Present and discuss two reasons for using contextual problems to teach addition, subtraction, multiplication and division
What will be an ideal response?
Reasons for teaching with contextual problems
connect to students lives
derive from experiences in the classroom
more interesting that naked numbers
focus on sense making
helps with what to do with remainders
You might also like to view...
Mentoring, negotiating, instructing, supervising, and serving are worker functions or skills that are placed in which category of the nine-digit D.O.T. code?
a) Ideas b) Things c) Data d) People
Which of the following is ordinarily the decision-maker for sequencing the teaching of concepts and skills?
a) The teacher. b) The department chair. c) The curriculum director. d) The course of study, which mandates the sequence. e) The textbook.
It is estimated that more than 50% of young children with disabilities do NOT receive appropriate intervention services
Indicate whether the statement is true or false
Given a problem to solve, beginners tend to jump right into proposing solutions, while experts tend to spend time thinking about the underlying causes of the problem, and interpreting it from different perspectives. Which step in the IDEAL model are the
beginners neglecting? a) Explore possible strategies. b) Anticipate outcomes and act. c) Look back and learn. d) Define goals and represent the problem.