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How are the ordered pairs (4, 9) and (4,−9) similar?	They are similar because they share the same x-axis	x-coordinates not x-axis	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nHow are the ordered pairs (4, 9) and (4,−9) similar?### Answer:\nThey are similar because they share the same x-axis\n\n### Response:\nx-coordinates not x-axis
Was there a length measurement you did not use to find the area? If so, explain why it was not used.	Yes I didnt use 7.5 in my answer because the side was slanted but 9 and 6 weren't slanted so I used those.	I agree with you, but can you explain why you are not using the diagonal/slanted one.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWas there a length measurement you did not use to find the area? If so, explain why it was not used.### Answer:\nYes I didnt use 7.5 in my answer because the side was slanted but 9 and 6 weren't slanted so I used those.\n\n### Response:\nI agree with you, but can you explain why you are not using the diagonal/slanted one.
Draw a model for the following:	48 times 47 = 2,256	This is not a model.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw a model for the following:### Answer:\n48 times 47 = 2,256\n\n### Response:\nThis is not a model.
It is currently 0 degrees outside, and the temperature is dropping 4 degrees every hour. The temperature after <span id="MathJax-Element-112-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-672" class="math"><span id="MathJax-Span-673" class="mrow"><span id="MathJax-Span-674" class="mi">h	it is -4 degrees per our or -4h so it is four hours so it would be -14	What does -14 represent? Double check your calculations.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIt is currently 0 degrees outside, and the temperature is dropping 4 degrees every hour. The temperature after <span id="MathJax-Element-112-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-672" class="math"><span id="MathJax-Span-673" class="mrow"><span id="MathJax-Span-674" class="mi">h### Answer:\nit is -4 degrees per our or -4h so it is four hours so it would be -14\n\n### Response:\nWhat does -14 represent? Double check your calculations.
Choose a situation that could be described by the following ratio.	1to2	You have good equivalent ratios, but you were supposed to provide a story problem/scenario for the ratio 1:2.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nChoose a situation that could be described by the following ratio.### Answer:\n1to2\n\n### Response:\nYou have good equivalent ratios, but you were supposed to provide a story problem/scenario for the ratio 1:2.
Draw two rectangles that have the same area but are not congruent.	<img src="//resources.assistments.org/fetch/SW/e185f3f5-3af5-40df-9169-90822bc2f723.jpeg" alt="" width="1280" height="720" />	Great job!	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two rectangles that have the same area but are not congruent.### Answer:\n<img src="//resources.assistments.org/fetch/SW/e185f3f5-3af5-40df-9169-90822bc2f723.jpeg" alt="" width="1280" height="720" />\n\n### Response:\nGreat job!
A 25% vinegar solution is combined with triple the amount of a 45% vinegar solution and a 5% vinegar solution resulting in 20 milliliters of a 30% vinegar solution.	x=5	x=5 is not an equation that models the equation	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA 25% vinegar solution is combined with triple the amount of a 45% vinegar solution and a 5% vinegar solution resulting in 20 milliliters of a 30% vinegar solution.### Answer:\nx=5\n\n### Response:\nx=5 is not an equation that models the equation
A company that manufactures gift boxes wants to know how many different-sized boxes having a volume of 50 cubic centimeters it can make if the dimensions must be whole centimeters.	possible whole number dimensions for the box	Sofia, When providing an answer you were asked to list all the possible whole number dimensions for the box. Unfortunately, you have not provided a list at all.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA company that manufactures gift boxes wants to know how many different-sized boxes having a volume of 50 cubic centimeters it can make if the dimensions must be whole centimeters.### Answer:\npossible whole number dimensions for the box\n\n### Response:\nSofia, When providing an answer you were asked to list all the possible whole number dimensions for the box. Unfortunately, you have not provided a list at all.
In an archery competition, scores for each round are calculated by averaging the distance of 3 arrows from the center of the target.	I don't know.	The mean is greater than 1.6 inches because the arrows went further, and the MAD is less than 1.3 inches because the data are less varied (more consistent).	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIn an archery competition, scores for each round are calculated by averaging the distance of 3 arrows from the center of the target.### Answer:\nI don't know.\n\n### Response:\nThe mean is greater than 1.6 inches because the arrows went further, and the MAD is less than 1.3 inches because the data are less varied (more consistent).
