All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:
a) They focus directly on the attribute being measured.
b) Avoids conflicting objectives of the lesson on area or centimeters.
c) Provides good rational for using standard units.
d) Understanding of how measurement tools work.
d
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In a study of the influence of yogurt consumption and immunity (Van de Water, Keen, & Gershwin, Journal of Nutrition, 1999) there were three study groups per age group (young adults and senior adults). Live-culture yogurt, pasteurized yogurt and control (no yogurt) were given to each age group in portion sizes of 200 grams per day for 1 year. What would be considered a useful set of planned contrasts?
A. contrast 1 = (control group) + (those having live-culture yogurt)contrast 2 = (those having live-culture yogurt) + (those having pasteurized yogurt) B. contrast 1 = (control group) + (those having pasteurized yogurt)contrast 2 = (those having live-culture yogurt) + (those having pasteurized yogurt) C. contrast 1 = (control group) + (those having live-culture yogurt + those having pasteurized yogurt)contrast 2 = (the group having live-culture yogurt) + (the group having pasteurized yogurt) D. None of the above
A good place to begin a discussion about others in the child’s world is:
a. the cultural community. b. the child’s most immediate environment. c. the school district. d. all of the above.
All of the following are techniques for structuring interaction except
a. direct instruction b. group rewards c. peer or cross-age tutoring programs d. cooperative learning
What are the three stages of moral development?
a. Considering self, considering others, considering context b. Preoperational, Concrete operational, formal operational c. Preconventional, conventional, postconventional d. Gathering information, Brainstorming, deciding