The ideas below would guide student understanding of the concept behind scientific notation EXCEPT:
A) Examining patterns that arise when inputting very large and small numbers into a calculator.
B) Researching real-life examples of very large and small numbers.
C) Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is.
D) Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point."
D) Instructing them only on the movement of the decimal point "the exponent with the 10 tells how many places to move the decimal point."
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Students who enrolled in an introductory research course often find the task of selecting a research problem difficult because
a. one must select a problem when one's knowledge of the research process is limited. b. there is not a foundation of previous research in education upon which to build. c. experience and knowledge in one's area seem to have little relationship to the conduct of research in that area. there is a paucity of researchable problems for beginning researchers in education.
Explain teachable moments
What will be an ideal response?
At birth, the brain has billions of nerve cells called:
a. neurons. b. brain cells. c. protons. d. synapses.
How do care teachers help infants and toddlers learn to match animal sounds to the animal?
a. Make animal sounds while reading books and singing songs about animals. b. Make truck sounds while using building blocks. c. Read stories exactly as they are written. They do not point, ask questions, or make extra sounds. d. Make up their own sounds for animals and change them every day.