edMe helps people grow—everyday. Come help our students grow. Come help us support teachers with the best materials. Come learn and grow with us.
edMe pays competitive wages and expects our community to grow together and work hard on behalf of our students. Our full-time positions have excellent benefits and are co-designed to ensure they provide maximum growth. Our part-time positions allow for maximum flexibility while creating materials that round out any resume.
Please apply today and/or shoot us a note (edme@myedme.com) to further discuss these opportunities.
Educational Assistant/Data Entry (PT/FT)
Our work has yielded high-quality materials that need to be formatted for our three audiences: in-person learners, teachers buying sets of materials, online learners receiving immediate feedback. Come help us format these materials so that they can reach their maximum audience. While engaging in this work, you will see the highest-quality educational materials and see how they connect together to create a system of learning that supports students growth.
In this position, you will be responsible for:
Graphic Artist (PT)
We consistently produce creative materials that need an artist touch. Ready to show Subtractor, an evil pterodactyl, stealing ice cream? Want to layout a magnetic slime recipe? Interested in bringing student imaginations to life to motivate learning? We need your creativity, inspiration, and heart. This work could also include marketing materials if that aligns with your interests.
Interested applicants should email us, edme@myedme.com, and include a window into your work. Please feel free to share samples, preferred methods, etc.
Content Creator (PT)
We are primarily focused on creating questions and strategy-based feedback at this point. These materials span the grades, start from first-draft content created by edMe, and motivate students through interest and utility.
We have structured these contracts in a variety of ways (hourly, by piece, by milestone, etc.). Please email us (edme@myedme.com) your background, vision, and expertise. We can talk or trade emails to figure out how this work can fit into your life and augment your career.
Our offices are at 5631 Burke Centre Parkway Burke, VA, and our staff and students are scattered across the country.
You can also see our mission, background, and products. Please feel free to reach out to us with any inquiries at edme@myedme.com.
It’s crazy that it’s been a month. I meant to send this note much earlier in case burying yourself in work was a good strategy. That said, maybe a bunch of work or reaching out for a project may make sense, this summer, next year, or 10 years from now. My company is going to continue to grow and here is a quick rundown of the marketing efforts I am managing with mixed success.
Launching a robotics program online
We have had moderate success with Google ads and will plan to use it in the next 1-2 weeks to launch a summer learning experience where families spend ~$50 in common robotic pieces, $50 in 15 readings that walk through each build while building literacy skills, and open office hours for people to ask questions. We will probably advertise in print and video.
Books
We have ~20 workbooks printed and have another 20 close. To get them published through Amazon we have to upload strong covers and go through the painful validation process. We also need to give a better highlight that these materials are available. There are some local sales opportunities, but some virtual sales are definitely feasible.
Tutoring
I don’t have much bandwidth here, but could. I listed edMe as a provider for Virginia’s educational support program and we have had 6 nibbles so far. I am working with a couple teachers to flesh out the program so I can train new tutors to work directly with students. Our website allows for people to schedule their meetings if they want. Also, my dissertation focuses on YouTube-based feedback that is based on the student provided answer. I can’t convince people that this type of strategy-based tutoring is effective without a live body doing the instruction. But, that may change.
Social Media
To support the sales channels above, I am going to use Buffer to repopulate daily, or more, releases on Instagram (students), Facebook (parents), and Tiktok (STEM engagement).
Across all products, we are creating the best materials possible. They combine reading, math and interesting STEM. Learning isn’t a checklist, it’s a series of strategies and we support those strategies.
We also sell our products to teachers and have an interesting set of contacts.
Promoting Electric Propulsion
It looks like our race will have OK weather on Tuesday. (Please come down if you want!) We have a drone photographer on hand, a bunch of Go Pros, and will be recording student presentations. For the rest of the summer, we will be publishing videos and content from the event. If you want to help put together these materials, it’s definitely a remote-friendly job. I also will be publishing these materials through my socials and the American Society of Naval Engineers. Here is the home page and last year’s celebration:
If you ever want to work with us part-time to make some money, just let me know. No pressure, just an opportunity.
Also, I remember that when our cousin was in cosmetology class, Pat volunteered for an experimental facial so she could get the credits needed. If you ever need a subject for your studies, just let me know what you need and I can make it happen.
ooking forward to watching your career blossom. If I can ever help, just ask.
