you have? I am asking how many they have not what types they have.\n\n### Response:\nAny two questions whose answers are quantitative (measurable) How tall… How many sold… |
Explain what the slope and intercept mean in the situation. | 2 / 3 = 6 | The answer to this question is an explanation of what the slope and vertical intercept mean in this 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:\nExplain what the slope and intercept mean in the situation.### Answer:\n2 / 3 = 6\n\n### Response:\nThe answer to this question is an explanation of what the slope and vertical intercept mean in this relationship. |
List the property that must be present to call a rectangle a square. | A rectangle needs to have each of its sides to be the same length in order to be a square. | Coooooorrect! | Suppose you are a teacher and assigned 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 property that must be present to call a rectangle a square.### Answer:\nA rectangle needs to have each of its sides to be the same length in order to be a square.\n\n### Response:\nCoooooorrect! |
What is your favorite color? | I love all of the colors. | 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:\nI love all of the colors.\n\n### Response:\nNice :) |
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 15:5 are both equal to 3:1. | What about the second question? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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 15:5 are both equal to 3:1.\n\n### Response:\nWhat about the second question? |
Express the following value in words. | 20 points | 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:\n20 points\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 |
Estimate the quotient for the following problem. | 600 / 20 = 30 | 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:\nEstimate the quotient for the following problem.### Answer:\n600 / 20 = 30\n\n### Response:\nNice : ) |
How are the ordered pairs (4, 9) and (4,−9) similar? | They are similar by them having the same numbers. | The 𝒙-coordinates are the same, but the 𝒚-coordinates are opposites, meaning they are the same distance from zero
on the 𝒙-axis and the same distance but on opposite sides of zero on the 𝒚-axis. Reflecting about the 𝒙-axis
interchanges these two points.
| Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHow are the ordered pairs (4, 9) and (4,−9) similar?### Answer:\nThey are similar by them having the same numbers.\n\n### Response:\nThe 𝒙-coordinates are the same, but the 𝒚-coordinates are opposites, meaning they are the same distance from zero
on the 𝒙-axis and the same distance but on opposite sides of zero on the 𝒚-axis. Reflecting about the 𝒙-axis
interchanges these two points.
|
In a laboratory experiment, three mice will be placed in a simple maze that has just one decision point where a mouse can turn either left (L) or right (R). When the first mouse arrives at the decision point, the direction he chooses is recorded. The same is done for the second and the third mouse. | l l l lll | Make sure to have a Tree 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:\nIn a laboratory experiment, three mice will be placed in a simple maze that has just one decision point where a mouse can turn either left (L) or right (R). When the first mouse arrives at the decision point, the direction he chooses is recorded. The same is done for the second and the third mouse.### Answer:\nl l l lll\n\n### Response:\nMake sure to have a Tree Diagram! |
Each of these is a pair of equivalent ratios. For each pair, explain why they are equivalent ratios or draw a representation that shows why they are equivalent ratios. | its just 10 time greater | Are you saying that the first ratio is 10 times greater than the second? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEach of these is a pair of equivalent ratios. For each pair, explain why they are equivalent ratios or draw a representation that shows why they are equivalent ratios.### Answer:\nits just 10 time greater\n\n### Response:\nAre you saying that the first ratio is 10 times greater than the second? |
Round the factors to estimate the products. | 697 x 82 equals 700 x 100 = 70,000 | Careful. Your estimation is correct, but, we can't say 697 x 82 = 70,000. Instead, use the word about to describe your estimated product like this: "697 x 82 is about 700 x 100 = 70,000." Otherwise, well done Szofi! | Suppose you are a teacher and assigned 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:\n697 x 82 equals 700 x 100 = 70,000\n\n### Response:\nCareful. Your estimation is correct, but, we can't say 697 x 82 = 70,000. Instead, use the word about to describe your estimated product like this: "697 x 82 is about 700 x 100 = 70,000." Otherwise, well done Szofi! |
Estimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form. | <img src="//resources.assistments.org/fetch/SW/fc310a34-7745-4568-9019-08fe5b3ce1d2.jpeg" alt="" width="364" height="450" /> | You showed the full process, Gabo. 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:\nEstimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form.### Answer:\n<img src="//resources.assistments.org/fetch/SW/fc310a34-7745-4568-9019-08fe5b3ce1d2.jpeg" alt="" width="364" height="450" />\n\n### Response:\nYou showed the full process, Gabo. Great! |
Priya makes chocolate milk by mixing 2 cups of milk and 5 tablespoons of cocoa powder. Draw a diagram that clearly represents two batches of her chocolate milk. | null | No answer... | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nPriya makes chocolate milk by mixing 2 cups of milk and 5 tablespoons of cocoa powder. Draw a diagram that clearly represents two batches of her chocolate milk.### Answer:\n\n\n### Response:\nNo answer... |
Draw an area model. Then, solve using the standard algorithm. | <img src="//resources.assistments.org/fetch/SW/d2c881fc-352e-42d1-bfbd-49110c81e52d.jpeg" alt="" width="567" height="425" /> | Very well done, Gavin! | Suppose you are a teacher and assigned 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/d2c881fc-352e-42d1-bfbd-49110c81e52d.jpeg" alt="" width="567" height="425" />\n\n### Response:\nVery well done, Gavin! |
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. | If he was 50 dollars and spends 6 he would have 44 dollars left so if he spends 4.50 on each sandwich that would mean that if he bought 1 sandwich he would have 39.50 after buying a second he would have 35 dollars if he bought 3 he would have 30.50 if he bought 4 he would have 26 if he bought 5 he would have 21.50 if he bought 6 he would have 17 if he bought 7 he would have 12.50 if he bought 8 he would have 8 dollars if he bought 9 he would have 3.50 change. So he could buy 9 sandwiches and a bag of chips. | 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:\nIf he was 50 dollars and spends 6 he would have 44 dollars left so if he spends 4.50 on each sandwich that would mean that if he bought 1 sandwich he would have 39.50 after buying a second he would have 35 dollars if he bought 3 he would have 30.50 if he bought 4 he would have 26 if he bought 5 he would have 21.50 if he bought 6 he would have 17 if he bought 7 he would have 12.50 if he bought 8 he would have 8 dollars if he bought 9 he would have 3.50 change. So he could buy 9 sandwiches and a bag of chips.\n\n### Response:\nWrite and solve an inequality. |
Draw two polygons that are similar but could be mistaken for not being similar. | <img src="//resources.assistments.org/fetch/SW/f2194897-546b-4c02-a14e-91a5c3115de7.png" alt="" width="200" /> | These figures are similar. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two polygons that are similar but could be mistaken for not being similar.### Answer:\n<img src="//resources.assistments.org/fetch/SW/f2194897-546b-4c02-a14e-91a5c3115de7.png" alt="" width="200" />\n\n### Response:\nThese figures are similar. |
Draw an area model. | <img src="//resources.assistments.org/fetch/SW/1a8e3443-f16d-4c32-942a-092fab2f1102.jpeg" width="200" /> | No model | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw an area model.### Answer:\n<img src="//resources.assistments.org/fetch/SW/1a8e3443-f16d-4c32-942a-092fab2f1102.jpeg" width="200" />\n\n### Response:\nNo model |
<table>
<tbody>
<tr>
<td>4 x 20</td>
<td>= 4 x 2 x 10</td>
</tr>
<tr>
<td> </td>
<td>= 4 x 2 x 10</td>
</tr>
<tr>
<td> </td>
<td>= <span style="text-decoration: underline;">__A__</span> x 10</td>
</tr>
<tr>
<td> </td>
<td>= <span style="text-decoration: underline;">__B__</span></td>
</tr>
</tbody>
</table>
<p>Place parentheses in the equations to find the related fact.</p>
<p> </p>
<p style="font-size: 10px; text-align: right;">Modified from <a href="https://www.engageny.org/" target="_blank" rel="noopener noreferrer">EngageNY</a> ©Great Minds <a href="https://new.assistments.org/curricula/great-minds" target="_blank" rel="noopener noreferrer">Disclaimer</a></p> | <table>
<tbody>
<tr>
<td>4 x 20</td>
<td>= 4 x (2 x 10)</td>
</tr>
<tr>
<td> </td>
<td>= 4 x (2 x 10)</td>
</tr>
<tr>
<td> </td>
<td>= __A__ x 10</td>
</tr>
<tr>
<td> </td>
<td>= __B__</td>
</tr>
</tbody>
</table> | 4 x 20 = 4 x (2 x 10)
= (4 x 2) x 10
= 8 x 10
= 80 | Suppose you are a teacher and assigned 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<table>
<tbody>
<tr>
<td>4 x 20</td>
<td>= 4 x 2 x 10</td>
</tr>
<tr>
<td> </td>
<td>= 4 x 2 x 10</td>
</tr>
<tr>
<td> </td>
<td>= <span style="text-decoration: underline;">__A__</span> x 10</td>
</tr>
<tr>
<td> </td>
<td>= <span style="text-decoration: underline;">__B__</span></td>
</tr>
</tbody>
</table>
<p>Place parentheses in the equations to find the related fact.</p>
<p> </p>
