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Find 3 different ratios that are equivalent to 7 : 3
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14:6 49:9 70:30
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The first and last work, but not the middle? What number can I multiply 7 by to get 49? Can we use that same number to multiply 3 by to get 9?
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n14:6 49:9 70:30\n\n### Response:\nThe first and last work, but not the middle? What number can I multiply 7 by to get 49? Can we use that same number to multiply 3 by to get 9?
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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.
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5x+2=30
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There were 5 sets of x+2 so 5(x+2)
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Suppose you are a teacher and assigned 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:\n5x+2=30\n\n### Response:\nThere were 5 sets of x+2 so 5(x+2)
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If Cassandra had 8 more dollars, she could buy the $40 pair of hiking boots she wants. How much money does Cassandra have?
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m+8=40
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n+8=40 or 8 + n = 40; n = 32
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Suppose you are a teacher and assigned 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 Cassandra had 8 more dollars, she could buy the $40 pair of hiking boots she wants. How much money does Cassandra have?### Answer:\nm+8=40\n\n### Response:\nn+8=40 or 8 + n = 40; n = 32
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What is the difference between 6<em>z
|
6z for example would look like this: z+z+z+z+z+z
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Be sure to use precise notation.
|
Suppose you are a teacher and assigned 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:\n6z for example would look like this: z+z+z+z+z+z\n\n### Response:\nBe sure to use precise notation.
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A caterer needs to buy 21 pounds of pasta to cater a wedding. At a local store, 8 pounds of pasta cost $12. How much will the caterer pay for the pasta there?
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He would pay 25 dollars and 2 cents
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How? You are creating a ratio. Look at the problem above. It states that 8 pounds of pasta costs $12. So 8 pounds to $12 or 8:12.
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Suppose you are a teacher and assigned 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 caterer needs to buy 21 pounds of pasta to cater a wedding. At a local store, 8 pounds of pasta cost $12. How much will the caterer pay for the pasta there?### Answer:\nHe would pay 25 dollars and 2 cents \n\n### Response:\nHow? You are creating a ratio. Look at the problem above. It states that 8 pounds of pasta costs $12. So 8 pounds to $12 or 8:12.
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Solve by drawing disks on a place value chart.
|
8.40
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.006 x 8 = .048
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Suppose you are a teacher and assigned 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.### Answer:\n8.40\n\n### Response:\n.006 x 8 = .048
|
Rogelio drinks water at every meal. At breakfast, he drinks 237 milliliters. At lunch, he drinks 300 milliliters. At dinner, he drinks 177 milliliters.
|
714
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Estimate the total: 237 mL is about 200 mL, 300 mL is about 300 mL, 177 mL is about 200 mL. 200 + 300 +200 = 700 mL
He drank about 700 mL
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRogelio drinks water at every meal. At breakfast, he drinks 237 milliliters. At lunch, he drinks 300 milliliters. At dinner, he drinks 177 milliliters.### Answer:\n714\n\n### Response:\nEstimate the total: 237 mL is about 200 mL, 300 mL is about 300 mL, 177 mL is about 200 mL. 200 + 300 +200 = 700 mL
He drank about 700 mL
|
Sixth-grade students were asked, “What grade are you in?” Explain why this is <em>not
|
This is not a statistical question because its for everyone and not something specific.
|
What are we looking for in a stastical 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:\nSixth-grade students were asked, “What grade are you in?” Explain why this is <em>not### Answer:\nThis is not a statistical question because its for everyone and not something specific.\n\n### Response:\nWhat are we looking for in a stastical question?
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Was there a length measurement you did not use to find the area? If so, explain why it was not used.
|
Yes, because 7.5 was the length of a right angle.
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I am not sure here. 1/2 credit. Isn't the line perpendicular to the base the height?
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nYes, because 7.5 was the length of a right angle.\n\n### Response:\nI am not sure here. 1/2 credit. Isn't the line perpendicular to the base the height?
|
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">(
|
(-4, 10)
|
I think you are still mixing up positive and negative slopes...
Your points do not lie on the given line. Here are a couple of points that do lie on the line:
(-2, 10) and (-4, 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:\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(-4, 10) \n\n### Response:\nI think you are still mixing up positive and negative slopes...
Your points do not lie on the given line. Here are a couple of points that do lie on the line:
(-2, 10) and (-4, 2)
|
Jada wants to know how fast the water comes out of her faucet. What information would she need to know to be able to determine that?
|
the information would she need to know to be able to determine that the wind and the way its gping like is it a water fall raver
|
The information that we need is the amount of water and the time.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJada wants to know how fast the water comes out of her faucet. What information would she need to know to be able to determine that?### Answer:\nthe information would she need to know to be able to determine that the wind and the way its gping like is it a water fall raver\n\n### Response:\nThe information that we need is the amount of water and the time.
|
Find the rate.
|
360/30
|
Divide through and put words with with the rate.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the rate.### Answer:\n360/30\n\n### Response:\nDivide through and put words with with the rate.
|
Here are questions about two types of angles.
|
<img src="//resources.assistments.org/fetch/SW/8d807844-e5c4-46ea-8db2-68743d09283c.png" width="200" />
|
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:\nHere are questions about two types of angles.### Answer:\n<img src="//resources.assistments.org/fetch/SW/8d807844-e5c4-46ea-8db2-68743d09283c.png" width="200" />\n\n### Response:\nNice work!
|
How can you find 50% of a number quickly in your head?