We talked a bit about the materials my company, edMe Learning creates. This is always open to you as you need part-time cash. When I was wrapping up my school, I actually was being paid as an item writer. There are still many jobs by the task for “assessment item writers” and “education content development”. If it’s not the right time, no worries. Your can shoot me an email in a week, a couple months, many years down the road.
Here is a bit more about what we are doing now.
Reading
We put together 1-3 page textsets. We write the text for a specific grade, usually aligned to an SOL standard. Then, we ask questions that require understanding of the text. We create a version for the kid and a version with the key.
Here is a picture of one of the raw texts.
And, here is a picture showing what we give to a second grader.
We have tools that pick the academic vocabulary out of the text, but we can also choose them together. We use Word to generate a Flesch-Kinkaid readability statistics and talk about whether our work addresses the students in the right way. We sell these on TeachersPayTeachers, use them to tutor, and will eventually package them in workbooks.
Math
We are creating intake and check assessments currently. Generally, I create the content, then we talk through what is important to pull out of possible student answers. Because I try to work with new teachers/homeschool parents, we also highlight key pedagogical knowledge to include when talking with future students.
Here is a screenshot showing some grade 3 test questions.
Here is a screenshot of more questions along with how we are interpreting student responses.
Math worksheets
In addition, we have a good amount of materials that just need to be formatted like what you see above. We chunk it out, but it takes time to get right.
Again, no pressure, just an opportunity that’s always available. We generally start people at $18/hour, but if you imagine a different work-from-home role. Just let me know.
Welcome to a ten-video, ten-reading breakdown of how to use the Arduino Uno to turn one or two motors. We will describe each piece of hardware (the actual pieces you can touch).
Ch. 1. Overview of the Unit
This reading and video will help you understand how the pieces work together to help you master robotics while building a library of texts and notes you can use for years.
This video gives an outline of the next 8 chapters. It will help you see the vocabulary in action so we can begin to build a foundation. While you watch and read, start thinking about what YOU can do to make these designs special.
There is also software. If this is your first time coding, GREAT! We will talk about how to create each code step by step. You will see that a lot of the code that we will use requires us to copy, paste and change a small thing.
If you have questions or need help, please email edme@myedme.com.
Let’s jump right in!
Overview
Here is a brief overview of the Introduction to Robotics materials so that you can start to think about how the pieces fit together. Read and listen closely so you can start to understand how these pieces fit together.
Reading with questions
This introduction is a broad overview to help us understand how the pieces fit together.
Two Motor Set up
Now we have connected two components: the Arduino Uno microcontroller and the Motor Driver. Both components have their own power supply. The Arduino Uno is powered through the blue wire from the laptop USB port.
Here is a brief overview of the Introduction to Robotics materials so that you can start to think about how the pieces fit together. Read and listen closely so you can start to understand how these pieces fit together.
Question: There are 56 birdhouses at school. Today, 4 classes made more birdhourses. Each class made 8 birdhouses.
How many total birdhouses are there now?
Answer of 56
//56, the number from the story
Your answer: ” + AnswerForA + ” birdhouses is very close, but not quite correct. Here are two videos showing there
are 88, not 56 birdhouses.
Answer of 88
//88
Your answer: ” + AnswerForA + ” birdhouses
Good thinking!! You correctly found that there are 32 new
birdhourses and combined it with the first 56 birdhouses. Please check out 2 other ways to solve this
question:
This video uses a number line model that is
useful in many questions.
This video uses calculations to solve this problem
directly.
”
Answer of 32
//distractor A1 is 32
Not quite! Your answer: ” + AnswerForA + ” birdhouses
You may have only found the number of new birdhouses (8
birdhouses made by 4 classes). Watch this video for an
explanation about how to get this right next time.
This video uses calculations to solve the problem
directly.
Answer of 56
//distractor A2 is 64
Not quite! Your answer: 56 birdhouses
You may have only found the total number of birdhouses
after 1 class added 8 birdhouses. However, there are four classes that each add 8 new birdhouses.
Watch this video for an explanation about how to get this
right next time.
This video uses calculations to solve the problem
directly.
