Answer the following statement(s) true (T) or false (F)
A frequency polygon is a dot-and-line graph where the dot is the upper class boundary of each interval and the line connects each dot.
Ans: F
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Of the following Mrs. Torre's efforts with Jeremy best illustrate:
Mrs. Torres has her students working on fractions, decimals, and rounding numbers. She gives a quiz and the results indicate that Jeremy has only a minimal understanding of the process of rounding, so she sends him back to one of the computers in her room to work with a piece of software that gives him practice with rounding. She then plans to give him another set of exercises to assess the extent to which he understands the process. While the majority of the students are doing a seatwork assignment, and Jeremy is working on the computer, Mrs. Torres takes another group of four students who are struggling with converting fractions to decimals and uses direct instruction to illustrate the process. She then gives the group a set of problems to solve, and directs the group to help each other if they need it. a. individualized instruction. b. team-assisted individualization. c. peer tutoring. d. mastery learning.
When planning to use the Concept Development model, teachers should plan to:
a. carefully analyze the concept to clarify their understanding of and purpose for teaching it. b. allow students to figure out the steps for learning the model on their own. c. focus on concrete aspects of learning the concept – not metacognitive thinking. d. focus on the learning needs of the majority population of learners only.
The NJCLD alternative definition of learning disabilities differs from the IDEA definition in that it:
A. Applies only to children and youth. B. Supports the possibility that a student could have a learning disability along with another disability C. Does not include impairments of social perception and social interactions. D. Presents a clear uniform profile of students with learning disabilities.
Core Knowledge® was originally known by the name:
a. fundamental knowledge b. basic imperatives c. cultural literacy d. central concepts