Describe the two types of comparison problems and include an example of each type
What will be an ideal response?
A comparison problem addresses two quantities and the difference between them. In one type, a quantity is stated describing an attribute of an object or person, such as weight, length, height, or age. The difference between the objects or people is also stated. For example, “Brendan is 7 years old. Colleen is 3 years older.” The student is asked to find the quantity of the other person or object: “How old is Colleen?” In the second type of problem, the quantities of two objects or people are stated and the student is asked to find the difference between them: “Brendan is 7 years old. Colleen is 10 years old. How much older is Colleen?” (Accept additional appropriate responses.)
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Exhibit 1.2: A teacher wants to know which method of teaching German verb forms can be expected to result in the greatest student achievement in that skill. The following is a list of procedures the teacher could follow. Which of the procedures best fits the definition of experience as a source of knowledge?
a. The teacher could employ various methods in her teaching until she gets a "feel" about which one works best. b. The teacher could administer achievement tests to students taught by the different methods and compare the test results. c. The teacher could systematically begin with known facts about the relationship between the teaching of foreign language and language achievement and logically determine what would be true concerning the results of various teaching methods. d. The teacher could ask an eminent professor of German at a respected university.
The most important reason to allow young children to play in preschool is because they are not yet ready for formal learning
Indicate whether this statement is true or false.
According to research, what percentage of men who commit domestic violence also abuse the children?
a. 25-30% b. 35-40% c. 45-50% d. 55-60%
The National Council of Teachers of English (NCTE) is devoted to
A. teachers who are good reading "coaches." B. improving the teaching and learning of English and the English language arts at all levels of education. C. improving the variety of materials and texts available for students to read. D. continually assessing children's individual process and related reading instruction to children's previous experience.