Answer of 68
//distractor A3 is 68
Not quite! Your answer: 68 birdhouses
However, there are four classes that each add
8 new birdhouses. Watch this video for an explanation about
how to get
this right next time.
This video uses calculations to solve the problem
directly.
Other Answers
Your answer: _________ birdhouses
There will actually be 88 total birdhouses. There are 32
new birdhourses and combined it with the first 56 birdhouses. Please check out 2 other ways to solve this
question:
This video uses a number line model that is
useful in many
questions.
This video uses calculations to solve this problem
directly.
”
Set #4, Item #2
Question: There are 56 birdhouses at school. Today, 4 classes made more birdhourses. Each class made 8 birdhouses.
How many total birdhouses are there now?
Answer of 32
//32, the number from the story
Your answer: 32 appears to restate information from the question but does not answer it. Here are two
explanations on how to answer the full question next time.
Answer of 6
//6 (or 54 really??)
Your answer: 6 markers
Good thinking!! You correctly found that there are 86 – 32 = 54
markers. Please check out 2 other ways to solve this question:
This video uses
subtraction and division to directly calculate the answer.
This video creates a picture that helps consider
what these numbers
mean.
”
Answer of 5 or 7
//distractor A1 is 5 or 7
Not quite! Your answer: 5 or 7 markers
You may have used an incorrect math fact to divide 54
markers
into groups of 9 markers. Watch this video for an details on
the correct
math fact.
This video creates a picture that helps consider
what these numbers
mean.
”
Answer of 13 or 14
//distractor A2 is 13 or 14
Not quite! Your answer: 13 or 14 markers
You may have divided 32 markers into groups of 9, but
the
question asked for the boxes of new numbers. Watch this
video for
an explanation about how to get this right next time.
This video creates a picture that helps consider
what these numbers
mean.
”
Answer of 54
//distractor A3 is 54
Not quite! Your answer: 54 birdhouses
However, there are four classes that each add
8 new birdhouses. Watch this video for an explanation about
how to get
this right next time.
This video uses calculations to solve the problem
directly.
Other Answers
Your answer: _____________ appears to restate information from the question but does not answer it. Here are two
explanations on how to answer the full question next time.
Set #4, Item #3
Question: Jayson had 274 postcards in his collection. He wanted to give Sam some of his postcards. Jayson gave Sam 8
postcards
from each of his collections below: Art, Sports, Schools, Parks, Beaches, Sunsets How many postcards does Jayson
have
left?
Answer of 274
//274, the number from the story
Your answer: 274 appears to restate information from the question but does not answer it. Here are two
explanations on how to answer the full question next time.
Answer of 226
//Key: 226
Your answer: 226 markers
Good thinking!! You correctly found that he gave away 48 postcards,
which results in 274 – 48 = 226. Please check out 2 other ways to solve this question:
This video uses multiplication and subtraction to directly
calculate the answer.
//distractor A1 is 34 or 35
Not quite! Your answer: 34 or 35
You may have divided all of Jayson’s postacards among 8
groups. But, the question says Jayson gave Sam 8 postcards from 6 categories. Watch this
video for an details on the correct math fact.
You may have subtracted 8 postcards once or twice,
but we need
to remove six groups of 8 postcards. Watch this video for an
explanation
about how to get this right next time.
You may have used addition or multiplication to solve this
question,
but we need to subtract 8 postcards six times. Watch this
video for an
explanation about how to get this right next time.
Please take a look at these videos to see how subtraction (and
even
multiplication) can be used to solve this question.
Set #5, Item #1
Question: Adeline has 8 packs of Fun Gum. Each pack has 7 pieces of gum. Marisol buys Juicy Gum. Each Juicy Gum pack
has 9
pieces of gum. Adeline has 11 more pieces of gum than Marisol. How many packs of gum did Marisol buy?
Answer of 35
//35, the number from the story
Your answer: 35 is equal to the value if you add all the numbers. But, it’s important to read closely to
understand that addition alone cannot express this problem.
Answer of 5 (correct answer)
//Key: 5
Your answer: 5 packs of gum
Good thinking!! You correctly found that she bought 5 packs of
gum. Please check out 2 other ways to solve this question:
This video includes pictures to help make the work
more clear.
