Briefly describe the teaching procedures found in Format 9.2: Missing-Factor Multiplication
What will be an ideal response?
In part A of Format 9.2, students learn to translate the problem. Next, the teacher models the strategy. The teacher holds up a closed fist to indicate that the number of times to count is unknown and then extends a finger every time he skip-counts. Then, the teacher tests the students by guiding them through several examples. In part B, the structured worksheet, students apply the strategy as the teacher guides them to hold up a fist, identify the skip-counting number and product, and extend a finger each time they count. Part C is the less structured worksheet in which students are taught to discriminate between regular problems and missing-factor problems.
You might also like to view...
Outdoor environments offer some of the best opportunities for children with special needs to develop ___________________________
Fill in the blank(s) with correct word
Gender studies indicate which of the following to be true:
a. Teachers recognize ADHD in girls quicker than they do in boys. b. Girls with ADHD tend to be withdrawn and exhibit inattention. c. Boys with ADHD are able to control their behaviors. d. ADHD manifests itself the same in boys as it does in girls.
When should the Concept Attainment Model be applied and why? Describe 3-5 different ‘kinds' of knowledge that the Concept Attainment Model particularly supports students in learning
What will be an ideal response?
A criterion-referenced achievement test is designed to measure the degree to which a student:
a) compares to his or her peers. b) has improved. c) performs simple tasks. d) has mastered well-specified skills.