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

The task of constructing congruent geometric shapes on graph paper would likely pose the greatest difficulty for a student with impairments in understanding spatial relationships and perceptual motor skills.

This activity requires not only a strong grasp of spatial reasoning to comprehend how shapes relate to one another but also the ability to translate that understanding into precise motor movements for drawing and aligning shapes accurately. The complexity of manipulating geometric concepts while simultaneously executing fine motor movements on graph paper increases the challenge significantly for a student with these specific disabilities.

In contrast, the other tasks—solving word problems involving addition and subtraction, sorting objects by size and shape, and measuring angles using a protractor—are less reliant on both spatial understanding and perceptual motor skills at the same level. For instance, solving word problems may emphasize numerical reasoning more than spatial awareness. Sorting may involve some spatial recognition but is more about categorical understanding than precise spatial manipulation. Measuring angles with a protractor requires some spatial skills but not in the drawing or constructing sense that forging congruent shapes entails. Thus, task B stands out as particularly challenging given the student's impairments.