”
Answer of 24
//distractor A1 is 24
Your answer: 24 is equal to the value if you add the numbers in the first paragraph. But, it’s important
to read closely to understand that addition alone cannot express this problem.
Other Answers
Your answer: __________________ is incorrect.
Please take a look at these videos to see how subtraction (and
even
multiplication) to solve this question.
Set #5, Question #2
Question: Students in 3 art classes cut 728 inches of ribbon into many 8-inch long pieces. Two classes together cut
656 inches
of ribbon. How many 8-inch long pieces of ribbon did the other class cut?
Answer of 9 (correct answer)
//Key: 9
Your answer: 9
Good thinking!! You correctly found that third class cut 9 pieces of ribbon.
Please check out 2 other ways to solve this question:
This video includes pictures to help make the work
more clear.
”
Answer of 72
//distractor A1 is 72
Your answer: 72 is equal to the inches of ribbon. But, it’s important to read closely to understand that
the ribbon needs to be cut into 9-inch pieces.
This video explains why 72 cannot be the correct
answer.
”
Answer of 576
//distractor A2 is 576
Your answer: 576
You may have correctly found the number of inches of riboon, 72, and then
mulitplied by 8 rather than divide by 8. Please check out one way to solve this question:
This video explains why 576 cannot be the correct
answer.
”
Other Answers
Your answer: ” + AnswerForA + ” is incorrect.
Please take a look at these videos to see two ways to solve this
question so you can do better next time.
Set #5, Item #5
Question: Last summer, Jon’s family found 152 shells at the beach. This summer they were at the beach for 7 days.
Each day they
found 9 shells. How many fewer shells did they find this year than last year?
Answer of 89 (correct answer)
//Key: 89
Your answer: ” + AnswerForA + ”
Good thinking!! You correctly found that they found 89 fewer shells.
Please
check out a full explanation about how to solve this question:
Your answer: 80, 88, 90, or 98 is close but not quite. You may have made a subtraction
mistake (if you got 99, you
may
have forgot to borrow from the ten.
case “SRL02g”:
var vidAddress1 = “”;
feedback2 += ” Your answer: _8,000 or 8000_ is not correct because the entire length of the race is 4,800
meters so
the tables cannot be spaced 8,000 meters.
This video
uses a number line to
model the correct situation.
Answer of 400 (correct answer)
Good thinking!! You correctly found that Rob will space the tables 800 meters.
If you are
interested, check out 2 other ways to solve this question:
This video uses a
model to show why each operation is necessary.
This video uses a number line to model the
situation.
Answer of 8
//distractor B1 is 8
Your answer: 8, is not correct. You may have divided incorrectly. Watch this video for an explanation why the distance between
tables should be 800 meters, not 8
meters.
Answer of 200
//distractor B2 is 200
Your answer: 200, would be correct for last year’s race, but is not correct for
this year’s race. Watch this video for an explanation
why 200 meters is not correct and how to adapt the strategy to find the correct answer.
Answer of 2400
//distractor A3 is 2400
Your answer was: 2400, but the actual answer was 800 meters. Watch this video for an explanation why 2,400 meters is not
correct and how to adapt the strategy
to
find the correct answer.
Answer of 4800
//distractor A4 is 4800
Your answer was: 4800, but the actual answer was 800 meters. Watch this video for an explanation why 4,800 meters is not
correct and how to adapt the strategy
to
find the correct answer.
Other Answers including No Answer
Your answer: _______________ was not correct. The actual answer was 800 meters between tables. See
how
2 other people solved this question:
This video uses
a model to show why
each
operation is necessary.
This video uses a
number line to model the
situation.
Set #2, Item #3: Rob bought 27 packs of cups with 12 cups in each pack. There are 6 tables and Rob will put the same
number of cups
on each table. How many cups will be on each table?
Answer of 48
Your answer: ” + AnswerForA + ” is not correct because the number 48 describes minutes. So, 150 is in
minutes, not hours.
If you want to see how 2 other people solved this question, see this video.
Answer of 54 (Correct Answer)
//Key is 54
Good thinking!! You correctly found that there will be 54 cups on each table. (Even though there
would be
three minutes left after the fourth listen).
If you are interested, check out 2 other ways to solve this
question:
This video uses multiplication and division
to calculate the
number
of cups on each table.