|
I usually divide by two and if it is a odd number then there is always a half and when I am dividing I some times think of quarters and money
|
Great use of mathematical terms.
|
Suppose you are a teacher and assigned 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 usually divide by two and if it is a odd number then there is always a half and when I am dividing I some times think of quarters and money\n\n### Response:\nGreat use of mathematical terms.
|
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
|
"Graph is on paper"
|
Graph not 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:\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"Graph is on paper"\n\n### Response:\nGraph not included
|
To make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.
|
<img src="//resources.assistments.org/fetch/SW/594bf91f-7e0a-419b-ab41-0f43cf9f6aae.jpeg" alt="" width="200" />
|
I should see two squares labeled raisins; 4 circles labeled pretzels and 6 triangles labeled almonds. It needs to be different shapes.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTo make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.### Answer:\n<img src="//resources.assistments.org/fetch/SW/594bf91f-7e0a-419b-ab41-0f43cf9f6aae.jpeg" alt="" width="200" />\n\n### Response:\nI should see two squares labeled raisins; 4 circles labeled pretzels and 6 triangles labeled almonds. It needs to be different shapes.
|
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?
|
Jade Needs The Line Of Reflection, Directions And The Units Of Translation.
|
For the translation, Jada needs to provide the distance and direction. For the reflection, Jada needs to give the line of reflection. Also the order in which the transformations are applied.
|
Suppose you are a teacher and assigned 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:\nJade Needs The Line Of Reflection, Directions And The Units Of Translation.\n\n### Response:\nFor the translation, Jada needs to provide the distance and direction. For the reflection, Jada needs to give the line of reflection. Also the order in which the transformations are applied.
|
Jimmy’s teacher asked him to describe a situation in which the number of objects could be represented by 24 ÷ 4.<br /><br />Jimmy started his description, shown below. Complete the description so that the number of objects can be represented by 24 ÷ 4.<br /><br /><em>A pet store had a total of 24 fish.
|
24%4=6 and 24%6=4
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Juliana, you were supposed to complete his word problem.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJimmy’s teacher asked him to describe a situation in which the number of objects could be represented by 24 ÷ 4.<br /><br />Jimmy started his description, shown below. Complete the description so that the number of objects can be represented by 24 ÷ 4.<br /><br /><em>A pet store had a total of 24 fish.### Answer:\n24%4=6 and 24%6=4\n\n### Response:\nJuliana, you were supposed to complete his word problem.
|
Explain how knowing 50 × 4 = 200 helps you find 500 × 400.
|
50 times 4 = 200
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This does not explain how knowing 4*5 helps you to solve 400*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:\nExplain how knowing 50 × 4 = 200 helps you find 500 × 400.### Answer:\n50 times 4 = 200 \n\n### Response:\nThis does not explain how knowing 4*5 helps you to solve 400*500.
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How do you know if two lines are perpendicular?
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if the lines are going the same way
|
You might be describing parallel, not perpendicular, lines.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHow do you know if two lines are perpendicular?### Answer:\nif the lines are going the same way\n\n### Response:\nYou might be describing parallel, not perpendicular, lines.
|
In your own words, explain what a dilation is.
|
A transformation of the area of a shape by multiplying or deviding a shape by a measurement on a point
|
A dilation expands things. It makes scaled copies. It blows things up. It works by pushing things outward from a center. A dilation multiplies distances from the center to change the size of the figure.
|
Suppose you are a teacher and assigned 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:\nA transformation of the area of a shape by multiplying or deviding a shape by a measurement on a point\n\n### Response:\nA dilation expands things. It makes scaled copies. It blows things up. It works by pushing things outward from a center. A dilation multiplies distances from the center to change the size of the figure.
|
To make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.
|
<img src="//resources.assistments.org/fetch/SW/1f80d188-164b-406c-a4ba-5abbe1e16e89.jpeg" width="200" />
|
This is a table. We will get to. these. Diagram is a "p
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTo make a snack mix, combine 2 cups of raisins with 4 cups of pretzels and 6 cups of almonds.### Answer:\n<img src="//resources.assistments.org/fetch/SW/1f80d188-164b-406c-a4ba-5abbe1e16e89.jpeg" width="200" />\n\n### Response:\nThis is a table. We will get to. these. Diagram is a "p
|
Let <em>a
|
Im confused.
|
anything to the zero power is 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:\nLet <em>a### Answer:\nIm confused.\n\n### Response:\nanything to the zero power is one.
|
Over several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain
|
Yes because kilograms is just another measurement that is used it different countries
|
Great reasoning!
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nOver several months, the weight of a baby measured in pounds doubles. Does its weight measure in kilograms also double? Explain### Answer:\nYes because kilograms is just another measurement that is used it different countries \n\n### Response:\nGreat reasoning!
|
What is your favorite color?
|
Teal.
|
Great work
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Suppose you are a teacher and assigned 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:\nTeal.\n\n### Response:\nGreat work
|
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.
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some other possibilities would be 3, 4 another one would be 6 also a possibility would be 12.
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Nice job! This is how many other bags the teacher can make. Can you explain a little further on how many pencils and stickers would be in each bag?
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Suppose you are a teacher and assigned 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:\nsome other possibilities would be 3, 4 another one would be 6 also a possibility would be 12.\n\n### Response:\nNice job! This is how many other bags the teacher can make. Can you explain a little further on how many pencils and stickers would be in each bag?
