worde-byte/quickcomments_short · Datasets at Hugging Face

Write a multiplication sentence for each expression. You might skip-count to find the totals. 

8

Please try again. Make sure to look at the example

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite a multiplication sentence for each expression. You might skip-count to find the totals. ### Answer:\n8\n\n### Response:\nPlease try again. Make sure to look at the example

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?

she would need to no how fast its coming

What information could they give us to help solve this?

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nshe would need to no how fast its coming\n\n### Response:\nWhat information could they give us to help solve this?

Create a model to represent the following percent.

Graph is on paper

can you describe the graph to me?

Suppose you are a teacher and assigned 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 model to represent the following percent.### Answer:\nGraph is on paper\n\n### Response:\ncan you describe the graph to me?

Five students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. 

5(y + 2) = 30

5 (x + 2) = 30

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFive students came for after-school tutoring. Lin’s teacher assigned each of them the same number of problems to complete. Then he assigned each student 2 more problems. 30 problems were assigned in all. ### Answer:\n5(y + 2) = 30\n\n### Response:\n5 (x + 2) = 30

Write a mathematical expression that means the same thing as the sentence below. Double five and then add 26.

(2x5)+26

Perfect!

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite a mathematical expression that means the same thing as the sentence below. Double five and then add 26.### Answer:\n(2x5)+26\n\n### Response:\nPerfect!

You have two cards showing integers with a sum of (−12) in your hand. 

12

You need two card that have a sum of -12. This is just one card with a value of positive 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:\n12\n\n### Response:\nYou need two card that have a sum of -12. This is just one card with a value of positive 12.

Find three different ratios that are equivalent to the ratio 3:11.

 they look dinff

Your response is unclear, let's discuss.

Suppose you are a teacher and assigned 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 they look dinff\n\n### Response:\nYour response is unclear, let's discuss.

Describe a situation that could be modeled with the ratio 4:1.

I had four pieces of candy and lucy had one. What is the ratio?

For every four pieces of candy Lucy had, I had 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:\nDescribe a situation that could be modeled with the ratio 4:1.### Answer:\nI had four pieces of candy and lucy had one. What is the ratio?\n\n### Response:\nFor every four pieces of candy Lucy had, I had one.

Draw a pentagon (five-sided polygon) that has an area of 32 square units. Label all relevant sides or segments with their measurements, and show that the area is 32 units.

idk

It is okay not to know, it is not okay not to try.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw a pentagon (five-sided polygon) that has an area of 32 square units. Label all relevant sides or segments with their measurements, and show that the area is 32 units.### Answer:\nidk\n\n### Response:\nIt is okay not to know, it is not okay not to try.

Karen says, “If I know 3 × 8 = 24, then I know the answer to 8 × 3.” Explain why this is true.

<math xmlns="http://www.w3.org/1998/Math/MathML"><mi>h

No 4 rows of 7 Where is the 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:\nKaren says, “If I know 3 × 8 = 24, then I know the answer to 8 × 3.” Explain why this is true.### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mi>h\n\n### Response:\nNo 4 rows of 7 Where is the answer

Noah raised $54 to support the animal shelter, which is 60% of his fundraising goal. 

100%

What is 100%?

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nNoah raised $54 to support the animal shelter, which is 60% of his fundraising goal. ### Answer:\n100%\n\n### Response:\nWhat is 100%?

Brand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? 

6 miles per hour

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:\nBrand A scooter has a top speed that goes 2 miles per hour faster than Brand B. If after 3 hours, Brand A scooter traveled 24 miles at its top speed, at what rate did Brand B scooter travel at its top speed if traveled the same distance? ### Answer:\n6 miles per hour\n\n### Response:\nPerfect!

Find a value for a

<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>30

30/6=1??? Do you mean it's GREATER than 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:\nFind a value for a### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>30\n\n### Response:\n30/6=1??? Do you mean it's GREATER than 1???

1. Which one doesn’t belong? Explain your reasoning. 

The question that doesn't belong in question D) 4 x 2. I found this by solving each problem, all answering to 16. Except D, which answered 8. This is how I know that question D doesn't belong. 

