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Thale2017 Thale2017
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Posts: 336
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6 years ago
The process for helping students connect sample space to probability includes all of the steps EXCEPT:
 
  a) Conduct an experiment with a large number of trials.
   b) Create a comparison experiment.
   c) Predict the results of the experiment.
   d) Compare the prediction with the experiment.

Question 2...

How do experiments support student learning about probability?
 
  What will be an ideal response?

Question 3...

Real-world contexts with negative numbers provide opportunities for discussion of integer operations. What statement below would represent a quantity?
 
  a)Timeline of Roman Empire rule.
  b)Altitude above sea level
  c)Golf scores.
  d) Gains and lost football yardage.

Question 4...

The ideas below would guide student understanding of the concept behind scientific notation EXCEPT.
 
  a) Examining patterns that arise when inputting very large and small numbers into a calculator.
  b) Researching real-life examples of very large and small numbers.
  c) Asking them to perform computation on very large and small numbers that are not in scientific notation, so they can see how difficult it is.
  d) Instructing them only on the movement of the decimal point the exponent with the 10 tells how many places to move the decimal point.

Question 5...

Order of operations extends working with exponents. What part of the order of operations is a convention?
 
  a) The meaning of the operation.
  b) Multiplying before computing the exponent changes the meaning of the problem.
  c) Working from left to right, using parenthesis.
  d) PEMDAS

Question 6...

When students begin to work with exponents they often lack conceptual understanding. Identify the method that supports conceptual versus procedural understanding.
 
  a) Explore growing patterns with physical models.
  b) Explore with whole numbers before exponents with variables.
  c) Instruction on the order of operations.
  d) Instruction should focus on exponents as a shortcut for repeated multiplication.

Question 7...

When using the number line method for the addition of integers, the following statements relate to the number line method EXCEPT:
 
  a) Each addend's magnitude needs to be presented on the number line.
  b) The position of the arrow indicates positive or negative integers.
  c) A line segment pointing to the right could indicate a positive or negative number.
  d) A line segment pointing to the left would indicate a negative number.

Question 8...

When students are learning and creating contexts for integer operations. Ask them to consider the following questions EXCEPT:
 
  a) Where am I now?
   b) Where am I going?
   c) Where did you start?
   d) How far did you go?

Question 9...

The contexts below would support learning about very, very large numbers EXCEPT:
 
  a) Distance from the planet Mercury to Mars.
   b) Number of cells in the human body.
   c) The estimated life span of a Bengal tiger.
   d) Population of the European countries in 2011.
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kaysturhkaysturh
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Posts: 233
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6 years ago
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Thale2017 Author
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6 years ago
Cheers!!
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6 years ago
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