Instruction for the concepts of addition, subtraction, and division begins with adult-guided experiences
a. True
b. False
ANSWER:
False
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A science teacher wants to provide students with practice in the skill of predicting. What would be the most suitable activity?
a. Ask students what will happen to the temperature of water if they dissolve Epsom salts in it, and then have them measure the water’s temperature before and after adding the Epsom salts. b. Ask students which of several seeds will sprout the fastest, and then have them plant one of each kind. c. Ask students what will happen to fresh water seaweed in a tank if they added 1, 2, 3, 4, and 5 drops of vinegar to simulate acid rain, and then have them try it. d. Ask students what will happen to rocks if they are tumbled in a rock tumbler, and then have them do it. e. All of the above f. None of the above
Which of the following is NOT true of dyslexia?
a. Dyslexia has an environmental basis. b. Symptoms of dyslexia persist into adolescence and adulthood. c. Persons with dyslexia are often intelligent and might excel in math or art. d. The condition of dyslexia leads to difficulties in many areas of life as the individual matures. e. all of the above
Sociometric assessments provide a snapshot of the ____
a. Social relationships in a classroom b. Students who are well liked and disliked c. Students who are social isolates and those who have reciprocal friendships d. All of the above
Which of the following is an important principle to consider with regard to the use of tentative versus definitive statements in a research report?
a. It is not possible to be either too tentative or too definitive in a research report. b. Too much tentative language implies that the researcher does not have confidence in his or her findings. c. A researcher can never be too confident in his or her findings. d. It is important to avoid statements made with too much confidence or certainty since they imply a level of confidence in findings that is difficult to reach.