Great explanation.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n1. Which one doesn’t belong? Explain your reasoning. ### Answer:\nThe question that doesn't belong in question D) 4 x 2. I found this by solving each problem, all answering to 16. Except D, which answered 8. This is how I know that question D doesn't belong. \n\n### Response:\nGreat explanation.

Explain how to make this calculation mentally.

First put the problem in expanded form then subtract each number by its place value, and once that is done add the numbers together.

how about changing 99 to 100, subtract it from 244, then add one back on?

Suppose you are a teacher and assigned 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:\nFirst put the problem in expanded form then subtract each number by its place value, and once that is done add the numbers together.\n\n### Response:\nhow about changing 99 to 100, subtract it from 244, then add one back on?

Name 4 points that would form a square with the origin at its center.

1,1 

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:\nName 4 points that would form a square with the origin at its center.### Answer:\n1,1 \n\n### Response:\nGreat!

These three points form a horizontal line: (

(0,5) and (-4, 5.6)

Any set of coordinates, that has a 4 for the y value. (#,4).

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThese three points form a horizontal line: (### Answer:\n(0,5) and (-4, 5.6)\n\n### Response:\nAny set of coordinates, that has a 4 for the y value. (#,4).

How do you know if two lines are parallel?

How I know how to draw to parallel lines is by  drawing a equal line and one above it.

Yes--as long as they never meet!

Suppose you are a teacher and assigned 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 parallel?### Answer:\nHow I know how to draw to parallel lines is by  drawing a equal line and one above it.\n\n### Response:\nYes--as long as they never meet!

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.

Kiran multiplied the ingredients too much. It should be 2cups of yogurt, 6tablespoons of peanut butter,4teaspoons of chocolate syrup, and 4 cups of crushed ice.

I agree with you, but how does this affect how the milkshake will 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:\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:\nKiran multiplied the ingredients too much. It should be 2cups of yogurt, 6tablespoons of peanut butter,4teaspoons of chocolate syrup, and 4 cups of crushed ice.\n\n### Response:\nI agree with you, but how does this affect how the milkshake will taste?

Create a real-life example that can be modeled by the expression −2 × 4.

-2 + -4 =2

it wants you to write a multiplication story 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:\nCreate a real-life example that can be modeled by the expression −2 × 4.### Answer:\n-2 + -4 =2\n\n### Response:\nit wants you to write a multiplication story problem

2. A cube has side length 10 inches. Jada says the surface area of the cube is 600 in2

Jada because Noah is multiplying to many numbers and Jada has the correct numbers.

Both Jada and Noah started with the same correct expression. Jada used the correct order of operations. Noah did not.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\n2. A cube has side length 10 inches. Jada says the surface area of the cube is 600 in2### Answer:\nJada because Noah is multiplying to many numbers and Jada has the correct numbers.\n\n### Response:\nBoth Jada and Noah started with the same correct expression. Jada used the correct order of operations. Noah did not.

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.

<math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><mn>3

what is 3n2???

Suppose you are a teacher and assigned 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:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mrow><mn>3\n\n### Response:\nwhat is 3n2???

In a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of grape juice concentrate is 3 to 1.

9:2 and 12:4.

is it 9:2?

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:\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:\n9:2 and 12:4.\n\n### Response:\nis it 9:2?

What information do you need to know to write an equation relating two quantities that have a proportional relationship?

The information you would need to write the equation would be the variables for what we are making the equation for and the constant of proportionality if there is one.

Correct.The information that you need to know to write an equation for two proportional quantities is the constant of proportionality and the variables that are going to be used.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWhat information do you need to know to write an equation relating two quantities that have a proportional relationship?### Answer:\nThe information you would need to write the equation would be the variables for what we are making the equation for and the constant of proportionality if there is one.\n\n### Response:\nCorrect.The information that you need to know to write an equation for two proportional quantities is the constant of proportionality and the variables that are going to be used.

Tickets for a matinee are $5 for children and $8 for adults. The theater sold a total of 142 tickets for one matinee. Ticket sales were $890. How many of each type of ticket did the theater sell?

Unknown variables: number of adult tickets sold and number of children tickets sold.

