All of the activities below would provide opportunities for students to connect the base-ten concepts with the oral number names EXCEPT:
a) Using arrays to cover up rows and columns and ask students to identify the number name.
b) Lie out base-ten models and ask students to tell you how many tens and ones.
c) A chain of paper links is shown and students are asked to estimate how many tens and ones.
d) Students need to show with fingers how to construct a named number.
c
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Wesley's father assures the group that Wesley is capable of doing grade-level work. To demonstrate this point, he asks Wesley to read a chapter in a history book in the school library; upon his return, Mr. Hermanowitz quizzes him on its content. Are the results of this assessment a good indicator of Wesley's ability to do grade-level work? Why or why not?
What will be an ideal response?
Six attributes that may or may not be present in geometric figures were identified in your textbook as big ideas. What are those six attributes?
What will be an ideal response?
Write about how whole-group instructional grouping practice can promote effective instruction.
What will be an ideal response?
Use the formula 
to calculate the 95% confidence interval for a sample of N = 22 with a mean 
= 9.51 and standard error of the mean 
= 1.25.
a. 95% CI = 9.51 ± 2.15 b. 95% CI = 9.51 ± 3.52 c. 95% CI = 9.51 ± 2.59 d. 95% CI = 9.51 ± 2.60