CASA Core Math Questions and Answers with Absolute Solution

CASA Core Math Questions and Answers with Absolute Solution A sixth-grade student finds the area and perimeter of the parallelogram shown above by moving the gray triangle over to the other side and making a rectangle. The student states that the area is 8 × 18 = 144 square feet and the perimeter is 52 feet. For which of the following concepts should the teacher plan instruction to correct the student's misconception? - Two figures with the same area may not have the same perimeter. This question requires the examinee to demonstrate understanding of methods for planning and delivering evidence-based mathematics instruction. From the evidence given, the student found the area of the parallelogram correctly but calculated the perimeter of the rectangle instead of the original parallelogram. The teacher needs to plan instruction to help the student realize that two figures with the same area do not necessarily have the same perimeter. A fourth-grade teacher leads an activity with a class in which a student states a number and the teacher responds with a different number. This continues until the students can identify the rule the teacher is using to calculate the second number. This activity is one layer of scaffolding to prepare students for which mathematical concept? - Functions- A function is a rule that shows how the values of two variables are related. Often expressed in ordered pairs Sixth-grade students are learning to write equations that represent proportional relationships in real-world problems. Which activity would help students recognize a situation described by a proportional relationship? - Interpreting equations that represent proportional relationships in contexts of the situations they model. After writing the equations, students gain a better understanding of the meaning of the equations by interpreting the equations in the contexts of the situation presented. Students in a 4th grade class need to identify parallelograms, rhombuses, and trapezoids. What activity is most likely to promote retention of this concept? - Drawing shapes and describing their similarities and differences. Standard 4.G.1 "identify parallelograms, rhombuses, and trapezoids using appropriate tools. Drawing shapes will help students remember their names. Which activity would be best to foster strategic competence in 1st grade students - Students model add-to, take-from, and take-apart situations using cubes connected to form lengths. Strategic competence in math - the ability to formulate mathematical problems, represent them, and solve them. A 1st grade student is presented with the time of half past 3:00. What task would be most appropriate for assessing the students ability to tell time? - Explaining how the time is shown on an analog clock and on a digital clock. Which description best demonstrates 6th grade student engagement in the process of mathematical proof? - Students justify the formula for the area of a parallelogram by decomposing quadrilaterals and rearranging the resulting shapes. A 1st grade teacher would like to design an assessment to measure student understanding of the following learning standard. "Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature". Which activity is most appropriate for assessing a 1st graders mastery of the standard above. - Using connecting cubes to measure two objects in the classroom and explaining which object is shorter. Standard 1.M.1- Students must measure with a nonstandard unit and compare lengths based on the number of connecting cubes. Which activity best demonstrates 4th grade students engaging in the process of reasoning? - Students determine the amount represented by a portion of a bar graph and use their own words to explain how they arrived at the answer. 3rd grade students notice that multiplying the numbers 2 by 3 by 5 gives the same answer as multiplying 5 by 2 by 3. This represents an opportunity for the teacher to make the point that: - Using the COMMUTATIVE property of multiplication can make mental computations simpler. A teacher wants 6th grade students to learn about the concept of "pie~3.14" What activity should the teacher assign? - Measure the circumference and diameter of various circular objects and compare them. The constant pie can be expressed as the ratio of the circumference of a circle to the diameter of a circle. "A cook uses 1 cup of flour to make 8 desserts. How many cups of flour will be needed to make 1 dessert?" With which 5th grade Indiana Academic Standard for Math does this assessment item align? - Explain different interpretations of fractions, including: as parts of a whole, parts of a set, and division of a whole numbers by whole numbers. A 5th grade teacher wants students to model with mathematics, as defined by the Indiana Academic Standards for Math. Which activity best illustrates modeling with mathematics? - Students write an equation to describe a situation and reflect on the results in the context of the situation. Standard 5.AT.1 specifies that students "solve real-world problems involving multiplication and division of whole numbers (by using equations to represent the problem) 1, 6, 11, 16, 21, ... A 4th grade student is presented with a pattern shown in the sequence of numbers above. Which task would be the most appropriate and informative for assessing the students ability to generate and analyze patterns? - Explain why the sequence will continue to alternate between even and odd numbers. Which activity performed by a 2nd grade student best demonstrates that the student is using mathematical reasoning? - The student makes a drawing to show that equal shares of identical wholes do not always have the same shape. Reasoning involves analyzing a situation and deducing properties and characteristics. Students who can show that identical wholes can be cut in more than one way to produce the same fraction of the whole is using mathematical reasoning In alignment with the Process Standards for Mathematics of the Indiana Academic Standards and the NCTM Standards for mathematics, elementary mathematics should: - Foster the development of reasoning, argumentation, and representation "A chef has 2 boxes of cans with 6 cans in each box. What fraction shows 1 can out of the total number of cans in the boxes?" Which Indiana Academic Standards for Mathematics could align to this assessment item? - Undertand fraction 1/b as the quantity formed by 1 part when a whole is portioned into b equal parts.