D699 appears to be the Master of Arts in Teaching version of Elementary Mathematics Curriculum.
The MAT guidebook lists it at 2 competency units in the fourth term; the bachelor's guide lists 3. WGU describes the course as covering numbers, operations and algebraic thinking, geometry, measurement, data, statistics and probability.
MAT candidates often come from non-maths backgrounds and may not have thought about elementary maths since school. The course expects not only correct answers but clear explanations, using models, and a close reading of content standards.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D699 (graduate-program version) |
| Level | Master of Arts in Teaching, elementary education |
| Size | 2 competency units in the MAT guidebook |
| Subject area | Elementary maths content |
| Work type | Explanations and standards analysis (confirm on your course page) |
What D699 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Analyses elementary content standards and resources in mathematics | Reading standards and checking resources for alignment |
| Explains data, statistics and probability concepts | Representing and interpreting data, chance |
| Explains geometry and measurement concepts | Shapes, attributes, area, units |
| Explains numbers, operations and algebraic thinking concepts | Place value, operations, fractions, patterns |
Key Concepts Explained
Place Value and Regrouping
Example: To subtract 52 - 27, regroup one ten into ten ones: 52 becomes 4 tens and 12 ones. Then 12 - 7 = 5 and 4 tens - 2 tens = 2 tens, so the answer is 25. A base-ten drawing shows why the "borrowing" works.
Fractions on a Number Line
Seeing 3/4 as a point three quarter-lengths from zero helps children treat fractions as numbers, not just parts of shapes.
Area as Covering
Example: A rectangle 4 units by 6 units can be tiled by 4 rows of 6 squares, so its area is 24 square units. Multiplication is the quick way of counting equal rows.
Typical Assignments and How to Approach Them
| Work type | What it tests | How to approach it |
|---|---|---|
| Standards and resource analysis | Alignment | Quote the standard, state what mastery looks like, evaluate the resource |
| Concept explanation | Understanding | Model plus a sentence of reasoning |
| Justified solutions | Accuracy | Show the steps and why each is valid |
A Study Approach for the MAT Pace
- Start with the domain you find weakest.
- For each concept, write an explanation, a picture and a common error.
- Apply the same routine to a standard from each domain.
Where Students Get Stuck
- Rule-only knowledge. Be ready to explain why.
- Fractions. Use models consistently.
- Standards vocabulary. Translate each into plain words.
Planning Table
| Domain | Core idea | Common error |
|---|---|---|
| Numbers | Place value structure | Reversing digits when regrouping |
| Geometry | Attributes define shapes | Judging by orientation |
| Data | Representation shows pattern | Misreading scales |
Unpacking a Standard
Standards are compact, so unpack them in four steps: underline the verbs, circle the content, restate the idea in plain words and describe what evidence of mastery would look like. This routine turns a one-line standard into something you can plan and assess against.
Example: A standard asking pupils to solve problems involving perimeter becomes: pupils understand that perimeter is the distance around a shape. Evidence: a pupil measures each side of a rectangle, adds them and labels the answer in units, then explains why the unit is length, not square units.
Evaluating a Resource
When asked to evaluate a resource, check four things. Does it teach the idea the standard names? Does it use models and visuals? Is its language clear for the grade? Can all learners access it? A resource that gives only a procedure for a standard about understanding is a weak match.
Misconceptions to Know by Domain
| Domain | Common misconception | Fix |
|---|---|---|
| Fractions | A bigger denominator means a bigger fraction | Compare unit fractions with strips |
| Operations | Multiplication always makes bigger | Try multiplying by 1/2 with a model |
| Measurement | Length and area are the same | Tile a shape and compare with a ruler |
| Data | The tallest bar is always the answer | Read the scale and the question |
Listing misconceptions shows evaluators you understand how children think, which is the heart of an explain-the-concept competency.
A Final Check Before You Submit
- Does each explanation use a model or drawing as well as words?
- Have you covered every domain the task names, not just your favorite?
- Do standards analyses quote the standard and state what mastery looks like?
- Are units written in every measurement answer?
Study Tips for D699
- Explain each concept aloud in under a minute.
- Pair every procedure with a model.
- Keep a short list of misconceptions per domain.
How We Help with D699
Send the task, rubric and the topics you find hardest. A tutor can explain concepts, review your explanations, or prepare model examples on other topics. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. We provide study support, model references and editing of your own work. You complete and submit your own work under WGU's integrity policy. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late. No pass is promised.
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Frequently Asked Questions
Same title and competencies; the MAT guidebook lists 2 competency units against 3. Check your degree plan for your code.
You need to understand elementary maths deeply enough to explain it, which is different from advanced maths.
No. WGU's separate methods courses cover how to teach the content.
One competency covers analyzing elementary content standards and resources.
Use a model, state the idea in a sentence and name a common error.
No. We tutor and review your own work. You complete and submit it yourself.