You got it!

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTickets for a matinee are $5 for children and $8 for adults. The theater sold a total of 142 tickets for one matinee. Ticket sales were $890. How many of each type of ticket did the theater sell?### Answer:\nUnknown variables: number of adult tickets sold and number of children tickets sold.\n\n### Response:\nYou got it!

Here is an inequality: -

1

The list values that are true values must be less than -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:\nHere is an inequality: -### Answer:\n1\n\n### Response:\nThe list values that are true values must be less than -6.

Sixth-grade students were asked, “What grade are you in?” Explain why this is not

it is because it is only one answer

Super!

Suppose you are a teacher and assigned 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 not### Answer:\nit is because it is only one answer\n\n### Response:\nSuper!

Express the following value in words.

fifteen and sixty two thousands

fifteen and sixty two thousandths

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExpress the following value in words.### Answer:\nfifteen and sixty two thousands\n\n### Response:\nfifteen and sixty two thousandths

The equation d

3 represents 3 times the time and distance.

The constant of proportionality or the speed of the snail, 3 inches per minute.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe equation d### Answer:\n3 represents 3 times the time and distance.\n\n### Response:\nThe constant of proportionality or the speed of the snail, 3 inches per minute.

A recipe for tropical fruit punch says, "Combine 4 cups of pineapple juice with 5 cups of orange juice."

t=4,8,12,16,20     o=5,10,15,20,25

You were asked to create a DOUBLE NUMBER LINE

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA recipe for tropical fruit punch says, "Combine 4 cups of pineapple juice with 5 cups of orange juice."### Answer:\nt=4,8,12,16,20     o=5,10,15,20,25\n\n### Response:\nYou were asked to create a DOUBLE NUMBER LINE

Write another ratio that is equivalent to the ratio 4

12:18

Any equivalent ratio.

Suppose you are a teacher and assigned 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 4### Answer:\n12:18\n\n### Response:\nAny equivalent ratio.

Write the expression as a multiple of a power of 10.

4x10^-3

4*10^-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:\nWrite the expression as a multiple of a power of 10.### Answer:\n4x10^-3\n\n### Response:\n4*10^-2

Name the parts of the expression.

factor, product,term, variable 

Which is which? 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:\nfactor, product,term, variable \n\n### Response:\nWhich is which? 30 = coefficient j and k = variables 30, j, and k = factors 30jk = product

Donald writes 6 × 9 = 54. Explain two strategies you could use to check his work.

<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>22

6x9=(5x9) + 9 45 +9 54

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDonald writes 6 × 9 = 54. Explain two strategies you could use to check his work.### Answer:\n<math xmlns="http://www.w3.org/1998/Math/MathML"><mn>22\n\n### Response:\n6x9=(5x9) + 9 45 +9 54

Find the rate. 

2.5

units

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the rate. ### Answer:\n2.5\n\n### Response:\nunits

Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.

the first seven is in the hundred thousand's and the second seven is in the ten thousand's

you were supposed to compare them using =, >, <

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nCompare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.### Answer:\nthe first seven is in the hundred thousand's and the second seven is in the ten thousand's\n\n### Response:\nyou were supposed to compare them using =, >, <

Write a division or multiplication equation that represents the situation. Use a “?” for the unknown quantity.

there is 0.5 gallons in each bottle.

No equation, shows correct solution to equation

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite a division or multiplication equation that represents the situation. Use a “?” for the unknown quantity.### Answer:\nthere is 0.5 gallons in each bottle.\n\n### Response:\nNo equation, shows correct solution to equation

Write another ratio that is equivalent to the ratio 4

the ratio that is equevelant to 4:6 is 2:4

This would not be equivalent. The 2 is half of 4 but 4 is not half of 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:\nWrite another ratio that is equivalent to the ratio 4### Answer:\nthe ratio that is equevelant to 4:6 is 2:4\n\n### Response:\nThis would not be equivalent. The 2 is half of 4 but 4 is not half of 6.