<p style="font-size: 10px; text-align: right;">Modified from <a href="https://www.engageny.org/" target="_blank" rel="noopener noreferrer">EngageNY</a> ©Great Minds <a href="https://new.assistments.org/curricula/great-minds" target="_blank" rel="noopener noreferrer">Disclaimer</a></p>### Answer:\n<table>
<tbody>
<tr>
<td>4 x 20</td>
<td>= 4 x (2 x 10)</td>
</tr>
<tr>
<td> </td>
<td>= 4 x (2 x 10)</td>
</tr>
<tr>
<td> </td>
<td>= __A__ x 10</td>
</tr>
<tr>
<td> </td>
<td>= __B__</td>
</tr>
</tbody>
</table>\n\n### Response:\n4 x 20 = 4 x (2 x 10)
= (4 x 2) x 10
= 8 x 10
= 80 |
When dividing 878 by 31, a student finds a quotient of 28 with a remainder of 11. Check the student’s work, and use the check to find the error in the solution. | 31R10 | Use math language to explain. Her remainder was off by one. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWhen dividing 878 by 31, a student finds a quotient of 28 with a remainder of 11. Check the student’s work, and use the check to find the error in the solution.### Answer:\n31R10\n\n### Response:\nUse math language to explain. Her remainder was off by one. |
The expressions below show the grams of fat in sandwiches at a popular fast food restaurant. Use these expressions and the equation to write a story. | Crispy Chicken has f grams in it. | Did they order just one of each item? | Suppose you are a teacher and assigned 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 expressions below show the grams of fat in sandwiches at a popular fast food restaurant. Use these expressions and the equation to write a story.### Answer:\nCrispy Chicken has f grams in it.\n\n### Response:\nDid they order just one of each item? |
Name the parts of the expression. | 2x2x2x2x2x2x2xb | 14: Coefficient
B: Variable | Suppose you are a teacher and assigned 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:\n2x2x2x2x2x2x2xb\n\n### Response:\n14: Coefficient
B: Variable |
A company developed a student survey so that students could share their thoughts about school. In 2011, 78,234 students across the United States were administered the survey. In 2012, the company planned to administer the survey to 10 times as many students as were surveyed in 2011. | The answer is 782,340 because the problem says add 10 times as many students as were surveyed in 2011 | ABOUT how many means round | Suppose you are a teacher and assigned 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 company developed a student survey so that students could share their thoughts about school. In 2011, 78,234 students across the United States were administered the survey. In 2012, the company planned to administer the survey to 10 times as many students as were surveyed in 2011.### Answer:\nThe answer is 782,340 because the problem says add 10 times as many students as were surveyed in 2011\n\n### Response:\nABOUT how many means round |
Find three different ratios that are equivalent to the ratio 3:11. | <img src="//resources.assistments.org/fetch/SW/a41cf6a6-c0ef-48fd-9d4e-bfe3fc5a6ce9.jpeg" alt="" width="848" height="267" /> | This picture doesn't have anything to do with this question. However, your answer was correct on your 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:\nFind three different ratios that are equivalent to the ratio 3:11.### Answer:\n<img src="//resources.assistments.org/fetch/SW/a41cf6a6-c0ef-48fd-9d4e-bfe3fc5a6ce9.jpeg" alt="" width="848" height="267" />\n\n### Response:\nThis picture doesn't have anything to do with this question. However, your answer was correct on your paper. |
Priya has completed 9 exam questions. This is 60% of the questions on the exam. | 9----60% | You need to write an equation. 60% as a decimal. "Of" means multiply. And the unknown number is "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:\nPriya has completed 9 exam questions. This is 60% of the questions on the exam.### Answer:\n9----60%\n\n### Response:\nYou need to write an equation. 60% as a decimal. "Of" means multiply. And the unknown number is "x" |
You have two cards showing integers with a sum of (−12) in your hand. | 2 | I need two cards so that when I add them together, I get -12. For example -7 and -5. These added together = -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:\n2\n\n### Response:\nI need two cards so that when I add them together, I get -12. For example -7 and -5. These added together = -12. |
Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain. | <img src="//resources.assistments.org/fetch/SW/8c14f90c-49d9-4a3b-841f-22d42d77d15b.jpeg" alt="" width="200" /> | can't see 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:\nCompare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.### Answer:\n<img src="//resources.assistments.org/fetch/SW/8c14f90c-49d9-4a3b-841f-22d42d77d15b.jpeg" alt="" width="200" />\n\n### Response:\ncan't see it |