Draw two triangles:	<img src="//resources.assistments.org/fetch/SW/46bf7d07-0640-4f2e-b5de-612eca0fd017.jpeg" alt="" width="200" />	The one on the right is NOT a triangle.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw two triangles:### Answer:\n<img src="//resources.assistments.org/fetch/SW/46bf7d07-0640-4f2e-b5de-612eca0fd017.jpeg" alt="" width="200" />\n\n### Response:\nThe one on the right is NOT a triangle.
Give two different ratios with a description of the ratio relationship using the following information:	15:36	15;35 and 35;15	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:36\n\n### Response:\n15;35 and 35;15
To make 1 batch of lavender paint, the ratio of cups of pink paint to cups of blue paint is 6 to 5. Find two more ratios of cups of pink paint to cups of blue paint that are equivalent to this ratio.	3 to 2.5     2 to 1	The first is correct, the second isn't	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTo make 1 batch of lavender paint, the ratio of cups of pink paint to cups of blue paint is 6 to 5. Find two more ratios of cups of pink paint to cups of blue paint that are equivalent to this ratio.### Answer:\n3 to 2.5     2 to 1\n\n### Response:\nThe first is correct, the second isn't
Express the following value in words.	15.062 = 15,062 divided by 1,000 or 100	word form? fifteen and sixty-two thousandths	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExpress the following value in words.### Answer:\n15.062 = 15,062 divided by 1,000 or 100\n\n### Response:\nword form? fifteen and sixty-two thousandths
Show more than one way you could use the structure of the table below to find the unknown value.	You could either do 350x4 and 5x350 because 8/2=4 and 10/2=5. Or you could do the half of 350 and times it by the right number.	Explain what you mean by "the right number?"	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nShow more than one way you could use the structure of the table below to find the unknown value.### Answer:\nYou could either do 350x4 and 5x350 because 8/2=4 and 10/2=5. Or you could do the half of 350 and times it by the right number.\n\n### Response:\nExplain what you mean by "the right number?"
Jane paid $40 for an item after she received a 20% discount. Jane’s friend says this means that the original price of the item was $48.	I think she arrived to that amount because she had to add 8 and 40 together  at the end to get the original price.	Where would the 8 come from?	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJane paid $40 for an item after she received a 20% discount. Jane’s friend says this means that the original price of the item was $48.### Answer:\nI think she arrived to that amount because she had to add 8 and 40 together  at the end to get the original price.\n\n### Response:\nWhere would the 8 come from?
Explain the attribute that makes a square a special rectangle.	A square is a rectangle because not all of the parall sides are the sam length	It is a special rectangle because all 4 sides are equal.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain the attribute that makes a square a special rectangle.### Answer:\nA square is a rectangle because not all of the parall sides are the sam length\n\n### Response:\nIt is a special rectangle because all 4 sides are equal.
Dr. Hong prescribed 0.019 liter more medicine than Dr. Tannenbaum. Dr. Evans prescribed 0.02 less than Dr. Hong. Who prescribed the most medicine? Who prescribed the least?	<img src="//resources.assistments.org/fetch/SW/c4d500f5-f75f-444c-9cac-140fbf78f66f.jpeg" alt="" width="577" height="198" />	plus 4	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDr. Hong prescribed 0.019 liter more medicine than Dr. Tannenbaum. Dr. Evans prescribed 0.02 less than Dr. Hong. Who prescribed the most medicine? Who prescribed the least?### Answer:\n<img src="//resources.assistments.org/fetch/SW/c4d500f5-f75f-444c-9cac-140fbf78f66f.jpeg" alt="" width="577" height="198" />\n\n### Response:\nplus 4
A teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.	The teacher can have 6 pencils and 9 stickers in 4 bags. or the teacher could do 4 pencils and 6 stickers in 6 bags.	I agree with the possibilities you have listed. Are there any more options?	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA teacher is making gift bags. Each bag is to be filled with pencils and stickers. The teacher has 24 pencils and 36 stickers to use. Each bag will have the same number of each item, with no items left over.### Answer:\nThe teacher can have 6 pencils and 9 stickers in 4 bags. or the teacher could do 4 pencils and 6 stickers in 6 bags. \n\n### Response:\nI agree with the possibilities you have listed. Are there any more options?
Tickets for a matinee are $5 for children and $8 for adults. The theater sold a total of 142 tickets for one matinee. Ticket sales were $890. How many of each type of ticket did the theater sell?	c= number of tickets for children	You got it!	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nTickets for a matinee are $5 for children and $8 for adults. The theater sold a total of 142 tickets for one matinee. Ticket sales were $890. How many of each type of ticket did the theater sell?### Answer:\nc= number of tickets for children\n\n### Response:\nYou got it!