Your answer: 324, is the total number of cups, but not the number of cups on each
table.
This video uses multiplication and division to calculate the
number of cups on
each
table.
Answer of 32
//distractor C2 is 32
Not quite. There are over 300 cups so 32 is too few. This
video shows how to correctly model the situation.
Answer of 48
//distractor C3 is 48
Close but there are over 320 cups so 48 is too few. This
video shows how to correctly model the situation.
Answer of 52 or 53
//distractor C4 is 52 or 53
You are close, but you probably made a calculation error along the way. This video breaks down each calculation to help diagnose
the error.
Other Answers, Including No Answer
Your answer: __________ was not correct. The actual answer is 54 cups on each table. Check
out 2
other strategies to solve this question:
This video
uses multiplication and
division to calculate the number of cups on each table.
36 cookies in 8 boxes is 288 cookies and 20 cookies in 12 bags is 240
cookies. When we add 288 and 240, 8 tens plus 4 tens is 12 tens which means we carry an extra hundred.
This video shows why 428 is incorrect and how to get the
correct answer.
Other Answers, Including No Answer
Your answer: _________________
But the actual answer was 528 cookies. Watch this video for a detailed solution explanation. It uses
multiplication and
addition to find
the total.
This video explores why multiplication is useful in
these
questions that ask for the total of groups of objects.
Set 3, Item #2
Question: How many more cookies are in 5 boxes than are in 5 bags?
Correct Answer of 80
//80
Your answer: 80 cookies
Good thinking!! You correctly found that there are 80 cookies more, check
out 2 other ways to solve this question:
This video
uses
the operations to solve the problem directly.
This video uses reasoning to make the problem easier
to solve.
Answer of 180
//distractor A1 is 180
Not quite! Your answer: 180 cookies
You may have only found the number of
cookies in 5 boxes of 36 cookies, but the question was asking you to compare this value with the cookies in 5 bags.
The
units must be the same. Watch this video for an explanation
of how
to find the correct number of cookies.
This video uses the operations to solve the
problem
directly.
Answer of 100
//distractor A2 is 100
Not quite! Your answer: 100 cookies
You may have only found the number of
cookies
in 5 bags of 20 cookies, but the question was asking you to compare this value with the cookies in 5 boxes. Watch this video for an explanation of how to find the correct
volume of
sand.
This video uses the operations to solve the problem
directly.
Answer of 280
//distractor A3 is 280
Not quite! Your answer: 280 cookies
You may have found the total number of
cookies
in 5 boxes and 5 bags, but the question was asking you to compare these values to find how many more. Watch
this video for an explanation of how to find the correct
volume of sand.
This video uses the operations to solve the problem
directly.
Answer of 90
//distractor A4 is 90
Not quite! Your answer: 90 cookies
You may have subtracted incorrectly. Watch
this video for an explanation of how to find the correct
volume of
sand.
This video uses the operations to solve the problem
directly.
Other Answers Including No Asnwer
Your answer: ____________ cookies
There will actually be 80 extra
cookies.
If
you are interested, check out 2 other ways to solve this question:
This
video uses the volume equation of rectangular prisms to solve the problem directly.
This video uses
reasoning to solve this situation.
Set #3, Question #3
Question: After the bake sale, 1 box and 1 bag of cookies remained. The organizers gave the remaining cookies to the
6
students
on the teams. Each student received the same number of cookies. a) What is the largest number of cookies each
student
could have received? b) How many extra cookies would be left after each student received that number of cookies?
9 cookies with 2 extra cookies (Correct Answer)
//9 cookies for each student with 2 extra cookes (56 div 6 = 9 r 2)
Your answer: 9 cookies for each student, and 2 extra
cookies
Good thinking!! You correctly found that there will be 9 cookies for each student with 2 extra
cookies.
If you are interested, check out 2 other ways to solve this question:
This video uses division and interpreting the
remainder.
“;
feedback2 += “
This video using the idea of equally distributing
the
cookies.
”
feedback2 += “
8 cookies for each student
//Each student receives 8, not 9
Your answer: 8 cookies for each student, and _________ extra
cookies
Close!! You calculated an incorrect number of cookies per person. Each student will get 9, not 8,
cookies
as shown in this video.