Explain how to make this calculation mentally. | well the same way you do the addition you borrow the 1 from the 6 making the problem 100X5 and the Answer is 500 | You can multiply 100 x 6 = 600 - 6 = 594. You have to do this because you added 1 to 99 and 6 x 1 = 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:\nExplain how to make this calculation mentally.### Answer:\nwell the same way you do the addition you borrow the 1 from the 6 making the problem 100X5 and the Answer is 500\n\n### Response:\nYou can multiply 100 x 6 = 600 - 6 = 594. You have to do this because you added 1 to 99 and 6 x 1 = 6. |
Give two different ratios with a description of the ratio relationship using the following information: | 15:35 | Yes!! 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:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:35\n\n### Response:\nYes!! Perfect |
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. | <img src="//resources.assistments.org/fetch/SW/ef75654b-cc19-42a6-8063-561e3b5aba89.png" 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:\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<img src="//resources.assistments.org/fetch/SW/ef75654b-cc19-42a6-8063-561e3b5aba89.png" width="200" />\n\n### Response:\nGreat!! |
Write the value of 17 tens in unit form. Use the largest unit possible. | 170 | 1 hundred, 7 tens | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite the value of 17 tens in unit form. Use the largest unit possible.### Answer:\n170\n\n### Response:\n1 hundred, 7 tens |
Name two points in the same quadrant that form a horizontal line segment that is 5 units in length. | (-3,2) (-4,1) | In the ordered pairs you should see the following patterns. The y values should be the same because there is no movement on the y-axis. The x values will be on the same side of zero. When you subtract the absolute values of the x values it should equal 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:\nName two points in the same quadrant that form a horizontal line segment that is 5 units in length.### Answer:\n(-3,2) (-4,1)\n\n### Response:\nIn the ordered pairs you should see the following patterns. The y values should be the same because there is no movement on the y-axis. The x values will be on the same side of zero. When you subtract the absolute values of the x values it should equal 5. |
The owner of a new restaurant is ordering tables and chairs. He wants to have only tables for 2 and tables for 4. The total number of people that can be seated in the restaurant is 120. | (10,25) | These combinations work, but you need to include how you found them and/or what the x and y represent. | Suppose you are a teacher and assigned 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 owner of a new restaurant is ordering tables and chairs. He wants to have only tables for 2 and tables for 4. The total number of people that can be seated in the restaurant is 120.### Answer:\n(10,25)\n\n### Response:\nThese combinations work, but you need to include how you found them and/or what the x and y represent. |
Mr. Pham wrote 2.619 on the board. Christy says it is two and six hundred nineteen thousandths. Amy says it is 2 ones 6 tenths 1 hundredth 9 thousandths. Who is right? Use words and numbers to explain your answer. | christy is right because you pronounce it like two and six hundred nineteen not six tenths 1 hundreth and 9 thousands | they are both 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:\nMr. Pham wrote 2.619 on the board. Christy says it is two and six hundred nineteen thousandths. Amy says it is 2 ones 6 tenths 1 hundredth 9 thousandths. Who is right? Use words and numbers to explain your answer.### Answer:\nchristy is right because you pronounce it like two and six hundred nineteen not six tenths 1 hundreth and 9 thousands\n\n### Response:\nthey are both correct
|
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. | SSSSSS MMM | If you multiply 6 and 3 by the same number will you get 9 and 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:\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:\nSSSSSS MMM\n\n### Response:\nIf you multiply 6 and 3 by the same number will you get 9 and 6? |
<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 | if 3 to the 5th power is 242 than to find 3 to the 6th power we just have to multiply 243 by 3 to find the next biggest power. So the answser would be 729. | Great job! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n<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:\nif 3 to the 5th power is 242 than to find 3 to the 6th power we just have to multiply 243 by 3 to find the next biggest power. So the answser would be 729.\n\n### Response:\nGreat job! |