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Jamie was working on his math homework with his friend, Kent. Jamie looked at the following problem.
|
-9.5 + (-8) = -17.5
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How is subtraction related to addition? Subtraction is the same as adding the...
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJamie was working on his math homework with his friend, Kent. Jamie looked at the following problem.### Answer:\n-9.5 + (-8) = -17.5\n\n### Response:\nHow is subtraction related to addition? Subtraction is the same as adding the...
|
Find the solution to the equation below using tape diagrams. Check your answer.
|
p+8=18
|
TAPE DIAGRAM: Missing :/
SOLVING ALGEBRAICALLY:
p+8=18 (GOAL is to isolate the variable)
p+8-8=18-8 (inverse operation)
p+0=10 (additive identity property)
p=10 (isolated variable)
SUBSTITUTION TO CHECK YOUR WORK:
10+8=18
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the solution to the equation below using tape diagrams. Check your answer.### Answer:\np+8=18\n\n### Response:\nTAPE DIAGRAM: Missing :/
SOLVING ALGEBRAICALLY:
p+8=18 (GOAL is to isolate the variable)
p+8-8=18-8 (inverse operation)
p+0=10 (additive identity property)
p=10 (isolated variable)
SUBSTITUTION TO CHECK YOUR WORK:
10+8=18
|
What do all of the numbers that are crossed out have in common?
|
skip
|
Stop skipping problems
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Suppose you are a teacher and assigned 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 do all of the numbers that are crossed out have in common?### Answer:\nskip\n\n### Response:\nStop skipping problems
|
What does the expression 𝑙 + 𝑤 + 𝑙 + 𝑤 represent?
|
Length + Width + Length + Width
|
Perimeter of the rectangle, or the sum of the sides of the rectangle
|
Suppose you are a teacher and assigned 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 𝑙 + 𝑤 + 𝑙 + 𝑤 represent?### Answer:\nLength + Width + Length + Width\n\n### Response:\nPerimeter of the rectangle, or the sum of the sides of the rectangle
|
Turn your paper to look at the arrays in Problems 1 and 2 in different ways. What is the same and what is different about them?
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6x2=12
|
Yes! ⭐⭐
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTurn your paper to look at the arrays in Problems 1 and 2 in different ways. What is the same and what is different about them?### Answer:\n6x2=12\n\n### Response:\nYes! ⭐⭐
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As part of a competition, Diego must spin around in a circle 6 times and then run to a tree. The time he spends on each spin is represented by <span id="MathJax-Element-319-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1775" class="math"><span id="MathJax-Span-1776" class="mrow"><span id="MathJax-Span-1777" class="mi">s
|
I don't know I know that 21r would be how long it took him to run to the tree after spinning.
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Remember that 21 seconds is the total time. The time is the sum of the number of times around the bat and the time it takes to run to the tree.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nAs part of a competition, Diego must spin around in a circle 6 times and then run to a tree. The time he spends on each spin is represented by <span id="MathJax-Element-319-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-1775" class="math"><span id="MathJax-Span-1776" class="mrow"><span id="MathJax-Span-1777" class="mi">s### Answer:\nI don't know I know that 21r would be how long it took him to run to the tree after spinning. \n\n### Response:\nRemember that 21 seconds is the total time. The time is the sum of the number of times around the bat and the time it takes to run to the tree.
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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.
|
3:2 would be a way she could make a smaller batch
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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:\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:\n3:2 would be a way she could make a smaller batch \n\n### Response:\ngood
|
Find 3 different ratios that are equivalent to 7 : 3
|
14:6 21:9 42:18
|
Perfect!
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind 3 different ratios that are equivalent to 7 : 3### Answer:\n14:6 21:9 42:18\n\n### Response:\nPerfect!
|
Write two ratios that are equivalent to 1:1.
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1 to 1
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They wanted 2 ratios with different numbers bud, same for the problem below
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two ratios that are equivalent to 1:1. ### Answer:\n1 to 1\n\n### Response:\nThey wanted 2 ratios with different numbers bud, same for the problem below
|
Create a real-life example that can be modeled by the expression −2 × 4.
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you have -2 dollars in your bank account and you withdraw 8 more dollars
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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:\nCreate a real-life example that can be modeled by the expression −2 × 4.### Answer:\nyou have -2 dollars in your bank account and you withdraw 8 more dollars\n\n### Response:\nGreat job!
|
The sentence is stated incorrectly. Rewrite the sentence to correctly describe each situation.
|
The temperture is <math xmlns="http://www.w3.org/1998/Math/MathML"><mo>-
|
The temperature is 22 degrees celsius below zero
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe sentence is stated incorrectly. Rewrite the sentence to correctly describe each situation.### Answer:\nThe temperture is <math xmlns="http://www.w3.org/1998/Math/MathML"><mo>-\n\n### Response:\nThe temperature is 22 degrees celsius below zero
|
A green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time?
