Some examples of skills specifically related to emergent mathematical ability include asking children to:
a. decide how to portion out the strawberries at lunch so that each one gets her fair share.
b. decide how many shovels are needed so everyone can dig at the same time.
c. draw pictures of what they think makes it rain.
d. tell the teacher how many buttons they think are in the jar.
e. a, b, and d are all correct.
e
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Which of the following is NOT one of the three basic categories of assistive technology?
a. No-tech b. Semi-tech c. Low-tech d. High-tech
Parent workshops are most successful when they focus on topics that parents have identified as being important to them
A. True B. False
Mr. Hoffstetder says to his class, "Okay, we're ready to start the next activity. Clear away everything on your desks, then get your textbooks, notebooks, and pencils out.". As he gives the students a moment to comply, Mrs. Hoffstetder says, "I see that Yanika is ready- thank you, Yanika. Ah, now Marcel is ready, and Jonathan, and Sylvan.". Mr. Hoffstetder's banter is
a. ineffective, because it is a distraction to the students, who will likely be focusing on his words rather than what they are supposed to be doing. b. ineffective, because Mr. Hoffstetder doesn't have time to recognize every student who complies, and this could lead to hurt feelings. c. effective, because it helps build positive feelings among class members. d. effective, because it is a means of praising compliant students while redirecting behavior of students who aren't prompt in following instructions.
During the practice stage of QuIP, students
A) meet in small groups and generate memory level questions. B) generate questions before reading the text. C) write a summary based on their graphic organizers. D) listen to the teacher demonstrate the teaching idea.