1
WGU C381 EXAM OBJECTIVE ASSESSMENT FOR
ELEMENTARY MATHEMATICS COMPLETE QUESTIONS
AND CORRECT DETAILED ANSWERS LATEST UPDATE
THIS YEAR - JUST RELEASED.
What are two strategies for planning mathematics lessons for all learners? -
(ANSWER)-Provide graphic organizers and tables for 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? - (ANSWER)-The teacher discusses
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? - (ANSWER)-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? - (ANSWER)-Students from other countries often solve
problems or illustrate concepts differently.
-Students who are English Language Learners (ELL) require more time to solve
problems.
, 2
A predominantly male third-grade class has several students with moderate
learning disabilities. Which instructional strategy would help the teacher provide
equitable learning opportunities for this diverse class? - (ANSWER)Teach multiple
representations of ideas for one problem at a time
A first-grade class includes students who lack motivation and students with mild
learning disabilities. Which two instructional strategies would meet the needs of
this group of students as they study math? - (ANSWER)-Help to transition from a
problem to 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 multi-digit numbers. Although able to solve multi-digit
multiplication problems, one student struggles to solve word problems. How can
this student's needs be accommodated? - (ANSWER)-The student solves the
multi-digit multiplication problems. The teacher models the problem-solving
process for the word problem, and then prompts and questions the student.
-The student solves word problems involving the multiplication of multi-digit
numbers. The student uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class.
The teacher grouped the students by ability level for a lesson on creating pie
graphs to represent data. In the lesson, the teacher is prepared to provide step-
by-step instructions for the students with special needs about how to construct a
pie graph. The teacher has also planned to engage the high-ability students in
constructing a survey to gather data, and creating a pie graph to summarize the
data. How effectively does this lesson plan address the needs of all students? -
WGU C381 EXAM OBJECTIVE ASSESSMENT FOR
ELEMENTARY MATHEMATICS COMPLETE QUESTIONS
AND CORRECT DETAILED ANSWERS LATEST UPDATE
THIS YEAR - JUST RELEASED.
What are two strategies for planning mathematics lessons for all learners? -
(ANSWER)-Provide graphic organizers and tables for 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? - (ANSWER)-The teacher discusses
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? - (ANSWER)-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? - (ANSWER)-Students from other countries often solve
problems or illustrate concepts differently.
-Students who are English Language Learners (ELL) require more time to solve
problems.
, 2
A predominantly male third-grade class has several students with moderate
learning disabilities. Which instructional strategy would help the teacher provide
equitable learning opportunities for this diverse class? - (ANSWER)Teach multiple
representations of ideas for one problem at a time
A first-grade class includes students who lack motivation and students with mild
learning disabilities. Which two instructional strategies would meet the needs of
this group of students as they study math? - (ANSWER)-Help to transition from a
problem to 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 multi-digit numbers. Although able to solve multi-digit
multiplication problems, one student struggles to solve word problems. How can
this student's needs be accommodated? - (ANSWER)-The student solves the
multi-digit multiplication problems. The teacher models the problem-solving
process for the word problem, and then prompts and questions the student.
-The student solves word problems involving the multiplication of multi-digit
numbers. The student uses a calculator to multiply the numbers.
A teacher has students with special needs and students with high ability in class.
The teacher grouped the students by ability level for a lesson on creating pie
graphs to represent data. In the lesson, the teacher is prepared to provide step-
by-step instructions for the students with special needs about how to construct a
pie graph. The teacher has also planned to engage the high-ability students in
constructing a survey to gather data, and creating a pie graph to summarize the
data. How effectively does this lesson plan address the needs of all students? -
