WGU D237 Mathematics Methods and Instruction for Students with Mild/Moderate Exceptionalities Study Guide What are two strategies for planning mathematics lessons for all learners? - ✔✔ Provide graphic organizers and tables f or students to organize their work. Include think -pair-share opportunities for students to discuss math concepts Which two strategies could be part of a lesson plan that uses a think -aloud strategy rather than peer -
assisted learning? - ✔✔ The teacher discu sses alternative methods of solving the problem. The teacher talks through the steps of a solution, identifying the reasoning at each step. Which two statements describe teaching for all students? - ✔✔ The teacher looks for ways to make tasks more relevant to students with varied backgrounds. The teacher scaffolds tasks to provide access to higher -level thinking for students. Which two statements describe learning difficulties that students from diverse groups may encounter? - ✔✔ Students from other countri es often solve problems or illustrate concepts differently. Students who are English Language Learners (ELL) require more time to solve problems. An eighth -grade class has several students with moderate learning disabilities.Which instructional strategy would help the teacher provide equitable learning opportunities for this diverse class? - ✔✔ Teach multiple representations of ideas for one problem at a time A seventh -grade class includes students who lack motivation and students with mild learning disabilities. Which two instructional supports would meet the needs of this group of students as they study math? - ✔✔ Help transitioning from a problem t o a particular representation Opportunities to discuss problems and ideas with other students The objective of a lesson is for students to solve word problems involving the multiplication of multidigit numbers. Although one student is able to solve multid igit multiplication problems, the student struggles with solving word problems.How can this student's needs be accommodated? - ✔✔ The teacher lets the student use a chart with the math operations vocabulary matched to the math symbols while practicing word problems. A teacher has a class of students with special needs and students with high ability. The teacher grouped the students by ability level for a lesson on making a plot line to display a data set of measurements in fractions. In the lesson, the teac her is prepared to provide step -by-step instructions for the students with special needs about how to construct a plot line. The teacher has also planned to engage the high -
ability students in constructing an activity to gather data and then create a plot line to display the data. How effectively does this lesson plan address the needs of all students? - ✔✔ The lesson effectively addresses the needs of all students. The complexity of the tasks for the different groups of students is based on ability. A teac her is teaching a lesson in an inclusive classroom on measuring angles with a protractor. She has a range of students with varying levels of ability. All students are given a protractor and a worksheet with pictures of many different angles. Which approach supports students with special needs while still serving other students in the class as they learn to measure angles with a protractor? - ✔✔ Students with special needs receive extra support to learn to measure angles with a protractor Which instructional strategy is useful for facilitating effective class and small -group discussions about mathematics? - ✔✔ Have students compare solution strategies Which instructional strategy support a classroom environment that encourages mathematical communication? - ✔✔ Include assessment opportunities for students to explain their thinking Students are working in groups on the following problem:Teresa has twice as many marbles as Patrice. Together they have 36 marbles. How many marbles does each girl have?Mena states, " Teresa has 12 marbles and Patrice has 24 marbles."How should the teacher respond to promote an understanding of Mena's thinking? - ✔✔ Mena, can you explain how you got your answer? Which question demonstrates an effective technique to elicit mathematical d iscussion and thinking? - ✔✔ How did you figure out the solution? In a sixth -grade math class, students are reviewing operations involving fractions. The teacher wants to use an instructional strategy that will encourage students to build on another studen t's prior description about how to add two fractions.How should the teacher do this? - ✔✔ Ask other students to add to and provide examples of the first student's description
assisted learning? - ✔✔ The teacher discu sses alternative methods of solving the problem. The teacher talks through the steps of a solution, identifying the reasoning at each step. Which two statements describe teaching for all students? - ✔✔ The teacher looks for ways to make tasks more relevant to students with varied backgrounds. The teacher scaffolds tasks to provide access to higher -level thinking for students. Which two statements describe learning difficulties that students from diverse groups may encounter? - ✔✔ Students from other countri es often solve problems or illustrate concepts differently. Students who are English Language Learners (ELL) require more time to solve problems. An eighth -grade class has several students with moderate learning disabilities.Which instructional strategy would help the teacher provide equitable learning opportunities for this diverse class? - ✔✔ Teach multiple representations of ideas for one problem at a time A seventh -grade class includes students who lack motivation and students with mild learning disabilities. Which two instructional supports would meet the needs of this group of students as they study math? - ✔✔ Help transitioning from a problem t o a particular representation Opportunities to discuss problems and ideas with other students The objective of a lesson is for students to solve word problems involving the multiplication of multidigit numbers. Although one student is able to solve multid igit multiplication problems, the student struggles with solving word problems.How can this student's needs be accommodated? - ✔✔ The teacher lets the student use a chart with the math operations vocabulary matched to the math symbols while practicing word problems. A teacher has a class of students with special needs and students with high ability. The teacher grouped the students by ability level for a lesson on making a plot line to display a data set of measurements in fractions. In the lesson, the teac her is prepared to provide step -by-step instructions for the students with special needs about how to construct a plot line. The teacher has also planned to engage the high -
ability students in constructing an activity to gather data and then create a plot line to display the data. How effectively does this lesson plan address the needs of all students? - ✔✔ The lesson effectively addresses the needs of all students. The complexity of the tasks for the different groups of students is based on ability. A teac her is teaching a lesson in an inclusive classroom on measuring angles with a protractor. She has a range of students with varying levels of ability. All students are given a protractor and a worksheet with pictures of many different angles. Which approach supports students with special needs while still serving other students in the class as they learn to measure angles with a protractor? - ✔✔ Students with special needs receive extra support to learn to measure angles with a protractor Which instructional strategy is useful for facilitating effective class and small -group discussions about mathematics? - ✔✔ Have students compare solution strategies Which instructional strategy support a classroom environment that encourages mathematical communication? - ✔✔ Include assessment opportunities for students to explain their thinking Students are working in groups on the following problem:Teresa has twice as many marbles as Patrice. Together they have 36 marbles. How many marbles does each girl have?Mena states, " Teresa has 12 marbles and Patrice has 24 marbles."How should the teacher respond to promote an understanding of Mena's thinking? - ✔✔ Mena, can you explain how you got your answer? Which question demonstrates an effective technique to elicit mathematical d iscussion and thinking? - ✔✔ How did you figure out the solution? In a sixth -grade math class, students are reviewing operations involving fractions. The teacher wants to use an instructional strategy that will encourage students to build on another studen t's prior description about how to add two fractions.How should the teacher do this? - ✔✔ Ask other students to add to and provide examples of the first student's description
