All of the ideas below support the reasoning behind starting measurement experiences with nonstandard units EXCEPT:
A) They focus directly on the attribute being measured.
B) Avoids conflicting objectives of the lesson on area or centimeters.
C) Provides good rational for using standard units.
D) Understanding of how measurement tools work.
D) Understanding of how measurement tools work.
You might also like to view...
In Chapter 1 of your text, there was discussion of "pull-out" and "push-in" programs. According to the information reported there, what are some factors that lead to success, rather than failure, of "push-in" (i.e., inclusion) programs?
A. Case reports are developed by the special teacher and shared with the classroom teacher about special-needs students; easy-to-read books are used with the whole class; formal assessment is frequent. B. The cultural background of the teachers is similar to that of the students; teachers take turns working with at-risk students; linguistic materials are used. C. Family literacy programs are developed; peer tutoring is employed; volunteers are used to supplement teachers' instruction. D. In-class instruction is preplanned, systematic, intensive, and research-based; additional time is provided for struggling learners.
What mobile device accessory involves one to interact with the device rather than use one’s finger?
a. Case b. Switch c. Separate keyboard d. Stylus
Compare and contrast the advantages and disadvantages of electronic and paper planners or organizers
What will be an ideal response?
Discuss why PL 99–457 is important.?
What will be an ideal response?