This video using the idea of equally distributing
the
cookies.
10 cookies for each student
Your answer: 10 cookies for each student, and __________ extra
cookies
Close!! You calculated an incorrect number of cookies per person. Each student will get 9, not
10,
cookies as shown in this video.
This video using the idea of equally distributing
the
cookies.
56 cookies for each student
//Each student receives 56, not 9
Your answer: 56 cookies for each student, and _________ extra
cookies
It looks like you found the total number of cookies, 56, but did not share the
cookies.
Each student will get 9 of these 56 cookies as shown in this
video.
” ;
This video using the idea of equally
distributing
the cookies.
54 cookies for each student
//Each student receives 54, not 9
Your answer: 54 cookies for each student, and ________ extra
cookies
Close!! You calculated 54 cookies per person, but we need to divide these cookies as
shown in this video.
This video using the idea of equally
distributing the cookies.
Correctly shared 9 cookies with each, but had an incorrect remainder
//Student got 9, but not 2 extra
Your answer: 9 cookies for each student, and ______________ extra cookies
Very close! You found that
the each student receives 9 cookies, but you did not interpret the remainder of 56 divided by 6 equals 9 remainder 2
correctly.
If you are interested, check out this video digging into this question:
This video uses the volume equation of rectangular prisms
to solve the problem directly.
This video using the idea of equally
distributing the cookies.
Correctly identified 2 extra cookies but did not share correctly
} else if (AnswerForB == 1) {
//Student got 2 extra, but not 9 per student
Your answer: ________ cookies for each student, and 2 extra
cookies
Very close! You found that there are 2 extra cookies but did not determine that each
student receives 9 cookies. There will actually be 80 extra cookies.
If you are
interested, check out 2 other ways to solve this question:
This
video uses the volume equation of rectangular prisms to solve the problem
directly.
This video using the idea of equally
distributing the cookies.
Other Answers
} else if (AnswerForA == null) {
Your answer: ____________ cookies for each student, and _______________ extra
cookies
Very close! You found that there are 2 extra cookies but did not determine that each
student receives 9 cookies. There will actually be 80 extra cookies.
If you are
interested, check out 2 other ways to solve this question:
This
video uses the volume equation of rectangular prisms to solve the problem
directly.
This video using the idea of equally
distributing the cookies.
Good thinking!! You correctly found that 450 people can run
the race this year.
If you are interested, check out 2 other ways to solve this question:
This video uses two common strategies for describing
calculations of this
kind.
This video uses a number line to model the
combinations
and determine the correct number of letters.
Unclear Answer
Your answer: (Statement that is was one of two answers (4.5 or 4,500)
Your answer is not very clear because
it sounds like multiple answers.
If you want to
see how to use a table to solve this question, see this video.
Answer of 150
//distractor A1 is 150
Not quite! You answered: 150 people
It’s critical to think about what the question
asks. The question asks for the number of people racing this year, but 150 is the number that raced last
year.
This video shows why 150 is incorrect and how
to find the correct
answer.
Answer of 45
//distractor A2 is 45
Your answer: 45 people
But the actual answer was much greater because it is
150 multiplied by 3. This video shows why
45 is to few, and how
to find the correct answer.
Answer of 564
Close! Your answer: 564 people
But, the questions said that 38 students could not race
last year, so we should use 188 – 38 as the number of racers last year. This
video shows how to catch this mistake and find the correct answer.
Answer of 114
//distractor A4 is 114
Close! Your answer: 114 people
But, the questions said that 38 students could not race
last year, so we should use 188 – 38 as the number of racers last year. This
video shows how to catch this mistake and find the correct answer.
Other Answers Including No Answer
Your answer: ________
But the actual answer was 450.
Watch this
video shows how to use two operations: subtraction and multiplication.
This
video uses a number line to model the
situation.
Correct Answer: Equation Equivalent to 150 = 48 x 3 + M
Good thinking!! You correctly found an equation using M:” + AnswerForA + “
If you are interested, check
out 2 other ways to solve this question:
This video
uses a description of the situation to create the equation 150=48×3+M.
This video uses a number line to model the situation
and ends with 4 correct equations.
