Which of the following statements is true when introducing fraction computation? (Mark all that apply.)

a. introduce fraction computation using only one model, i.e., fraction circles or other parts-of-the-whole model, to avoid confusing students
b. limit students' use of manipulative models to avoid overdependence on manipulatives
c. introduce the fraction algorithms along with allowing students to use manipulatives
d. give students different kinds of fraction models, i.e., fraction circles, fraction number lines, and sets of objects, as they explore fraction computation

d

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It is important for students to learn the true history of our nation ______.

a. to become aware of ongoing racism, sexism, and other acts of intolerance b. to become LGBT activists c. to know how horribly this nation treated others d. to persuade immigrants not to come settle in this nation

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The ______ of a behavior is the number of times the behavior occurred and involves tallying or counting the occurrences of the behavior within an observation period.

a. frequency b. duration c. latency d. rate

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The following materials are likely to cue children for active group play:

a. blocks, housekeeping toys b. puzzles, bead for stringing c. stencils and paper d. workbooks

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Mollie is a doctoral student conducting her research on the volunteer experiences of those involved in programs such as Teach for America. Her dissertation chair, Ruth, asked her about the status of her human subjects review. Mollie was surprised because she had not intended to submit a protocol for human subjects review. Given this scenario, what can be said about the ethical standards in Mollie's study?

a. Mollie does not need informed consent because she is only interviewing participants.
b. Mollie needs to submit a protocol for review, and she will need participants to sign an informed consent.
c. Mollie does not need to submit a protocol for review because she is developing stories.
d. Mollie needs to submit a protocol for review, but she will not need an informed consent.

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