Describe three common types of errors when teaching multi-digit addition
What will be an ideal response?
Students may make fact errors, component-skill errors, and/or strategy errors when solving multi-digit addition problems. Fact errors cause most errors when solving multi-digit addition problems and may or may not be easy to identify. In order to determine the specific cause of the errors, the teacher should look for a pattern of errors. Consistently missing the same facts in various problems indicates a fact error. Component-skill errors often involve renaming and may also involve not attending to the sign in the problem. A strategy error indicates a fundamental misunderstanding of the entire strategy.
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Crying is one of the first attempts at communication
a. True b. False Indicate whether the statement is true or false
(p. 239-240) Explain why a child might be biting. Is there a developmental connection? What are some approaches caregivers can use to prevent this behavior?
What will be an ideal response?
All the following provide a systematic way of observing a child's growth in the arts EXCEPT:
a. keeping a checklist of the number of times the child chooses to create something. b. making a portfolio of the child's work. c. taking photographs of the child creating in the arts once a month. d. jotting down brief notes when the child does something special.
Which of the following is true about financial planning?
a. It should only be a focus of students enrolled in business programs. b. It is not important because most major purchases can be made using a credit card. c. It is a significant part of your education that should be considered sooner rather than later. d. It only becomes necessary when it is time to begin paying back student loans.