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CT MATH with verified solutions 2025.
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CT MATH with verified solutions 2025.
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CT MATH with verifiedsolutions 2025
Students in a fourth-grade class are working with
geoboards. Each geoboard has a grid drawn on it and a
peg at each intersection of the grid. Student's stretch
rubber bands around the pegs to create shapes. One
student's shape is shown:
The teacher shows the student how to add the squares
and fractions of squares enclosed by the rubber band to
count the total number of squares within the triangle. This
activity would best promote the students understanding
of which of the following geometry concepts? - answer
Area
Below are ways teachers can connect mathematics and
other disciplines. Drag and drop the math concept to
match with a related discipline of learning. - answer
Music-Patterns& symbols
Business- Budgets
Social Sciences- Changes in Population
Art- Tessellations
Science- Mass
Ms. Senath teaches math to a diverse group of students in
her fourth-grade class, some of them with learning
disabilities. It is important for her to remember when
presenting math instruction to her students that — -
answer She could teach math concepts from the concrete
to the representational to the abstract.
, In preparing students to be successful in problem solving
with word problems and given tasks, the TEKS state five
parts which should be included in a problem solving
model. These parts are best implemented in conjunction
with one another but may stand alone as each part is
taught and introduced. Four of these parts are: analyzing
given info, determining a solution, justifying the solution
and evaluating the problem-solving process and the
reasonableness of the solution. Which of the following
would be the fifth part of this process model? - answer
Formulating a plan or strategy
Ms. Jones, a fourth-grade teacher, gave her students the
task below."Pat and her sister returned home 2 hours and
45 minutes after they had left to see a movie. They
returned home at 4:30 pm. What time did they leave for
the movie?"Shortly after, she was dismayed to see that
the students were not making much progress. Some were
already off-task and many others were complaining that
the task was too difficult. Not knowing where to begin, the
students began to urge her to give them some help.
Wanting them to feel successful and stay engaged, Ms.
Jones pointed out to the students that the problem
involved subtracting from the time Pat and her sister got
home the minutes and hours they were out. She told her
students that they needed to convert hours to minutes
when subtracting minutes, and that there are 60 minutes
in an hour.What can be said about Ms. Jones' action in the
scenario of this question? - answer Her discourse cut off
opportunities for mathematical reasoning by hurrying
students through the solution of the task.
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