The equation y

it represents the speed

😮 Sorry! Problem only dealing with feet and miles

Suppose you are a teacher and assigned 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 y### Answer:\nit represents the speed\n\n### Response:\n😮 Sorry! Problem only dealing with feet and miles

Planning your menu involved many calculations with decimals. Reflect on how you made these calculations:

I estimated the numbers to make them whole numbers to make it easier to do the problems. Like I would estimate/round $5.89 to $6 and $1.45 to $1. 

I was looking for an exact answer using the example.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nPlanning your menu involved many calculations with decimals. Reflect on how you made these calculations:### Answer:\nI estimated the numbers to make them whole numbers to make it easier to do the problems. Like I would estimate/round $5.89 to $6 and $1.45 to $1. \n\n### Response:\nI was looking for an exact answer using the example.

Name the parts of the expression.

30, j , and k

Your instructions were to name the parts of the expression. You wrote the expression in expanded form. 30 and variables j and k have more than one name. 30 is the constant (the known value in the expression) and the variable j is the coefficient (the unknown value being multiplied by the constant. 30, variable j and variable k are also factors because they are being multiplied together.

Suppose you are a teacher and assigned 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:\n30, j , and k\n\n### Response:\nYour instructions were to name the parts of the expression. You wrote the expression in expanded form. 30 and variables j and k have more than one name. 30 is the constant (the known value in the expression) and the variable j is the coefficient (the unknown value being multiplied by the constant. 30, variable j and variable k are also factors because they are being multiplied together.

Find the rate. 

40/16

Find the unit rate. 40 divided by 16 =

Suppose you are a teacher and assigned 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:\n40/16\n\n### Response:\nFind the unit rate. 40 divided by 16 =

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.

No. The smaller the peices get, the more leftover of another ingredient you get.

not sure I follow

Suppose you are a teacher and assigned 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:\nNo. The smaller the peices get, the more leftover of another ingredient you get.\n\n### Response:\nnot sure I follow

Rectangle A

a and b 

You can't multiply the length and width by the same name therefore it is not a scaled copy.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRectangle A### Answer:\na and b \n\n### Response:\nYou can't multiply the length and width by the same name therefore it is not a scaled copy.

Estimate the quotient for the following problem.

4,819 ÷ 68

round 68 to 70

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the quotient for the following problem.### Answer:\n4,819 ÷ 68\n\n### Response:\nround 68 to 70

Write an equation that represents each description.

positive 7

-(-7) = 7

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite an equation that represents each description.### Answer:\npositive 7\n\n### Response:\n-(-7) = 7

Name the parts of the expression. 

Variable and coefficient 

Yes, but which is which?

Suppose you are a teacher and assigned 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:\nVariable and coefficient \n\n### Response:\nYes, but which is which?

Write an inequality that relates the rational numbers.

$500>$200

The value was -$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:\nWrite an inequality that relates the rational numbers.### Answer:\n$500>$200\n\n### Response:\nThe value was -$500

Bananas cost $1.50 per pound, and guavas cost $3.00 per pound. Kiran spends $12 on fruit to for a breakfast his family is hosting. Let b

12=2b+g

12=1.5b+3g

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nBananas cost $1.50 per pound, and guavas cost $3.00 per pound. Kiran spends $12 on fruit to for a breakfast his family is hosting. Let b### Answer:\n12=2b+g\n\n### Response:\n12=1.5b+3g

Name 4 points that would form a square with the origin at its center.

Check whether the vertices adjacent to this angle are right angled too. If not, not a square. Check whether diagonals are perpendicular.

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:\nName 4 points that would form a square with the origin at its center.### Answer:\nCheck whether the vertices adjacent to this angle are right angled too. If not, not a square. Check whether diagonals are perpendicular.\n\n### Response:\nGreat use of mathematical terms.

Write another ratio that is equivalent to the ratio 4

12:18

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:\nWrite another ratio that is equivalent to the ratio 4### Answer:\n12:18\n\n### Response:\nNice!

Write another ratio that is equivalent to the ratio 4

8:12

Well done!

Suppose you are a teacher and assigned 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 4### Answer:\n8:12\n\n### Response:\nWell done!

Estimate.

833.75

This first answer is supposed to be an estimate. Read the directions more carefully!

