List the five skills the text recommends teaching for building conceptual understanding during early fraction instruction
What will be an ideal response?
The text recommends teaching the following skills to build conceptual understanding during early fraction instruction:
Learning part/whole discrimination: Students learn to discriminate between whole units, the number of parts each unit is divided into, and the number of parts used
Writing a numerical representation for a diagram or figure of whole units divided into equal-sized parts and vice versa
Reading fractions
Determining whether a fraction equals, exceeds, or is less than one whole
Reading mixed fractional numbers
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When confronted with nonspeech sounds, on the other hand, we can perceive ____ sound per second
a. less than one b. 3 to 5 c. 7 to 10 d. 15 to 20
Research has shown that each of the following school characteristics is influenced by the grade configuration of the middle school except
a. school goals. b. course offerings. c. instructional practices. d. school size.
The scholastic achievement of African American children and Latino American children
a. is proportionately lower than that of white children. b. is approximately the same as that of white children. c. is proportionately higher than that of white children. d. has not been compared to that of white children.
Fourth grade teacher Jim Media has set a goal to increase his students' awareness and use of text factors. How could this teacher assess his students' knowledge of text factors?
What will be an ideal response?