Describe two common misunderstandings about multiplication and division of fractions, and discuss how teachers can help children avoid these misunderstandings
What will be an ideal response?
Complete answers will include the following: Two common misunderstandings related to multiplication and division of fractions are that "multiplication makes bigger" and "division makes smaller." This means that many children expect the product to be greater than both factors in multiplication of fractions problems as it is in multiplication of whole numbers. Similarly, children expect the quotient to be smaller than the numbers being divided in division of fractions problems as it is in division of whole numbers. Instead of taking what seems to be the easy way out, teachers can invest in their children by helping them develop a rich understanding of these two important operations.
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More than ___% of children who are overweight have one or more cardiovascular risk factors
a. 33 b. 47 c. 60 d. 71
Involving families in children's health/safety education programs:
A. places a burden on families B. encourages consistency of information and practices C. disrupts teacher/child relationships D. all answers are correct
Describe some reasons why educators continue their learning process.
What will be an ideal response?
In a distribution with a mean of 100 and a standard deviation of 15, what is the probability that a score will be 115 or higher?
a. 16% b. 34% c. 50% d. 84%