Outline the steps in the short-form algorithm for solving multi-digit division problems with a single-digit divisor
What will be an ideal response?
The following are the steps in the short-form algorithm for solving multi-digit division problems:
Students read the problem.
Students underline the part of the problem that they work first.
Students compute the underlined part and write the answer above the last underlined digit.
Students multiply, subtract, and bring down the next numeral.
Students read the “new” problem and compute a quotient.
Students write the answer above the digit they just brought down.
Students multiply and subtract to determine the remainder.
Students say the problem and answer.
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What will be an ideal response?
The need for ____ is often associated with a need to make others behave in ways that they would not behave otherwise
a. responsibility b. respect c. financial success d. power
The placenta is:
a. A fleshy mass made up of villi or projectiles, which insert themselves into the lining of the uterus. b. A bag, made pliable by encapsulated fluid, which protects the vulnerable embryo from physical shocks. c. The cord that joins the bloodstream of the embryo at the child's abdomen to the bloodstream of the mother via the uterine lining. d. None of the above
Which one of the following examples most clearly illustrates the effect of functional fixedness on problem solving?
a. Arnie is trying to solve a physics problem on a classroom test. He is so anxious that he can't recall the problem-solving strategies he needs. b. Bradley is looking for something to haul water but doesn't have a bucket. He fails to realize that his plastic wastebasket could easily carry water. c. Charlie is doing a series of addition problems. He overlooks the subtraction sign on the last problem and so adds when he should subtract. d. Doug is angry that another boy stole his bicycle. Rather than report the theft to the police, he steals a bicycle from someone else.