How can you find 50% of a number quickly in your head? | I find it easly by judt finding what half of that number is. | Very good! | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHow can you find 50% of a number quickly in your head?### Answer:\nI find it easly by judt finding what half of that number is.\n\n### Response:\nVery good! |
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. | if you get a Hershey's candy bar it has 12 chocolate peices and if there are 4 or 5 people you can give them three pieces so Charlotte and her friends get three pieces | Very true but in this problem it was one bar and Charlotte had to break it into 5 people...4 friends and herself. So there were 5 people in all. If each person gets one piece of chocolate they each get 1/5 of the bar. | Suppose you are a teacher and assigned 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:\nif you get a Hershey's candy bar it has 12 chocolate peices and if there are 4 or 5 people you can give them three pieces so Charlotte and her friends get three pieces \n\n### Response:\nVery true but in this problem it was one bar and Charlotte had to break it into 5 people...4 friends and herself. So there were 5 people in all. If each person gets one piece of chocolate they each get 1/5 of the bar. |
Draw a model for the following: | Model is on paper | (4 x 25) - (3 x 25)=
(100) - (75) = 25 | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw a model for the following:### Answer:\nModel is on paper\n\n### Response:\n(4 x 25) - (3 x 25)=
(100) - (75) = 25 |
Give two different ratios with a description of the ratio relationship using the following information: | 15:35 | The first ratio is good. The second one I can see with a stretch, but you're missing the descriptions which provide your reasoning. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:35\n\n### Response:\nThe first ratio is good. The second one I can see with a stretch, but you're missing the descriptions which provide your reasoning. |
Use GCF and the distributive property to write equivalent expressions in factored form for the following expression. | <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>2 | 20 Mar. This is blank.
24 Mar. Blank.
25 Mar. Updated. | Suppose you are a teacher and assigned 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:\n <math xmlns="http://www.w3.org/1998/Math/MathML"><mn>2\n\n### Response:\n20 Mar. This is blank.
24 Mar. Blank.
25 Mar. Updated. |
Express the following value in words. | fifteen and sixty two thousands | fifteen and sixty-two thousandths (ths is very important. It is the difference between .062 and 62,000. | 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:\nExpress the following value in words.### Answer:\nfifteen and sixty two thousands\n\n### Response:\nfifteen and sixty-two thousandths (ths is very important. It is the difference between .062 and 62,000. |
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. 20 | ?? Need 2 angles that are acute that when added to 50 equals 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:\n50. 20\n\n### Response:\n?? Need 2 angles that are acute that when added to 50 equals 180. |
Find the rate. | As in <span id="MathJax-Element-2-Frame" class="mjx-chtml MathJax_CHTML" tabindex="0"><span id="MJXc-Node-6" class="mjx-math"><span id="MJXc-Node-7" class="mjx-mrow"><span id="MJXc-Node-8" class="mjx-mstyle"><span id="MJXc-Node-9" class="mjx-mrow"><span id="MJXc-Node-10" class="mjx-mn"><span class="mjx-char MJXc-TeX-main-R">30 | RUn on math does not make sense. | Suppose you are a teacher and assigned 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:\nAs in <span id="MathJax-Element-2-Frame" class="mjx-chtml MathJax_CHTML" tabindex="0"><span id="MJXc-Node-6" class="mjx-math"><span id="MJXc-Node-7" class="mjx-mrow"><span id="MJXc-Node-8" class="mjx-mstyle"><span id="MJXc-Node-9" class="mjx-mrow"><span id="MJXc-Node-10" class="mjx-mn"><span class="mjx-char MJXc-TeX-main-R">30\n\n### Response:\nRUn on math does not make sense. |
Explain why zero is considered its own opposite. | i am dumb | Can you explain how you know? You keep saying it... but I see differently | Suppose you are a teacher and assigned 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:\ni am dumb\n\n### Response:\nCan you explain how you know? You keep saying it... but I see differently |
Think about your work today, and write your best definition of area. | A area is around the shape | The space inside a 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:\nA area is around the shape\n\n### Response:\nThe space inside a shape. |
