pg. 1 2025 Wgu D237 Test Bank With 150 Practice Questions And Correct Answers For Oa And Pre- Assessment / Wgu D237 Mathematics Methods And Instruction For Students With Mild/Moderate Exceptionalities Prep Qs & As
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 fifth-grade teacher is teaching a lesson on dividing fractions. The class is solving ½ ÷ ¾ = ____. Sam says the answer is ⅜ and Ryan says the answer is 4/6. The teacher allows the class to share answers and possible solutions and Ryan suggest that Sam's answer is incorrect.How should a teacher respond to promote critical thinking?Ryan can you explain your thoughts regarding Sam's answer?A teacher's response should encourage critical thinking and open discussion. Here, the teacher avoids indicating whether the student is correct or incorrect and encourages the student to elaborate and justify his thinking. Through this process, students should strategically compensate for any errors they make by internalizing the situation. By allowing students to compare and analyze possible solutions, other students have the opportunity to correct errors and learn from peer assistance.Your fifth-grade class was asked to explore the relationship of various volume formulas and to fill a rectangular prism, cube, and triangular prism with water.Which two strategies could help increase the effectiveness of the activity?Encourage students to collaborate and discuss findings and strategies once the activity is complete.
Before the activity, review the properties of 3D shapes.Explanation: Collaborative learning is a great constructivist teaching strategy that helps students to be resilient. It identifies their resources (peers) and tests their theories to see if they are on the right track, all while developing habits of mind 1 / 3
pg. 2 that form the foundation of scholarship. In a constructivist classroom, students should be encouraged to explore multiple strategies and ways to solve a problem.Before students attempt to build a conceptual understanding, it is important to activate their prior knowledge. In teaching mathematics, you should help students relate new information to previously learned material.A second-grade teacher has 23 students with varying abilities. Which instructional strategies can be used to help provide learning opportunities for all students?Allow students to progress through the material at their own pace and use flexible grouping options.When planning for instruction, you must consider all students in the classroom.While pairing a low-achieving student with a high-achieving student is an example of peer-assisted learning, this question is about providing access to learning opportunities for all students. Teachers should instead use flexible grouping options and allow students to progress through the material at their own pace.
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?What are two strategies for planning mathematics lessons for all learners?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?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?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. 2 / 3
pg. 3 Which two statements describe learning difficulties that students from diverse groups may encounter?Students from other countries often solve problems or illustrate concepts differently.Students who are English Language Learners (ELL) require more time to solve problems.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 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 multidigit numbers. Although one student is able to solve multidigit 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 teacher 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 teacher 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?
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