Give two different ratios with a description of the ratio relationship using the following information:	15:35  there are 15 male teachers for 35 female	You must write 2 sentences.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nGive two different ratios with a description of the ratio relationship using the following information:### Answer:\n15:35  there are 15 male teachers for 35 female\n\n### Response:\nYou must write 2 sentences.
Draw a number line diagram and write an expression to represent this situation:	<figure class="image"><img style="width: 540px; height: 305px;" src="//resources.assistments.org/fetch/SW/c2b5593d-fb20-4f63-963e-03f69d247a38.jpeg" alt="" width="200" /> <figcaption>Caption</figcaption> </figure> <p> </p>	29 - 16 = 13 Which means it dropped 13 degrees. Where is your number line diagram?	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDraw a number line diagram and write an expression to represent this situation:### Answer:\n<figure class="image"><img style="width: 540px; height: 305px;" src="//resources.assistments.org/fetch/SW/c2b5593d-fb20-4f63-963e-03f69d247a38.jpeg" alt="" width="200" /> <figcaption>Caption</figcaption> </figure> <p> </p>\n\n### Response:\n29 - 16 = 13 Which means it dropped 13 degrees. Where is your number line diagram?
Mrs. Herman asked the class to write an expanded form for 412.638. Nancy wrote the expanded form using fractions, and Charles wrote the expanded form using decimals. Write their responses.	412/638	Charles - (400 x 1) + (10 x 1) + (2 x 1) + (6 x .1) + (3 x .01) + ( 8 x .001) Nancy The fraction is: (400 x 1) + (10 x 1) + (2 x 1) + (6 x 1/10) + (3 x) + 1/100( 8 x 1/1000)	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nMrs. Herman asked the class to write an expanded form for 412.638. Nancy wrote the expanded form using fractions, and Charles wrote the expanded form using decimals. Write their responses.### Answer:\n412/638   \n\n### Response:\nCharles - (400 x 1) + (10 x 1) + (2 x 1) + (6 x .1) + (3 x .01) + ( 8 x .001) Nancy The fraction is: (400 x 1) + (10 x 1) + (2 x 1) + (6 x 1/10) + (3 x) + 1/100( 8 x 1/1000)
Describe the relative position of the numbers on a horizontal number line.	-0.2 would be to the left of -0.1 so 0.1 would be would be greater.	Great job!	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDescribe the relative position of the numbers on a horizontal number line.### Answer:\n-0.2 would be to the left of -0.1 so 0.1 would be would be greater.\n\n### Response:\nGreat job!
In the following problem, a common error has been made when simplifying the expression. Identify the mistake, explain it, and simplify the expression correctly.	there is no variable pair for x	That is true but that is not the mistake. You are allowed to multiply things that are not "pairs" but you are not allowed to add. Great observation!	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIn the following problem, a common error has been made when simplifying the expression. Identify the mistake, explain it, and simplify the expression correctly.### Answer:\nthere is no variable pair for x\n\n### Response:\nThat is true but that is not the mistake. You are allowed to multiply things that are not "pairs" but you are not allowed to add. Great observation!
A steel beam can be cut to different lengths for a project.	<span style="font-size: 14pt;">The information i would need to know is how weight and length did they cut.	First of all, we can define the parameters as: Length of the steel beam = “L” Weight of the steel beam = “W” And we need a constant of proportionality, we define as “K” Next step, with these parameters, we write the equation that represents the relationship: W = K * L So the information you would need is the value of “K”.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA steel beam can be cut to different lengths for a project.### Answer:\n<span style="font-size: 14pt;">The information i would need to know is how weight and length did they cut.\n\n### Response:\nFirst of all, we can define the parameters as: Length of the steel beam = “L” Weight of the steel beam = “W” And we need a constant of proportionality, we define as “K” Next step, with these parameters, we write the equation that represents the relationship: W = K * L So the information you would need is the value of “K”.