Make a sketch of a linear relationship with a slope of 4 and a negative <span id="MathJax-Element-209-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1143" class="math"><span id="MathJax-Span-1144" class="mrow"><span id="MathJax-Span-1145" class="mi">y | <img src="//resources.assistments.org/fetch/SW/b0f60493-ec40-4b3e-b639-6b452a711818.jpeg" alt="" width="200" /> | your line seems to veer off into some non-linear shape towards the end! | Suppose you are a teacher and assigned 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 a slope of 4 and a negative <span id="MathJax-Element-209-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1143" class="math"><span id="MathJax-Span-1144" class="mrow"><span id="MathJax-Span-1145" class="mi">y### Answer:\n<img src="//resources.assistments.org/fetch/SW/b0f60493-ec40-4b3e-b639-6b452a711818.jpeg" alt="" width="200" />\n\n### Response:\nyour line seems to veer off into some non-linear shape towards the end! |
Draw two polygons that are similar but could be mistaken for not being similar. | <img src="//resources.assistments.org/fetch/SW/10c91f22-d0d4-4d9b-9d68-ce70b5652bb6.png" alt="" width="200" /> | I need some type of label or explanation to show why these figures could be mistaken as similar. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two polygons that are similar but could be mistaken for not being similar.### Answer:\n<img src="//resources.assistments.org/fetch/SW/10c91f22-d0d4-4d9b-9d68-ce70b5652bb6.png" alt="" width="200" />\n\n### Response:\nI need some type of label or explanation to show why these figures could be mistaken as similar. |
A public health expert is worried that a recent outbreak of a disease may be related to a batch of spinach from a certain farm. She wants to test the plants at the farm, but it will ruin the crop if she tests all of them. | Put 500 slips of paper in a bag and pull out 1 | How does this account for the 5,000 plants? | Suppose you are a teacher and assigned 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 public health expert is worried that a recent outbreak of a disease may be related to a batch of spinach from a certain farm. She wants to test the plants at the farm, but it will ruin the crop if she tests all of them.### Answer:\nPut 500 slips of paper in a bag and pull out 1\n\n### Response:\nHow does this account for the 5,000 plants? |
Name the parts of the expression. | <img src="//resources.assistments.org/fetch/SW/bee2124d-bc23-4aa9-b039-39d59d20fb91.jpeg" alt="" width="200" /> | 30 = coefficient
j and k = variables
30, j, and k = factors
30jk = product | Suppose you are a teacher and assigned 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:\n<img src="//resources.assistments.org/fetch/SW/bee2124d-bc23-4aa9-b039-39d59d20fb91.jpeg" alt="" width="200" />\n\n### Response:\n30 = coefficient
j and k = variables
30, j, and k = factors
30jk = product |
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. | 4 | write an 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:\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:\n4\n\n### Response:\nwrite an EQUATION. |
Write an expression that records the calculations below. <em>Do not evaluate your expression | 46 | ((2+4)x3 + 5) x 2 = 46 | Suppose you are a teacher and assigned 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 expression that records the calculations below. <em>Do not evaluate your expression### Answer:\n46\n\n### Response:\n((2+4)x3 + 5) x 2 = 46 |
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”? | Travel 5 miles to the left and 5 miles to the right | What could you use to show left and right? | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nTravel 5 miles to the left and 5 miles to the right\n\n### Response:\nWhat could you use to show left and right? |
List the <em>sample space | Heads, Tails, Side. You can land on Heads or Tails, it's 50/50, but you can also land on the side, it's just unlikely. | You are right, landing on its side is possible but highly unlikely. So, list the sample space as just Heads, Tails (if you include the side then the probability is no longer 50/50) | Suppose you are a teacher and assigned 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:\nHeads, Tails, Side. You can land on Heads or Tails, it's 50/50, but you can also land on the side, it's just unlikely.\n\n### Response:\nYou are right, landing on its side is possible but highly unlikely. So, list the sample space as just Heads, Tails (if you include the side then the probability is no longer 50/50) |
Solve vertically. Draw a place value chart and chips to model each problem. Show how you change 1 ten for 10 ones, when necessary. | 67-49=18 | 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:\nSolve vertically. Draw a place value chart and chips to model each problem. Show how you change 1 ten for 10 ones, when necessary.### Answer:\n67-49=18\n\n### Response:\nShow your work |
Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products from your area model to the partial products in the algorithm. | 783 x 42 = 32886 | Where is the area model or the standard algorithm? | Suppose you are a teacher and assigned 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. Use arrows to match the partial products from your area model to the partial products in the algorithm.### Answer:\n783 x 42 = 32886\n\n### Response:\nWhere is the area model or the standard algorithm? |