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate.### Answer:\n833.75\n\n### Response:\nThis first answer is supposed to be an estimate. Read the directions more carefully!

Write two ratios that are equivalent to 1:1. 

There is 1 pack of beef  in the freezer and 1 pack of chicken in the sink.= 1 to 1

Two equivalent ratios might be 2:2 or 5:5.

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 two ratios that are equivalent to 1:1. ### Answer:\nThere is 1 pack of beef  in the freezer and 1 pack of chicken in the sink.= 1 to 1\n\n### Response:\nTwo equivalent ratios might be 2:2 or 5:5.

What is your favorite color?

red

Great choice!

Suppose you are a teacher and assigned 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:\nred\n\n### Response:\nGreat choice!

Round the factors to estimate the products.

Within all numbers of reasonability, a common estimate for 5,897 x 67 would land somewhere near 4,200,000

420,000

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRound the factors to estimate the products.### Answer:\nWithin all numbers of reasonability, a common estimate for 5,897 x 67 would land somewhere near 4,200,000\n\n### Response:\n420,000

Write your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. 

it is a trangle but tall and skiny

Incorrect. A polyhedron is a 3D shape made up of closed polygons called faces.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite your best definition or description of a polyhedron. If possible, use the terms you learned in this lesson. ### Answer:\n it is a trangle but tall and skiny\n\n### Response:\nIncorrect. A polyhedron is a 3D shape made up of closed polygons called faces.

Estimate the product first.

117,728

No estimate.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the product first.### Answer:\n117,728\n\n### Response:\nNo estimate.

Excluding rhombuses and squares, explain the difference between parallelograms and kites.

kites have no parallel sides

a parallelogram has equal opposite sides

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExcluding rhombuses and squares, explain the difference between parallelograms and kites.### Answer:\nkites have no parallel sides\n\n### Response:\na parallelogram has equal opposite sides

In a recipe for fizzy grape juice, the ratio of cups of sparkling water to cups of grape juice concentrate is 3 to 1.

The ratio of cups of sparkling water to cups of grape juice is 6:2

I will accept this.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nThe ratio of cups of sparkling water to cups of grape juice is 6:2\n\n### Response:\nI will accept this.

Write an inequality that relates the rational numbers.

6>0

16 > 0

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite an inequality that relates the rational numbers.### Answer:\n6>0\n\n### Response:\n16 > 0

Explain why 6:4 and 18:8 are not equivalent ratios.

Because you have to mutiply 6x3 to get 10 in 4x 2 to get 8 

I think you meant 18 instead of 10, but I gave you credit anyway.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain why 6:4 and 18:8 are not equivalent ratios.### Answer:\nBecause you have to mutiply 6x3 to get 10 in 4x 2 to get 8 \n\n### Response:\nI think you meant 18 instead of 10, but I gave you credit anyway.

Represent the situation using an equation.  

40 is part of 90 because 90 is the whole unit.   90 divided by 40

part = % x whole 40% is not just 40 it is 40 /100.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nRepresent the situation using an equation.  ### Answer:\n40 is part of 90 because 90 is the whole unit.   90 divided by 40\n\n### Response:\npart = % x whole 40% is not just 40 it is 40 /100.

Explain how to make this calculation mentally. 

what I would do is multiply 9 times 5 which is 45 and then 9 times 5 again and then nine times 1 twice so the first row would be 495 and then added by 990 which is how I would get 1485.

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:\nExplain how to make this calculation mentally. ### Answer:\nwhat I would do is multiply 9 times 5 which is 45 and then 9 times 5 again and then nine times 1 twice so the first row would be 495 and then added by 990 which is how I would get 1485.\n\n### Response:\nGreat reasoning!

Estimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form.

20 x 20 + 4x2 = 408

22 x 2 = 44 22 x 2.4 = 52.8

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nEstimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form.### Answer:\n20 x 20 + 4x2 = 408\n\n### Response:\n 22 x 2 = 44 22 x 2.4 = 52.8

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?

How much water comes out per minute

Correct. Good job understanding information needed in order to solve.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nHow much water comes out per minute\n\n### Response:\nCorrect. Good job understanding information needed in order to solve.