Lance measured 0.485 liter of water. Angel measured 0.5 liter of water. Lance said, “My beaker has more water than yours because my number has three decimal places and yours only has one.” Is Lance correct? Use words and numbers to explain your answer.	0.485 IS 4850	No response to the question. Lance is not correct. Strategy: Add Place Holders 0.5 is equal to 0.500 compare 0.485 to 0.500 In the largest place value tenths 5 tenths (Angel's volume of water) is larger than 4 tenths (Lance's volume of water) 0.485 liter is smaller than 0.5 liter. Lance is incorrect.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nLance measured 0.485 liter of water. Angel measured 0.5 liter of water. Lance said, “My beaker has more water than yours because my number has three decimal places and yours only has one.” Is Lance correct? Use words and numbers to explain your answer.### Answer:\n0.485 IS 4850\n\n### Response:\nNo response to the question. Lance is not correct. Strategy: Add Place Holders 0.5 is equal to 0.500 compare 0.485 to 0.500 In the largest place value tenths 5 tenths (Angel's volume of water) is larger than 4 tenths (Lance's volume of water) 0.485 liter is smaller than 0.5 liter. Lance is incorrect.
List three different combinations of coins, each with a value of 30% of a dollar.	30 pinnies 1 quarter and a dime 3 dimes	Close! A quarter is 25 cents and a dime is 10 cents. That gets you 35 not 30	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nList three different combinations of coins, each with a value of 30% of a dollar.### Answer:\n30 pinnies 1 quarter and a dime 3 dimes\n\n### Response:\nClose! A quarter is 25 cents and a dime is 10 cents. That gets you 35 not 30
Lin measured the diameter of a circle in two different directions. Measuring vertically, she got 3.5 cm, and measuring horizontally, she got 3.6 cm. Explain some possible reasons why these measurements differ.	She might have done a measurement error because the ruler might have been off or something.	Correct. This is a possible reason why Lin had a bit of measurement error.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nLin measured the diameter of a circle in two different directions. Measuring vertically, she got 3.5 cm, and measuring horizontally, she got 3.6 cm. Explain some possible reasons why these measurements differ.### Answer:\nShe might have done a measurement error because the ruler might have been off or something.\n\n### Response:\nCorrect. This is a possible reason why Lin had a bit of measurement error.
Jada applies two transformations to a polygon in the coordinate plane. One of the transformations is a translation and the other is a reflection. What information does Jada need to provide to communicate the transformations she has used?	She needs to describe how translated and how  she reflected.	What information is needed to perform a translation and reflection?	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nJada applies two transformations to a polygon in the coordinate plane. One of the transformations is a translation and the other is a reflection. What information does Jada need to provide to communicate the transformations she has used?### Answer:\nShe needs to describe how translated and how  she reflected.\n\n### Response:\nWhat information is needed to perform a translation and reflection?
A smoothie recipe calls for 3 cups of milk, 2 frozen bananas and 1 tablespoon of chocolate syrup.	Diagram is on paper.	You need to show me on your book.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA smoothie recipe calls for 3 cups of milk, 2 frozen bananas and 1 tablespoon of chocolate syrup.### Answer:\nDiagram is on paper.\n\n### Response:\nYou need to show me on your book.
A hockey team has a 75% chance of winning against the opposing team in each game of a playoff series. To win the series, the team must be the first to win 4 games.	4 peices of paper 1 says lose 3 say win draw 4 times then if they win al of hem then they win	Should spin until one team wins the series, not just 4 spins.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nA hockey team has a 75% chance of winning against the opposing team in each game of a playoff series. To win the series, the team must be the first to win 4 games.### Answer:\n4 peices of paper 1 says lose 3 say win draw 4 times then if they win al of hem then they win\n\n### Response:\nShould spin until one team wins the series, not just 4 spins.
Write another ratio that is equivalent to the ratio <span id="MathJax-Element-74-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-409" class="math"><span id="MathJax-Span-410" class="mrow"><span id="MathJax-Span-411" class="mn">4	Another equivalent ratio to 4:6 is 8:12.	Yes!	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWrite another ratio that is equivalent to the ratio <span id="MathJax-Element-74-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-409" class="math"><span id="MathJax-Span-410" class="mrow"><span id="MathJax-Span-411" class="mn">4### Answer:\nAnother equivalent ratio to 4:6 is 8:12.\n\n### Response:\nYes!
The area of the Mojave desert is 25,000 square miles. A scale drawing of the Mojave desert has an area of 10 square inches. What is the scale of the map?	The scale of the map is 1 inch every 50 miles, or 1 to 50.	The 1 inch every 50 miles is correct but not the 1 to 50. Remember, with no units on the scale those numbers could mean anything. They have to represent inches and miles in this particular problem.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nThe area of the Mojave desert is 25,000 square miles. A scale drawing of the Mojave desert has an area of 10 square inches. What is the scale of the map?### Answer:\nThe scale of the map is 1 inch every 50 miles, or 1 to 50.\n\n### Response:\nThe 1 inch every 50 miles is correct but not the 1 to 50. Remember, with no units on the scale those numbers could mean anything. They have to represent inches and miles in this particular problem.