Answer of a Partially Correct Equation
Your answer: (Partially correct equation, like 48 x 3 + M = 2.5, M + 48 x 3 = 2.5)
This equation is not
correct because the number 48 describes minutes. So, 150 is in minutes, not hours.
If you want to see how 2
other people solved this question, see this video.
Answer Equivalent to M = 3 x 48
//distractor C1 is M=3×48
Not quite. This variable has a different meaning. Your answer: (equivalent to M = 3 x 48), is not correct
because
M is equal to an expression like, 150-3×48. Watch this video for an
explanation of how to think about M.
Answer Includes M but Incorrect
Not quite. This variable has a different meaning. Your answer: ” + AnswerForA + “, describes the amount
of time she listened to music, not the amount of time remaining. Watch this
video for a description of how to use the variable M in a correct equation.
Other Incorrect Answers Including No Answer
You did not provide an answer to this question. It’s best to try as hard as you can so we can give you
better feedback.
This video uses a description of
the situation to create the
equation 150=48×3+M.
This video uses a number line to model
the situation and ends
with 4 correct equations.
Answer of Yes because 2.5 hours is less than 283 minutes (correct answer)
Good thinking!! You correctly found that she does not have enough time.
If you are interested, check out 2
other ways to solve this question:
This video uses a
clock to find the number of minutes in two-and-a-half hours, and then adds the lengths of the albums to compare the
two amounts.
This video uses a model to quickly compare the
lengths of time.
Answer with explanation including 282 minutes
//distractor A1 is 282
Your answer: (Including 282 minutes)
Your answer is essentially correct because Kara does not have enough
time. However, watch this video for an explanation why the
sum should be 283 minutes, not 282 minutes.
Answer of Yes and No
You answered both ways, but she actually does not have enough time!
Watch this video to see how to find the number of minutes in
two-and-a-half hours, and then compare that amount of time to the album lengths.
Answer that is general without mathematical evidence
//distractor A2 is too much, a lot, long
Your answer: (General Answer)
Your answer is ok, but not specific enough to convince someone
else your answer is correct. Watch this
video for a full, correct
explanation.
“;
Answer that says yes without mathematical evidence
Your answer: (Yes but no evidence)
You said that she does have enough time, but she actually does not
have enough time. This video shows why she does not have
enough time.
Other Answers
Your answer: (Other Answer)
The actual answer was “No, there is not enough time” with
a valid explanation.
See how 2 other people solved this question:
This
video uses a clock to find the number of minutes in two-and-a-half hours, and then adds the lengths of the
albums to compare the two amounts.
“;
feedback2 += “
This video uses a model to quickly compare the lengths of
time.
Good thinking!! You correctly found that she can listen
to the playlist four times. (Even though there would be three minutes left after the fourth listen).
If
you are interested, check out 2 other ways to solve this question:
This video uses division to find the number of times
the playlist fits in 35 minutes.
This video uses a number line to model the car
ride.
Answer of 5
Your answer: ____5______
Your answer is close because she can listen to it four times. She
cannot listen to the playlist one more time.
This
video
uses division to find the number of times the playlist fits in 35 minutes.
This video uses a number line to
model the car ride.
Answer of 3
Not quite! You answered: 3
But, it would only take 24 minutes to listen
to the playlist 3 times so she would have 11 extra minutes.
This
video shows why 3 times is not the correct answer and provides a strategy to use next time.
This
video uses calculations to find the correct
answer.
Answer of 8
Your answer: 0
But the actual answer was 4 times. She could easily listen
1 time, but the question asked how many times could she listen in a row during 35 minutes. Watch this video for an explanation why it would take 8 minutes
to listen to it 1 time, so
she could listen 4 total times.
This
video uses a
number line to model the car
ride.
Answer of 1
Your answer: 1
But the actual answer was 4 times. She could easily listen
1 time, but the question asked how many times could she listen in a row during 35 minutes. Watch this video for an explanation why it would take 8 minutes
to listen to it 1 time, so
she could listen 4 total times.
This video uses a number line to model the car
ride.
Other Answers & Did Not Answer
You did not provide an answer to this question.
Watch this
video for an explanation why it would take 8 minutes to listen to it 1 time, so she could listen 4 total
times.
This video uses a number line to model the car
ride.