Here is an equation that is true for all values of x

She can tell because their are the same amounts on both sides...

Please give a detailed explanation about how both sides of this equation are exactly the same after simplifying.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHere is an equation that is true for all values of x### Answer:\nShe can tell because their are the same amounts on both sides...\n\n### Response:\nPlease give a detailed explanation about how both sides of this equation are exactly the same after simplifying.

Jada drank 12 ounces of water from her bottle. This is 60% of the water the bottle holds.

unreadable

Suppose you are a teacher and assigned 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 drank 12 ounces of water from her bottle. This is 60% of the water the bottle holds.### Answer:\n<img src="//resources.assistments.org/fetch/SW/def377d6-bd56-43bf-bc51-14fd860ee98a.jpeg" alt="" width="575" height="322" />\n\n### Response:\nunreadable

Draw an area model. Then, solve using the standard algorithm.

642X207=132,894

Show 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:\nDraw an area model. Then, solve using the standard algorithm.### Answer:\n642X207=132,894\n\n### Response:\nShow work.

List two different possibilities for the angle measures of an isosceles triangle.

One side of an isosceles traingle could be 180 and 180, for example it could be a regular traingle and have to sides that are equal.

An isosceles triangle has two angles equal. A possible answer is 50, 50, 80 degrees

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nList two different possibilities for the angle measures of an isosceles triangle.### Answer:\nOne side of an isosceles traingle could be 180 and 180, for example it could be a regular traingle and have to sides that are equal.\n\n### Response:\nAn isosceles triangle has two angles equal. A possible answer is 50, 50, 80 degrees

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.

6:4 or 3:2

Good ratios Rueben, But can you write a sentence to explain your reasonign?

Suppose you are a teacher and assigned 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:\n6:4 or 3:2\n\n### Response:\nGood ratios Rueben, But can you write a sentence to explain your reasonign?

Solve by drawing disks on a place value chart.

on paper

0.006 x 8 =0.048

Suppose you are a teacher and assigned 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:\non paper\n\n### Response:\n0.006 x 8 =0.048

Estimate the quotient for the following problem.

4900 divide by 70= 70

Very good estimating

Suppose you are a teacher and assigned 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:\n4900 divide by 70= 70\n\n### Response:\nVery good estimating

How are the ordered pairs (4, 9) and (4,−9) similar?

they are similar by the 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 the 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.

Explain how to make this calculation mentally.

99*6 is like 100*6 so you times 100 by 6 so 600-1=599

minus 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:\n99*6 is like 100*6 so you times 100 by 6 so 600-1=599\n\n### Response:\nminus 6

Describe the relative position of the numbers on a horizontal number line.

<----‐0.2--------0.1----0----------------->

What do you think we mean by "relative position" for a horizontal number line?

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDescribe the relative position of the numbers on a horizontal number line.### Answer:\n           <----‐0.2--------0.1----0----------------->\n\n### Response:\nWhat do you think we mean by "relative position" for a horizontal number line?

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?

Translation and reflection.    

What information do you need to translate and reflect?

Suppose you are a teacher and assigned 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:\nTranslation and reflection.    \n\n### Response:\nWhat information do you need to translate and reflect?

Explain why 51.2

Both of the problems are the same because 5.12 and 0.64 are both ten times less than 51.2 and 6.4.

Remember, division problems are just fractions and in the same way that you can have equivalent fractions, you can have equivalent division problems. You are correct - if both the divisor and dividend are multiplied or divided by 10, you have an equivalent expression.

Suppose you are a teacher and assigned 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 51.2 ### Answer:\nBoth of the problems are the same because 5.12 and 0.64 are both ten times less than 51.2 and 6.4.\n\n### Response:\nRemember, division problems are just fractions and in the same way that you can have equivalent fractions, you can have equivalent division problems. You are correct - if both the divisor and dividend are multiplied or divided by 10, you have an equivalent expression.

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.

It doesnt tast the same because he doubbled everything but did dumble the amount of teaspons correctley instead of dubbleing it to 4 he did it to 5 

Nice job!