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15
|
They would blink at the same time again in 20 sesconds
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA green light blinks every 4 seconds and a yellow light blinks every 5 seconds. When will both lights blink at the same time?### Answer:\n15\n\n### Response:\nThey would blink at the same time again in 20 sesconds
|
Draw an area model. Then, solve using the standard algorithm.
|
Area model on paper.
|
642 × 207 = 132,894
|
Suppose you are a teacher and assigned 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 on paper.\n\n### Response:\n642 × 207 = 132,894
|
What is the difference between 6<em>z
|
z is over powered the 6 but the 6z is not the same
|
6z = z+z+z+z+z+z
z^6 = z*z*z*z*z*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:\nz is over powered the 6 but the 6z is not the same\n\n### Response:\n6z = z+z+z+z+z+z
z^6 = z*z*z*z*z*z
|
Solve using mental math. Draw a tape diagram and fill in the blanks to show your thinking.
|
<img src="//resources.assistments.org/fetch/SW/215f1382-15a7-4e75-9705-433a2779011b.jpeg" alt="" width="200" />
|
I have to be able to see
|
Suppose you are a teacher and assigned 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 using mental math. Draw a tape diagram and fill in the blanks to show your thinking.### Answer:\n<img src="//resources.assistments.org/fetch/SW/215f1382-15a7-4e75-9705-433a2779011b.jpeg" alt="" width="200" />\n\n### Response:\nI have to be able to see
|
Draw segment PQ.
|
<img src="//resources.assistments.org/fetch/SW/2df607d4-8265-4fdd-8da8-7ef77a88aa39.png" alt="" 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:\nDraw segment PQ.### Answer:\n<img src="//resources.assistments.org/fetch/SW/2df607d4-8265-4fdd-8da8-7ef77a88aa39.png" alt="" width="200" />\n\n### Response:\nPerfect.
|
6. Planning your menu involved many calculations with decimals. Reflect on how you made these calculations:
|
I rounded up to the nearest 50 cent.
|
good plan
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n6. Planning your menu involved many calculations with decimals. Reflect on how you made these calculations:### Answer:\nI rounded up to the nearest 50 cent.\n\n### Response:\ngood plan
|
Write two ratios that are equivalent to 1:1.
|
2:2
|
The directions are asking for 2 ratios. Can you write one more?
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two ratios that are equivalent to 1:1. ### Answer:\n2:2\n\n### Response:\nThe directions are asking for 2 ratios. Can you write one more?
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The volume of Box D subtracted from the volume of Box C is 23.14 cubic centimeters. Box D has a volume of 10.115 cubic centimeters.
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C=13.025
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The volume of Box C will be more than the volume of box D or the difference between box C and D. You will need to add to find the original volume of Box D.
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Suppose you are a teacher and assigned 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 volume of Box D subtracted from the volume of Box C is 23.14 cubic centimeters. Box D has a volume of 10.115 cubic centimeters.### Answer:\nC=13.025\n\n### Response:\nThe volume of Box C will be more than the volume of box D or the difference between box C and D. You will need to add to find the original volume of Box D.
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Using the rule of subtraction, rewrite the following subtraction expression as an addition expression.
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-14+(-2)=-16
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-14+2= -12
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Suppose you are a teacher and assigned 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:\n-14+(-2)=-16\n\n### Response:\n-14+2= -12
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Scott said that 0.09 was a bigger number than 0.1. Use powers of 10 to show that he is wrong.
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0.1= 10^-1and 0.09 eaquals 10^-2
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10^-1>10^-2
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Suppose you are a teacher and assigned 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= 10^-1and 0.09 eaquals 10^-2\n\n### Response:\n10^-1>10^-2
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Explain what the slope and intercept mean in the situation.
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y=cost/ x= # of muffins = 2/1
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slope: $2 add each muffin
y-int: $3 delivery fee
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Suppose you are a teacher and assigned 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:\ny=cost/ x= # of muffins = 2/1\n\n### Response:\nslope: $2 add each muffin
y-int: $3 delivery fee
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In triangle ABC, the measure of angle A is 40°.
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70 and 70
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Great explanation.
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Suppose you are a teacher and assigned 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:\n70 and 70\n\n### Response:\nGreat explanation.
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Mr. Cooper builds a fence to make a rectangular horse stall. The stall is 5 meters long and 7 meters wide. How many meters of fence does Mr. Cooper use? Draw a picture and write an equation to show your thinking.
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Graph is on paper.
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I got the graph. Great job!!
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Suppose you are a teacher and assigned 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. Cooper builds a fence to make a rectangular horse stall. The stall is 5 meters long and 7 meters wide. How many meters of fence does Mr. Cooper use? Draw a picture and write an equation to show your thinking.### Answer:\nGraph is on paper.\n\n### Response:\nI got the graph. Great job!!
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| null |
check with me to get the whole problem next time
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Suppose you are a teacher and assigned 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 ### Answer:\nn/a\n\n### Response:\ncheck with me to get the whole problem next time
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Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship.
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<img src="//resources.assistments.org/fetch/SW/a7eb432c-e3c1-4e27-8589-77a2728b1a4c.jpeg" alt="" width="371" height="210" />
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Nope. This is proportional. It passes through the origin.
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Suppose you are a teacher and assigned 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/a7eb432c-e3c1-4e27-8589-77a2728b1a4c.jpeg" alt="" width="371" height="210" />\n\n### Response:\nNope. This is proportional. It passes through the origin.
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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.
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you just add the remaning amount
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Be specific! Think about the ratios as unit rate, the amount of chocolate per 1 cup or milk. So divide the chocolate and the amount of milk. 2/1 = 2 scoops of chocolate per 1 cup of milk. 3/2 = 1.5 scoops of chocolate per 1 cup of milk. So 2 scoops of chocolate is greater than 1.5 scoops per 1 cup of milk therefore it has a stronger flavor.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIf you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why.### Answer:\nyou just add the remaning amount\n\n### Response:\nBe specific! Think about the ratios as unit rate, the amount of chocolate per 1 cup or milk. So divide the chocolate and the amount of milk. 2/1 = 2 scoops of chocolate per 1 cup of milk. 3/2 = 1.5 scoops of chocolate per 1 cup of milk. So 2 scoops of chocolate is greater than 1.5 scoops per 1 cup of milk therefore it has a stronger flavor.
