Outline the steps for teaching students to solve for multiple variables when the value of one variable is known. Illustrate each step
What will be an ideal response?
When teaching students to solve for multiple variables when one variable is known, the teacher would begin by writing a problem like the following on the board:
8p – 3j = 24 j = 8
The teacher first would model substituting 8 for j in the equation:
8p – 3(8) = 24
Then the teacher would ask the students for the product of 3(8) and update the equation again.
8p – 24 = 24
Because only one variable remains, the students are able to isolate the term 8p and solve to determine the value of p.
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Below are some procedures (and rationales for procedures) used in the M-E-M-C strategy designed for nonreaders. Which statement is incorrect?
A. High interest/easy-to-read books are used because these focus on topics appealing to somewhat older students. B. Books are used that introduce words at a moderate pace because nonreaders have poorly developed oral language vocabularies. C. A book series is used because stories intentionally repeat words from earlier books, providing success and review-—and allow reading of successively longer texts. D. The first chapter of the book is read as a pretest because this procedure provides a way to identify specific words the student doesn't know from the specific text to be read.
Peer review
a. is less expensive to operate than most other measures. b. provides a method for including "expert" judgment in the evaluation process. c. has been opposed by the NEA and AFT. d. is typically used in summative evaluation.
A 10th-grade student refuses to attend the prom because, he said, “Everyone will be watching how badly I dance.” His fears are probably based on ______.
a. adolescent disequilibration b. adolescent egocentrism c. hypothetical alternatives d. idealized expectations
What is an obstacle?
A. a warning B. a problem we cannot overcome C. a sign we are moving closer to our goals D. a sign we need to change dreams and goals