How does the text recommend using labels when teaching ratio problems? Why are labels critical for teaching students to solve ratio problems?
What will be an ideal response?
The text recommends teaching students to set up ratio problems by first writing the label for each group as the respective numerator or denominator of a fraction. The students then write the numerals that represent the number of each group. Writing the labels before writing the numerals helps students correct set up the ratio.
You might also like to view...
Before finalizing an application for enrolling a child, __________
Fill in the blank(s) with correct word
"Shawna had 20 cookies. She wanted to place 6 cookies on each plate. How many plates should Shawna use?" Which is the most appropriate way for the teacher to present this problem?
a. Students should skip this problem because they have not yet learned about remainders. b. The teacher should explain that the answer is 3 r2 plates; the r represents the remainder, or "leftovers" c. The teacher should explain that the answer is 3 2/6 or 3 1/3 plates because the leftover 2 cookies only take up 1/3 of a plate. d. The teacher should explain that the answer is 4 plates because in real-life problems, the answers don't always come out evenly and the 2 leftover cookies will still need to be placed on a plate.
Which of the following generally provides the most help for struggling readers?
A) concept guide B) levels of thinking guide C) pattern guide D) gloss
St. Augustine of Hippo developed the religious doctrine that __________.
A. children were tainted by original sin B. to spare the rod was to spoil the child C. children became sinful if left undisciplined D. children were free from original sin