Write a complex percentage problem and outline the procedures for teaching students how to solve this type of problem
What will be an ideal response?
An example of a complex percentage problem is illustrated below:
The bike store sold 50 bikes in May. In June the sales went up 20%. How many more bikes did the store sell in June than in May? How many bikes did the store sell in June?
The teacher models how to solve the problem: first computing the percentage increased or decreased by converting the percent to a decimal and then multiplying. This amount is then added to or subtracted from the original amount to determine the new total. For example, in the problem above, the student converts 20% to .20 and multiplies .20 × 50, resulting in 10. Therefore, the store sold 10 more bikes in June than in May. The additional 10 bikes are added to the 50 bikes sold in May to determine that 60 bikes were sold in June. (Accept additional examples of complex percentage problems.)
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Answer the following statement(s) true (T) or false (F)
1. Action research is not intended to be generalizable to other settings. 2. It is impossible to use quantitative data in action research studies. 3. Action research is always conducted by educators collaborating with each other. 4. Participatory action research involves engaging research participants as co-researchers, who are part of identifying, investigating, and proffering solutions to relevant social issues. 5. Analyzing existing data related to the problem of practice you wish to examine for an action research study can help you reflect on your current practice.
Family child care providers care for children who have not entered formal schooling and also children __________
Fill in the blank(s) with correct word
The main reason for using formative assessment is to
(a) discover what students have learned up to that point of instruction (b) provide objective data about student learning to the school principal (c) determine what students have learned as the result of a unit of instruction (d) discover what the students know or think they know before instruction begins
When discussing a text, Frank stated the main idea but did not add his personal thoughts. Frank's comprehension appeared to be at the:
a) literal level b) inferential level c) critical level d) evaluative level