A grocery store sells both green grapes and red grapes for a regular price of $2.89
per pound. Nelson buys 1.5 pounds of green grapes and 2.25 pounds of red grapes at
the store on a day when the regular price is reduced by $0.75 per pound.
Which of the following expressions represents the amount, in dollars, that Nelson will
pay for the grapes?
Give this one a try later!
(1.5 + 2.25) x (2.89 - 0.75)
One of Mr. Terry's students, Yvonne, found the answer to the problem 3/8 X 2/9 as
represented in the work shown. Student's work: 3/8 x 2/9 = 2/8 x 3/9 = 1/4 x 1/3 = 1/12.
When Mr. Terry asked Yvonne to explain her work, she said, "It's easier to just switch
the numerators to make simpler fractions."
Which of the following statements is true of Yvonne's strategy?
Give this one a try later!
, Yvonne's strategy can be used to rewrite any product of two fractions, but
it will not always result in fractions that can be simplified.
Objective: Recognize that in a multi-digit number, a digit in one place represents 10
times as much as it represents in the place to its right and 1/10 of what it represents in
the place to its left. Mr. Johansen and his class are working on the mathematical
objective shown. To assess what his students understand about the objective, Mr.
Johansen plans to use base-ten blocks in a nonconventional way. He plans to first tell
students which block will represent the unit and then ask students to determine what
number is represented with the given base-ten blocks. Mr. Johansen wants to identify
numbers that can be represented using only little cubes, rods, flats, and big cubes.
If Mr. Johansen wants students to identify the number 32.6 from his representation,
which two of the following base-ten blocks can he choose to represent the unit?
Give this one a try later!
B. Rod
C. Flat
Ms. Shaughnessy is working with her class on measuring area using nonstandard units.
While the students are finding the area of the surface of their desks using rectangular
note cards, one student says, "I can just measure the long side of the desk with the
long side of the card, then measure the short side of the desk with the short side of
the card, and multiply them." Which of the following best describes the validity of the
student's strategy?
Give this one a try later!
The strategy is valid and the unit of measurement is note cards.
, Mr. Benner places a row of 5 cubes on a student's desk and asks the student, Chanel,
how many cubes are on the desk. As Chanel points at the cubes one by one from left
to right, she counts, saying, "One, two, three, four, five." Then she says, "There are five
cubes!"
Mr. Benner then asks Chanel to pick up the third cube in the row. As Chanel points at
three cubes one by one from left to right, she counts, saying, "One, two, three." She
stops, then picks up the three cubes, and gives them to Mr. Benner.
Chanel has demonstrated evidence of understanding which two of the following
mathematical ideas or skills?
Give this one a try later!
C.Counting out a particular quantity from a larger set
D.Understanding that the last word count indicates the amount of objects in
the set
Ayana's banana bread recipe uses 3 bananas to make 2 loaves of banana bread.
Natalie's banana bread recipe uses 4 bananas to make 3 loaves of banana bread.
Whose recipe results in a greater amount of banana in each loaf of banana bread?.
Student explanation: "In Ayana's recipe there are 3 bananas for 2 loaves, so there is a
whole banana for each loaf and you split the last banana in half. In Natalie's recipe
there is one banana for each loaf and the fourth banana is split in 3. So in Ayana's loaf
there are 1 and a half bananas, and in Natalie's there are 1 and a third, and a half is
more than a third." Does it provide evidence?
Give this one a try later!
Yes, provides evidence
A student found an incorrect answer to the problem 2/5 x 4/3. The student's answer is
represented in the work shown. Student's work: 2/5 x 4/3 = 6/20 =3/10. Which of the
per pound. Nelson buys 1.5 pounds of green grapes and 2.25 pounds of red grapes at
the store on a day when the regular price is reduced by $0.75 per pound.
Which of the following expressions represents the amount, in dollars, that Nelson will
pay for the grapes?
Give this one a try later!
(1.5 + 2.25) x (2.89 - 0.75)
One of Mr. Terry's students, Yvonne, found the answer to the problem 3/8 X 2/9 as
represented in the work shown. Student's work: 3/8 x 2/9 = 2/8 x 3/9 = 1/4 x 1/3 = 1/12.
When Mr. Terry asked Yvonne to explain her work, she said, "It's easier to just switch
the numerators to make simpler fractions."
Which of the following statements is true of Yvonne's strategy?
Give this one a try later!
, Yvonne's strategy can be used to rewrite any product of two fractions, but
it will not always result in fractions that can be simplified.
Objective: Recognize that in a multi-digit number, a digit in one place represents 10
times as much as it represents in the place to its right and 1/10 of what it represents in
the place to its left. Mr. Johansen and his class are working on the mathematical
objective shown. To assess what his students understand about the objective, Mr.
Johansen plans to use base-ten blocks in a nonconventional way. He plans to first tell
students which block will represent the unit and then ask students to determine what
number is represented with the given base-ten blocks. Mr. Johansen wants to identify
numbers that can be represented using only little cubes, rods, flats, and big cubes.
If Mr. Johansen wants students to identify the number 32.6 from his representation,
which two of the following base-ten blocks can he choose to represent the unit?
Give this one a try later!
B. Rod
C. Flat
Ms. Shaughnessy is working with her class on measuring area using nonstandard units.
While the students are finding the area of the surface of their desks using rectangular
note cards, one student says, "I can just measure the long side of the desk with the
long side of the card, then measure the short side of the desk with the short side of
the card, and multiply them." Which of the following best describes the validity of the
student's strategy?
Give this one a try later!
The strategy is valid and the unit of measurement is note cards.
, Mr. Benner places a row of 5 cubes on a student's desk and asks the student, Chanel,
how many cubes are on the desk. As Chanel points at the cubes one by one from left
to right, she counts, saying, "One, two, three, four, five." Then she says, "There are five
cubes!"
Mr. Benner then asks Chanel to pick up the third cube in the row. As Chanel points at
three cubes one by one from left to right, she counts, saying, "One, two, three." She
stops, then picks up the three cubes, and gives them to Mr. Benner.
Chanel has demonstrated evidence of understanding which two of the following
mathematical ideas or skills?
Give this one a try later!
C.Counting out a particular quantity from a larger set
D.Understanding that the last word count indicates the amount of objects in
the set
Ayana's banana bread recipe uses 3 bananas to make 2 loaves of banana bread.
Natalie's banana bread recipe uses 4 bananas to make 3 loaves of banana bread.
Whose recipe results in a greater amount of banana in each loaf of banana bread?.
Student explanation: "In Ayana's recipe there are 3 bananas for 2 loaves, so there is a
whole banana for each loaf and you split the last banana in half. In Natalie's recipe
there is one banana for each loaf and the fourth banana is split in 3. So in Ayana's loaf
there are 1 and a half bananas, and in Natalie's there are 1 and a third, and a half is
more than a third." Does it provide evidence?
Give this one a try later!
Yes, provides evidence
A student found an incorrect answer to the problem 2/5 x 4/3. The student's answer is
represented in the work shown. Student's work: 2/5 x 4/3 = 6/20 =3/10. Which of the