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Lin and Andre biked home from school at a steady pace. Lin biked 1.5 km and it took her 5 minutes. Andre biked 2 km and it took him 8 minutes.
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10
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This is unacceptable.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nLin and Andre biked home from school at a steady pace. Lin biked 1.5 km and it took her 5 minutes. Andre biked 2 km and it took him 8 minutes. ### Answer:\n10\n\n### Response:\nThis is unacceptable.
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What is the same about these two experiments?
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They are selecting random letters from a word, and have the same sample space.
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Perfect!
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Suppose you are a teacher and assigned 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 same about these two experiments?### Answer:\nThey are selecting random letters from a word, and have the same sample space.\n\n### Response:\nPerfect!
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Use a geometric tool to draw a circle. Draw and measure a radius and a diameter of the circle.
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<img src="//resources.assistments.org/fetch/SW/fc2da509-8c5e-4a8a-ac7c-6bc322b28c09.png" width="200" />
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Nice work, Nani!
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Suppose you are a teacher and assigned 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/fc2da509-8c5e-4a8a-ac7c-6bc322b28c09.png" width="200" />\n\n### Response:\nNice work, Nani!
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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.
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<img src="//resources.assistments.org/fetch/SW/ec524693-60fe-4692-aea1-b9f715485631.jpeg" alt="" width="604" height="341" />
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need labels and andre's data too
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTo make orange fizz, Noah mixes 4 scoops of powder with 6 cups of water. Andre mixes 5 scoops of powder with 8 cups of water. ### Answer:\n<img src="//resources.assistments.org/fetch/SW/ec524693-60fe-4692-aea1-b9f715485631.jpeg" alt="" width="604" height="341" />\n\n### Response:\nneed labels and andre's data too
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The school designed their vegetable garden to have a perimeter of 32 feet with the length measuring two feet more than twice the width.
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l=32w
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Please show the system you could write and solve to determine this answer.
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Suppose you are a teacher and assigned 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 school designed their vegetable garden to have a perimeter of 32 feet with the length measuring two feet more than twice the width.### Answer:\nl=32w\n\n### Response:\nPlease show the system you could write and solve to determine this answer.
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One end point of a line segment is (-3, -6). The length of the line segment is 7 units. Find four points that could serve as the other end point of the given line segment.
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(-3,-6) and (-3,1) and (4,1) and (4,-6)
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From endpoint (-3,-6) seven units up the endpoint would be (-3, -1) seven units down the endpoint would be (-3, -13) seven units right the endpoint would be (4, -4) seven units left the endpoint would be (-10,-6). Notice when you move up and down from (-3,-6) the y-coordinate in the ordered pair changes. Notice that when you move right or left from (-3,-6) the x-coordinate in the ordered pair changes. A strategy that can help next time is plotting the starting endpoint and counting the units up, down, right, or left then recording your ordered pairs. You have two endpoints listed correctly.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nOne end point of a line segment is (-3, -6). The length of the line segment is 7 units. Find four points that could serve as the other end point of the given line segment.### Answer:\n(-3,-6) and (-3,1) and (4,1) and (4,-6)\n\n### Response:\nFrom endpoint (-3,-6) seven units up the endpoint would be (-3, -1) seven units down the endpoint would be (-3, -13) seven units right the endpoint would be (4, -4) seven units left the endpoint would be (-10,-6). Notice when you move up and down from (-3,-6) the y-coordinate in the ordered pair changes. Notice that when you move right or left from (-3,-6) the x-coordinate in the ordered pair changes. A strategy that can help next time is plotting the starting endpoint and counting the units up, down, right, or left then recording your ordered pairs. You have two endpoints listed correctly.
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Mr. Lewis arranges all the desks in his classroom into 6 equal groups of 4. How many desks are in his classroom? Show a picture and multiplication sentence in your work.
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24
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You needed to attach a picture
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Suppose you are a teacher and assigned 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. Lewis arranges all the desks in his classroom into 6 equal groups of 4. How many desks are in his classroom? Show a picture and multiplication sentence in your work.### Answer:\n24\n\n### Response:\nYou needed to attach a picture
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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.
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She could make 4 bags of 6 pencil and 9 stickers
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Are there other possibilities?
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.### Answer:\nShe could make 4 bags of 6 pencil and 9 stickers\n\n### Response:\nAre there other possibilities?
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Write the numerical expressions in words.
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seventy one plus twenty nine times twenty six
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What operation needs to be done first?
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Suppose you are a teacher and assigned 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:\nseventy one plus twenty nine times twenty six\n\n### Response:\nWhat operation needs to be done first?
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Explain what the slope and intercept mean in the situation.
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The slope tells us that there are sides of 3 on the triangle. When you are solving the problem, you want to use 3x=y. teh y-intercept of 0 means it is proportional because 3x=y
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sides of an equilateral (don't forget to explain that) AND explain that y is the perimeter (that's why we are multiplying by 3 for this situation)
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain what the slope and intercept mean in the situation.### Answer:\nThe slope tells us that there are sides of 3 on the triangle. When you are solving the problem, you want to use 3x=y. teh y-intercept of 0 means it is proportional because 3x=y\n\n### Response:\nsides of an equilateral (don't forget to explain that) AND explain that y is the perimeter (that's why we are multiplying by 3 for this situation)
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Using the rule of subtraction, rewrite the following subtraction expression as an addition expression.