Express 24.357 in words.	twenty-tens four-ones three-tenths five-hundreds seven-thousands	this is unit form	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExpress 24.357 in words.### Answer:\ntwenty-tens four-ones three-tenths five-hundreds seven-thousands\n\n### Response:\nthis is unit form
If you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why.	Because 2 scoops of chocolate ice cream will overcome the 1 cup of milk but the 3 scoops of ice will still over come the 2 cups of milk but will be wetter and suck up the flavor.	Using unit rates can help you find the strongest chocolate flavored milkshake. The 2:1 milkshake blend is the unit rate; 2 scoops of chocolate ice cream to one cup of milk. The 3:2 blend has a unit rate of 1.5 scoops of chocolate ice cream to 1 cup of milk. The 3:2 blend has more icecream (0.5 more) per each cup of milk. The 3:2 milkshake blend will have the stronger flavor.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIf you blend 2 scoops of chocolate ice cream with 1 cup of milk, you get a milkshake with a stronger chocolate flavor than if you blended 3 scoops of chocolate ice cream with 2 cups of milk. Explain or show why.### Answer:\nBecause 2 scoops of chocolate ice cream will overcome the 1 cup of milk but the 3 scoops of ice will still over come the 2 cups of milk but will be wetter and suck up the flavor. \n\n### Response:\nUsing unit rates can help you find the strongest chocolate flavored milkshake. The 2:1 milkshake blend is the unit rate; 2 scoops of chocolate ice cream to one cup of milk. The 3:2 blend has a unit rate of 1.5 scoops of chocolate ice cream to 1 cup of milk. The 3:2 blend has more icecream (0.5 more) per each cup of milk. The 3:2 milkshake blend will have the stronger flavor.
Explain why 6:4 and 18:8 are not equivalent ratios.	they do not equal the same numbers also they are not the same because 6:4 is not 18:8.	true, but what would make them equivalent and why?	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nExplain why 6:4 and 18:8 are not equivalent ratios.### Answer:\nthey do not equal the same numbers also they are not the same because 6:4 is not 18:8.\n\n### Response:\ntrue, but what would make them equivalent and why?
Decide if the data set below might produce one or more gaps when represented by a histogram.	It might cause a gap because most ages in a class are random.	The ages of students in a sixth-grade class. no gaps 10, 11, 12	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nDecide if the data set below might produce one or more gaps when represented by a histogram.### Answer:\nIt might cause a gap because most ages in a class are random.\n\n### Response:\nThe ages of students in a sixth-grade class. no gaps 10, 11, 12
Name at least four benchmark angle measurements.	right angle line point strte	benchmark angles are the ones you can memorize by site - the degrees = 45,90,180,360 for example	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nName at least four benchmark angle measurements.### Answer:\nright angle line point strte \n\n### Response:\nbenchmark angles are the ones you can memorize by site - the degrees = 45,90,180,360 for example
It is currently 0 degrees outside, and the temperature is dropping 4 degrees every hour. The temperature after <span id="MathJax-Element-112-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-672" class="math"><span id="MathJax-Span-673" class="mrow"><span id="MathJax-Span-674" class="mi">h	-4h mean the hours and -14 is the temperature.	Not quite. Think about the -4 separate from the 'h'. What does the -4 represent? The 'h'? And -14 is not the temperature. It's the number of degrees that temperature drops.	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nIt is currently 0 degrees outside, and the temperature is dropping 4 degrees every hour. The temperature after <span id="MathJax-Element-112-Frame" class="MathJax" tabindex="-1"><span id="MathJax-Span-672" class="math"><span id="MathJax-Span-673" class="mrow"><span id="MathJax-Span-674" class="mi">h### Answer:\n-4h mean the hours and -14 is the temperature.\n\n### Response:\nNot quite. Think about the -4 separate from the 'h'. What does the -4 represent? The 'h'? And -14 is not the temperature. It's the number of degrees that temperature drops.
Why do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller?	?	whole number times a whole number will increase in value fraction times a fraction will decrease in value	Suppose you are a teacher and assigned a student the following question and received the following answer. Write feedback you would provide to the student based on their answer.\n### Question:\nWhy do whole numbers raised to an exponent get greater, while fractions raised to an exponent get smaller?### Answer:\n?\n\n### Response:\nwhole number times a whole number will increase in value fraction times a fraction will decrease in value