Describe the two example-selection guidelines recommended for Format 9.1: Single Digit Multiplication
What will be an ideal response?
Two example-selection guidelines are recommended for Format 9.1. First, example selection should be coordinated with count-by instruction. The first digit in a multiplication problem should be taken from a skip-counting series the students previously have mastered. Second, there should be a mix of problems. As a general rule, no more than two or three problems in a row should have the same numeral as the multiplicand or multiplier.
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When learning the meanings for multiplication and division, students:
a. concentrate on learning the facts. b. model situations with stories, objects, and pictures. c. are too mature to need manipulatives. d. must wait until they understand place value.
Heavy drinking by mothers during pregnancy has been found to
a. cause fetal alcohol syndrome, resulting in the death of the mother. b. be a possible cause of intellectual and developmental disabilities in children. c. increase the intellectual efficiency and processing of children. d. be a cause of epilepsy and other neurological conditions in children.
Which of the following is a core principle associated with UDL and involves providing students with alternatives to acquiring information beyond a textbook?
A. multiple means of engagement B. multiple means of accommodation C. multiple means of expression D. multiple means of representation
What is a Type I error? What is a Type II error? List the probability associated with each.
What will be an ideal response?