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4
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wants the equation, not the sum
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Suppose you are a teacher and assigned 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:\n4\n\n### Response:\nwants the equation, not the sum
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The equation <span id="MathJax-Element-243-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1229" class="math"><span class=""><span id="MathJax-Span-1230" class="mrow"><span id="MathJax-Span-1231" class="mi">c
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1-2.95
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Good
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe equation <span id="MathJax-Element-243-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-1229" class="math"><span class=""><span id="MathJax-Span-1230" class="mrow"><span id="MathJax-Span-1231" class="mi">c### Answer:\n1-2.95\n\n### Response:\nGood
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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.
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3 bags with 4 pencils and 6 stickers or one bag with 24 pencils and 36 stickers.
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Nice work Aubrey. 3 x 4 is 12 and 3 x 6 is 18, these would not use all of the supplies.
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Suppose you are a teacher and assigned 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:\n3 bags with 4 pencils and 6 stickers or one bag with 24 pencils and 36 stickers.\n\n### Response:\nNice work Aubrey. 3 x 4 is 12 and 3 x 6 is 18, these would not use all of the supplies.
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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.
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It would be 6:3. The reason for this is because that firstly, the batches would have to be equivalent so that the seed are equivalent to each other but just having more seed compared to the other.
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You can divide them both by 1.5 but that would be 6:4 Subtraction is not an option.
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Suppose you are a teacher and assigned 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:\nIt would be 6:3. The reason for this is because that firstly, the batches would have to be equivalent so that the seed are equivalent to each other but just having more seed compared to the other.\n\n### Response:\nYou can divide them both by 1.5 but that would be 6:4 Subtraction is not an option.
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Andre and Diego were each trying to solve <span id="MathJax-Element-62-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-495" class="math"><span id="MathJax-Span-496" class="mrow"><span id="MathJax-Span-497" class="mn">2
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multiply both sides by -0x
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subtracted by 3x
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nAndre and Diego were each trying to solve <span id="MathJax-Element-62-Frame" class="MathJax" tabindex="0"><span id="MathJax-Span-495" class="math"><span id="MathJax-Span-496" class="mrow"><span id="MathJax-Span-497" class="mn">2### Answer:\nmultiply both sides by -0x\n\n### Response:\nsubtracted by 3x
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How is a line different from a line segment?
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a line has no arrows a line segment has two arrows
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just the opposite
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Suppose you are a teacher and assigned 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:\na line has no arrows a line segment has two arrows\n\n### Response:\njust the opposite
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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.
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all the ingredieants are multiplied by two exept kiran used 5 tablespoons instead of four.
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Answer the question.
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Suppose you are a teacher and assigned 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:\nall the ingredieants are multiplied by two exept kiran used 5 tablespoons instead of four.\n\n### Response:\nAnswer the question.
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Make a perspective drawing. Include in your work the center of dilation, the shape you dilate, and the scale factor you use.
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Graph is on paper
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Remember to take a picture and post, or attach to the problem. I can't see if your answer is correct or not if you don't post it. If you don't know how to post it, please join my Google Meet session Monday - Thursday from 3:50 - 4:50 p.m. and I can show you how to do it.
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Suppose you are a teacher and assigned 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 perspective drawing. Include in your work the center of dilation, the shape you dilate, and the scale factor you use.### Answer:\nGraph is on paper\n\n### Response:\nRemember to take a picture and post, or attach to the problem. I can't see if your answer is correct or not if you don't post it. If you don't know how to post it, please join my Google Meet session Monday - Thursday from 3:50 - 4:50 p.m. and I can show you how to do it.
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Name a combination of coins that is 130% of the value of a dollar.
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4 quarters 3 dimes
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Excellent Combination! :-)
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Suppose you are a teacher and assigned 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:\n4 quarters 3 dimes\n\n### Response:\nExcellent Combination! :-)
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Explain what the slope and intercept mean in the situation.
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that the triangles sides are all 3 units long and the triangle starts at (0,0).
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The slope means that for every unit that the side length is long the perimeter goes up 3 units.
The y-intercept also indicates this is a proportional relationship.
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Suppose you are a teacher and assigned 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:\nthat the triangles sides are all 3 units long and the triangle starts at (0,0).\n\n### Response:\nThe slope means that for every unit that the side length is long the perimeter goes up 3 units.
The y-intercept also indicates this is a proportional relationship.
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In your own words, what is the least common multiple of two whole numbers? How can you find it?
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A least common multiple of two whole numbers is whatever comes first that is the same number that the two whole numbers share when multiplying. And how to find it is by multiplying the two whole numbers by the same number.
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If you multiply both 6 and 9 by the same number (say, 18)- would you get the same number? I'm a bit confused... Can you explain in a different way?
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Suppose you are a teacher and assigned 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, what is the least common multiple of two whole numbers? How can you find it?### Answer:\nA least common multiple of two whole numbers is whatever comes first that is the same number that the two whole numbers share when multiplying. And how to find it is by multiplying the two whole numbers by the same number.\n\n### Response:\nIf you multiply both 6 and 9 by the same number (say, 18)- would you get the same number? I'm a bit confused... Can you explain in a different way?
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The following situation represents a functional relationship between two quantities. Identify the independent variable and the dependent variable.
