A student has a disability that impairs both understanding of spatial relationships and perceptual-motor skills. Which of the following math tasks would likely pose the greatest difficulty to this student?

The correct answer is related to the challenges posed by impairments in understanding spatial relationships and perceptual-motor skills. Constructing congruent geometric shapes on graph paper requires a high level of spatial awareness to visualize how the shapes relate to one another and to the grid. This task involves accurately translating abstract concepts of geometry into physical representations, which can be particularly difficult for a student who struggles with spatial understanding.

Additionally, the task involves fine motor skills to draw the shapes accurately, which can be a barrier for someone with difficulties in perceptual-motor coordination. The expectation of recognizing and reproducing congruent shapes demands both an understanding of geometry and the ability to manipulate tools (like a ruler or pencil) effectively, making this the most complex task for the student described.

In contrast, the other tasks, while still potentially challenging, do not incorporate both components as critically. Measuring lengths using a ruler may involve spatial understanding, but the task can be simplified with direct instruction and practice. Completing a puzzle with geometric shapes also involves spatial reasoning but may offer more tangible, manipulable pieces that can aid understanding. Recalling multiplication facts is a cognitive task that does not rely on spatial relationships or fine motor skills, making it less impacted by the student's particular disability.