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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:\nIt doesnt tast the same because he doubbled everything but did dumble the amount of teaspons correctley instead of dubbleing it to 4 he did it to 5 \n\n### Response:\nNice job!

Use diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent.

Not sure how you got 8:12

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:\nUse diagrams or the description of equivalent ratios to show that the ratios 2:3, 4:6, and 8:12 are equivalent.### Answer:\n<img src="/TutorClient/student/IMG_20200901_100651" alt="" /><img src="//resources.assistments.org/fetch/SW/60a7d944-c13b-42a6-af97-747658a13ad8.jpeg" alt="" width="200" /><img src="/TutorClient/student/IMG_20200901_100651" alt="" />\n\n### Response:\nNot sure how you got 8:12

Explain how to make this calculation mentally. 

90 times 10 is 900 

Looks like the 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:\nExplain how to make this calculation mentally. ### Answer:\n90 times 10 is 900 \n\n### Response:\nLooks like the area model.

Meyer has 0.64 GB of space remaining on his iPod. He wants to download a pedometer app (0.24 GB), a photo app (0.403 GB), and a math app (0.3 GB). Which combinations of apps can he download? Explain your thinking.

.

Meyer can download the pedometer app (0.24GB) and the math app (0.3GB) which is 0.54GB. Or he can download only the photo app.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nMeyer has 0.64 GB of space remaining on his iPod. He wants to download a pedometer app (0.24 GB), a photo app (0.403 GB), and a math app (0.3 GB). Which combinations of apps can he download? Explain your thinking.### Answer:\n.\n\n### Response:\nMeyer can download the pedometer app (0.24GB) and the math app (0.3GB) which is 0.54GB. Or he can download only the photo app.

Explain how to make this calculation mentally. 

i dont know there isnt a number to calculate.

99 time 15

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain how to make this calculation mentally. ### Answer:\ni dont know there isnt a number to calculate.\n\n### Response:\n99 time 15

Mrs. Tran plants 2 rows of 5 carrots in her garden.

This only shows me 4 in each row, not 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:\nMrs. Tran plants 2 rows of 5 carrots in her garden.### Answer:\n                                 <img src="//resources.assistments.org/fetch/SW/bfc0c77b-1e65-48e6-9e64-463f126b7c9e.jpeg" alt="" width="359" height="477" />\n\n### Response:\nThis only shows me 4 in each row, not 5.

Priya has completed 9 exam questions. This is 60% of the questions on the exam.

0.4x=35 x=87.5

Example response: (60/100)q = 9 or 0.6q = 9, where q is the number of questions on the exam.

Suppose you are a teacher and assigned 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:\n0.4x=35 x=87.5\n\n### Response:\nExample response: (60/100)q = 9 or 0.6q = 9, where q is the number of questions on the exam.

What is the difference between 6z

z6 means that z is a number and it is to the 6th power

OK, I think I follow what you are saying, but you need to be more accurate with how you explain 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:\nWhat is the difference between 6z### Answer:\nz6 means that z is a number and it is to the 6th power\n\n### Response:\nOK, I think I follow what you are saying, but you need to be more accurate with how you explain it.

Decide if the data set below might produce one or more gaps when represented by a histogram.

The one with the people talking on the phone at school would have more gaps and the pop music album would have less gaps.

One would not expect any gaps in the data as everyone would be between the ages 10-13.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDecide if the data set below might produce one or more gaps when represented by a histogram.### Answer:\nThe one with the people talking on the phone at school would have more gaps and the pop music album would have less gaps.\n\n### Response:\nOne would not expect any gaps in the data as everyone would be between the ages 10-13.

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. 

5x+10=30

5 (x+2) = 30 so 5x + 10 = 30

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\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+10=30\n\n### Response:\n5 (x+2) = 30 so 5x + 10 = 30

Two of the vertices of a rectangle are (1, -6) and (-8, -6). If the rectangle has a perimeter of 26 units, what are the coordinates of its other two vertices?