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d = far
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Independent is how long she takes and dependent is how far she runs.
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Suppose you are a teacher and assigned 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 following situation represents a functional relationship between two quantities. Identify the independent variable and the dependent variable.### Answer:\nd = far\n\n### Response:\nIndependent is how long she takes and dependent is how far she runs.
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A classroom has a length of 30 ft. and a width of 20 ft. The flooring is to be replaced by tiles. If the tiles are square, 18 in. on a side. If these are to be installed, how many must be ordered?
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incomplete
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA classroom has a length of 30 ft. and a width of 20 ft. The flooring is to be replaced by tiles. If the tiles are square, 18 in. on a side. If these are to be installed, how many must be ordered?### Answer:\n\n\n### Response:\nincomplete
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Write two ratios that are equivalent to 1:1.
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2:2
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Don’t use zero, use another number like 5:5.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two ratios that are equivalent to 1:1. ### Answer:\n2:2\n\n### Response:\nDon’t use zero, use another number like 5:5.
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The following situation represents a functional relationship between two quantities. Identify the independent variable and the dependent variable.
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x= amount she runs
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Independent? Dependent?
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Suppose you are a teacher and assigned 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 following situation represents a functional relationship between two quantities. Identify the independent variable and the dependent variable.### Answer:\nx= amount she runs\n\n### Response:\nIndependent? Dependent?
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Use the equation <span id="MathJax-Element-65-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-730" class="math"><span id="MathJax-Span-731" class="mrow"><span id="MathJax-Span-732" class="mn">135 ·
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1.35 x 4.2 = 5.67
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This is not an explanation of how to solve that poblem and why the decimal is placed where it is in the answer.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nUse the equation <span id="MathJax-Element-65-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-730" class="math"><span id="MathJax-Span-731" class="mrow"><span id="MathJax-Span-732" class="mn">135 ·### Answer:\n1.35 x 4.2 = 5.67\n\n### Response:\nThis is not an explanation of how to solve that poblem and why the decimal is placed where it is in the answer.
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Make a sketch of a linear relationship with slope of 3 that is not a proportional relationship.
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<img src="//resources.assistments.org/fetch/SW/2be8363f-6484-497c-861c-2c0d32bf4d6f.png" alt="" width="200" />
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Great.
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Suppose you are a teacher and assigned 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/2be8363f-6484-497c-861c-2c0d32bf4d6f.png" alt="" width="200" />\n\n### Response:\nGreat.
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Describe a situation that could be modeled with the ratio 4:1.
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<ul>
<li>There is 4 games on the switch and 1 on the 3ds</li>
<li>4:1</li>
<li>4 to 1</li>
</ul>
|
great example
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Suppose you are a teacher and assigned 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:\n<ul>
<li>There is 4 games on the switch and 1 on the 3ds</li>
<li>4:1</li>
<li>4 to 1</li>
</ul>\n\n### Response:\ngreat example
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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?
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She needs to know how many units to go, where to turn, like right or left. And other things related to these.
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She needs to know which transformation comes first, which direction to translate and how many units, and where is the line of reflection.
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Suppose you are a teacher and assigned 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:\nShe needs to know how many units to go, where to turn, like right or left. And other things related to these.\n\n### Response:\nShe needs to know which transformation comes first, which direction to translate and how many units, and where is the line of reflection.
|
List three different combinations of coins, each with a value of 30% of a dollar.
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3 dimes nickle,quarter 30 pennies
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Correct. Good job with coming up with three different combinations.
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Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nList three different combinations of coins, each with a value of 30% of a dollar.### Answer:\n3 dimes nickle,quarter 30 pennies\n\n### Response:\nCorrect. Good job with coming up with three different combinations.
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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.
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396.75 would be the right answer
|
$79.35 x 4
$79 x 4 = $316 so $316 is closer to $396.75
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Suppose you are a teacher and assigned 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:\n396.75 would be the right answer\n\n### Response:\n$79.35 x 4
$79 x 4 = $316 so $316 is closer to $396.75
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Give two different ratios with a description of the ratio relationship using the following information:
|
15:35
|
That is an accurate ratio, but they ask for two ratios. Also, you must include a description of the ratios you write.
|
Suppose you are a teacher and assigned 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:\nThat is an accurate ratio, but they ask for two ratios. Also, you must include a description of the ratios you write.
|
Norman purchased 3.5 lb. of his favorite mixture of dried fruits to use in a trail mix. The total cost was $16.87. How much does the fruit cost per pound?
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The estimation is 400 or 500. My quotient is 4.82 so my estimation 500.
|
estimate would be around 4. you computation is correct.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nNorman purchased 3.5 lb. of his favorite mixture of dried fruits to use in a trail mix. The total cost was $16.87. How much does the fruit cost per pound?### Answer:\nThe estimation is 400 or 500. My quotient is 4.82 so my estimation 500.\n\n### Response:\nestimate would be around 4. you computation is correct.
|
Represent the situation using an equation.
|
90
|
Here you asked to enter an equation. part = percent x whole
27 = .3 x whole
|
Suppose you are a teacher and assigned 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:\n90\n\n### Response:\nHere you asked to enter an equation. part = percent x whole
27 = .3 x whole
|
Use an area model to explain the product of 4.6 and 3.
|
<img src="//resources.assistments.org/fetch/SW/1b8e9d4b-7c02-44ca-8802-d108fe8cd01b.jpeg" alt="" width="405" height="229" />
|
Not an area 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:\nUse an area model to explain the product of 4.6 and 3.### Answer:\n<img src="//resources.assistments.org/fetch/SW/1b8e9d4b-7c02-44ca-8802-d108fe8cd01b.jpeg" alt="" width="405" height="229" />\n\n### Response:\nNot an area model
|
Choose a situation that could be described by the following ratio.