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. | <span style="font-size: 24pt;">So a smaller batch of bird food is <span style="background-color: #ffffff;">3 tablespoons of maple syrup and 4.5 cups of seeds because if you divide 6 by 2 it is 3 and 9 by 2 it is 4.5 and it will still taste the same | True! Great job sharing your strategy! Dividing both terms (parts of a ratio) by the same number will get you the same taste! | Suppose you are a teacher and assigned 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:\n<span style="font-size: 24pt;">So a smaller batch of bird food is <span style="background-color: #ffffff;">3 tablespoons of maple syrup and 4.5 cups of seeds because if you divide 6 by 2 it is 3 and 9 by 2 it is 4.5 and it will still taste the same \n\n### Response:\nTrue! Great job sharing your strategy! Dividing both terms (parts of a ratio) by the same number will get you the same taste! |
The carnival is in town for 21 days. How many weeks is the carnival in town? (There are 7 days in 1 week.) | 3 | you were suppose to show the equation you used to get your answer.. Follow directions | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe carnival is in town for 21 days. How many weeks is the carnival in town? (There are 7 days in 1 week.) ### Answer:\n3\n\n### Response:\nyou were suppose to show the equation you used to get your answer.. Follow directions |
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 | That number represents the amount of feet in a mile. | Yes. This slope represents that 1 mile is equivalent to 5280 feet | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nThat number represents the amount of feet in a mile.\n\n### Response:\nYes. This slope represents that 1 mile is equivalent to 5280 feet |
Use a stopwatch. How long does it take you to name 10 animals? Record them below. | 54.55 | You did not record the animals. | Suppose you are a teacher and assigned 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 stopwatch. How long does it take you to name 10 animals? Record them below.### Answer:\n54.55\n\n### Response:\nYou did not record the animals. |
Create a real-life example that can be modeled by the expression −2 × 4. | Devin owed his friend 2 dollars. He got 4 set of two dollars. How much money does he have now. Does he have enough to pay devin. | this is very close | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nCreate a real-life example that can be modeled by the expression −2 × 4.### Answer:\nDevin owed his friend 2 dollars. He got 4 set of two dollars. How much money does he have now. Does he have enough to pay devin. \n\n### Response:\nthis is very close |
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. | if you were going to double the recipe you would multiply everything by 2 that's what he did but he had 1 mistake | The question asked "Describe how the flavor of Kiran's recipe compares to Clare's recipe?" | Suppose you are a teacher and assigned 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:\nif you were going to double the recipe you would multiply everything by 2 that's what he did but he had 1 mistake \n\n### Response:\nThe question asked "Describe how the flavor of Kiran's recipe compares to Clare's recipe?" |
Describe some similarities and differences between a situation that involves calculating surface area and a situation that involves calculating volume. | They both require the width and the height but other than that they both have different variables | 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:\nDescribe some similarities and differences between a situation that involves calculating surface area and a situation that involves calculating volume.### Answer:\nThey both require the width and the height but other than that they both have different variables\n\n### Response:\nExplain. |
Graph these points in a coordinate plane: <br /><br /><span id="MathJax-Element-269-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1843" class="math"><span id="MathJax-Span-1844" class="mrow"><span id="MathJax-Span-1845" class="mo">( | null | Did you forget to complete the assignment? Be sure to take time and go back and work on things that are assigned. | Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nGraph these points in a coordinate plane: <br /><br /><span id="MathJax-Element-269-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1843" class="math"><span id="MathJax-Span-1844" class="mrow"><span id="MathJax-Span-1845" class="mo">(### Answer:\n\n\n### Response:\nDid you forget to complete the assignment? Be sure to take time and go back and work on things that are assigned. |