(1,-1)  

The distance between (1,-6) and (-8,-6) is 9 units. If the perimeter is a total of 26 units then 9+9=18 units of the 26 total units. 26-18=8 units. These eight units are shared by two parallel sides that are 4 units long each. There are two options they ordered pairs could be four units down or four units up. (1, -2) and (-8,-2) are the vertices that would be up above the original coordinates OR the coordinates (1, -10) and (-8, -10) that would be down below the original coordinates. You have no vertices listed correctly.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTwo of the vertices of a rectangle are (1, -6) and (-8, -6). If the rectangle has a perimeter of 26 units, what are the coordinates of its other two vertices?### Answer:\n(1,-1)  \n\n### Response:\nThe distance between (1,-6) and (-8,-6) is 9 units. If the perimeter is a total of 26 units then 9+9=18 units of the 26 total units. 26-18=8 units. These eight units are shared by two parallel sides that are 4 units long each. There are two options they ordered pairs could be four units down or four units up. (1, -2) and (-8,-2) are the vertices that would be up above the original coordinates OR the coordinates (1, -10) and (-8, -10) that would be down below the original coordinates. You have no vertices listed correctly.

Find the rate.

60 miles 

You have provided a partial right answer. Correct answer would be 60 mph.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind the rate.### Answer:\n60 miles \n\n### Response:\nYou have provided a partial right answer. Correct answer would be 60 mph.

Watch the video, “Elevation vs. Time #3” (below)

Check again Luis

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWatch the video, “Elevation vs. Time #3” (below)### Answer:\n<img src="//resources.assistments.org/fetch/SW/f50c16c8-9836-4db2-ad6d-33a5d989d833.jpeg" width="477" height="296" />\n\n### Response:\nCheck again Luis

Solve by drawing disks on a place value chart.

on  paper

0.006 x 8 =0.048

Suppose you are a teacher and assigned 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:\non  paper\n\n### Response:\n0.006 x 8 =0.048

Draw two triangles:

You're missing the symbol in the triangle to show it is a right triangle.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two triangles:### Answer:\n<img src="//resources.assistments.org/fetch/SW/b1efc897-75e4-4cc4-a1de-c43e7b308969.jpeg" alt="" width="222" height="296" />\n\n### Response:\nYou're missing the symbol in the triangle to show it is a right triangle.

Is it possible to have an acute right triangle? Justify your reasoning using pictures and words.

see paper

You must take picture and post 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:\nIs it possible to have an acute right triangle? Justify your reasoning using pictures and words.### Answer:\nsee paper\n\n### Response:\nYou must take picture and post it!

Make a perspective drawing. Include in your work the center of dilation, the shape you dilate, and the scale factor you use.

there a line goes to a and b

Make a perspective drawing. Include in your work the center of dilation, the shape you dilate, and the scale factor you use.

Suppose you are a teacher and assigned 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:\nthere a line goes to a and b\n\n### Response:\nMake a perspective drawing. Include in your work the center of dilation, the shape you dilate, and the scale factor you use.

Write the numerical expressions in words. 

fifty times two plus fifteen times two

the sum of 50 twos and 15 twos

Suppose you are a teacher and assigned 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:\nfifty times two plus fifteen times two\n\n### Response:\nthe sum of 50 twos and 15 twos

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. 

each person gets 1 fourth 

Charlotte and her friends equal 5 people that means they each get 1/5 of the candy 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:\neach person gets 1 fourth \n\n### Response:\nCharlotte and her friends equal 5 people that means they each get 1/5 of the candy bar.

Find a value for a

12

a = 12? Be clear what you mean.

Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nFind a value for a### Answer:\n12\n\n### Response:\na = 12? Be clear what you mean.

35

We know that 3^5 equals 243. 3^6 is the same things as 3*3*3*3*3*3. We know what 3*3*3*3*3 is but we still have *3. So we would do 243*3 which is 729.

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:\n35### Answer:\nWe know that 3^5 equals 243. 3^6 is the same things as 3*3*3*3*3*3. We know what 3*3*3*3*3 is but we still have *3. So we would do 243*3 which is 729.\n\n### Response:\nNice work!

Here is an inequality: -

-5

The values should be less than -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:\nHere is an inequality: -### Answer:\n-5\n\n### Response:\nThe values should be less than -5.