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If the cafeteria gives you apples and its two per person.What is the ratio off people and apples?
|
good effort! next time just specify that each person gets 2 apples!
|
Suppose you are a teacher and assigned 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:\nIf the cafeteria gives you apples and its two per person.What is the ratio off people and apples?\n\n### Response:\ngood effort! next time just specify that each person gets 2 apples!
|
The equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d
|
constant of proportionality.
|
"t" represents time, not 3. 3 is the constant of proportionality which compares t and d.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe equation <span id="MathJax-Element-121-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-848" class="math"><span id="MathJax-Span-849" class="mrow"><span id="MathJax-Span-850" class="mi">d### Answer:\nconstant of proportionality.\n\n### Response:\n"t" represents time, not 3. 3 is the constant of proportionality which compares t and d.
|
Write two ratios that are equivalent to 1:1.
|
10:10
10:10
|
They wanted two examples!!
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite two ratios that are equivalent to 1:1. ### Answer:\n10:10
10:10\n\n### Response:\nThey wanted two examples!!
|
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.
|
I think that 6 cups of seeds and 3 cups of syrup would work. I think that the seeds would work because 3+3+3=9 and 9-3=6 so the seeds would still have the general taste but with less quantity. I think the syrup would work because 6-3=3 and the syrup would still have the same taste but with less quantity. So you would keep the original recipe but subtract 3 from each ingredient.
|
Not equivalent
|
Suppose you are a teacher and assigned 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:\nI think that 6 cups of seeds and 3 cups of syrup would work. I think that the seeds would work because 3+3+3=9 and 9-3=6 so the seeds would still have the general taste but with less quantity. I think the syrup would work because 6-3=3 and the syrup would still have the same taste but with less quantity. So you would keep the original recipe but subtract 3 from each ingredient.\n\n### Response:\nNot equivalent
|
Explain the attribute that makes a square a special rectangle.
|
A square is a special rectangle because it also forms 4 90% angles which equals 360%.And A 90% angle is a right angle.
|
A square is a rectangle with four sides of equal length.
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Suppose you are a teacher and assigned 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 the attribute that makes a square a special rectangle.### Answer:\nA square is a special rectangle because it also forms 4 90% angles which equals 360%.And A 90% angle is a right angle.\n\n### Response:\nA square is a rectangle with four sides of equal length.
|
Find the solution to the equation below using tape diagrams. Check your answer.
|
Tape diagram is on paper
|
Draw your tape diagram on paper, take a picture, and upload it using the image upload icon
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the solution to the equation below using tape diagrams. Check your answer.### Answer:\nTape diagram is on paper\n\n### Response:\nDraw your tape diagram on paper, take a picture, and upload it using the image upload icon
|
Represent 56 ÷ 8 = 7 using subtraction. Explain your reasoning.
|
The equation would be 56-8-8-8-8-8-8-8=0 or 56-7-7-7-7-7-7-7-7=0 because it would be the same either way and subtracting either would get to zero.
|
Correct you accurately represented how many same size equal value groups are formed from a dividend of 56 using a divisor or quotient of 7 or 8. Your explanation is also mathematically accurate.
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRepresent 56 ÷ 8 = 7 using subtraction. Explain your reasoning.### Answer:\nThe equation would be 56-8-8-8-8-8-8-8=0 or 56-7-7-7-7-7-7-7-7=0 because it would be the same either way and subtracting either would get to zero.\n\n### Response:\nCorrect you accurately represented how many same size equal value groups are formed from a dividend of 56 using a divisor or quotient of 7 or 8. Your explanation is also mathematically accurate.
|
Use a stopwatch. How long does it take you to snap your fingers 10 times?
|
23 seconds
|
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:\nUse a stopwatch. How long does it take you to snap your fingers 10 times?### Answer:\n23 seconds\n\n### Response:\ngood
|
One day in Boston, MA, the high temperature was 60 degrees Fahrenheit, and the low temperature was 52 degrees.
|
<math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><mi>x
|
AND t>52
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nOne day in Boston, MA, the high temperature was 60 degrees Fahrenheit, and the low temperature was 52 degrees.### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><mi>x\n\n### Response:\nAND t>52
|
A teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.
|
She could make 6 bags with 4 pencils and 6 stickers each.
|
Excellent!
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.### Answer:\nShe could make 6 bags with 4 pencils and 6 stickers each. \n\n### Response:\nExcellent!
|
Explain what the slope and intercept mean in the situation.
|
the slope is x x=3 the intersept is y y=0
|
slope means that y increases three times that of x, intercept is where eerything starts
|
Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain what the slope and intercept mean in the situation.### Answer:\nthe slope is x x=3 the intersept is y y=0\n\n### Response:\nslope means that y increases three times that of x, intercept is where eerything starts
|
Draw a model for the following:
|
The difference is the eight x 47 and the 7 x 47
|
You have to subtract the product of the two equations and subtract them.
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Suppose you are a teacher and assigned 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:\nThe difference is the eight x 47 and the 7 x 47\n\n### Response:\nYou have to subtract the product of the two equations and subtract them.
|
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