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Question
When students create graphs of functionsa) They are representing them in the manner that makes it the hardest to visualize relationships between patterns.
b) They should place the independent variable (step number) along the vertical axis.
c) It is helpful to provide them with examples within a real-life context.
d) They should always be given specific data, equations, or numbers.
Answer
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Related questions
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Which is NOT an illustration of the relationships between the various area formulas?
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Which of the following is NOT an example of a connection between proportional reasoning and another strand of mathematics?
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c) The triangle has been enlarged by a scale factor of 2. How wide is the new triangle if its original width is 4 inches?
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Which of the following is an example of teaching throughproblem solving?
a) Providing students with a list of area formulas and asking them to find the area of a given rectangle
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All of the following are features a problem should have EXCEPT
a) Its design must take into consideration the students' current level of understanding.
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When comparing ratios to fractions keep in mind that
a) Conceptually, they are exactly the same thing.
b) They have the same meaning when a ratio is of the part-to-whole type.
c) They both have a fraction bar that causes students to mistakenly think they are related in some way.
d) Operations can be done with fractions while they can"t be done with ratios.
Q:
Which of the following is a true statement regarding the practice of exposing students to multiple approaches to solving problems?
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To set up an environment for "doing" mathematics, teachers need to
a) Develop and demonstrate rules.
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d) Allow students to make engage in "productive struggle."
Q:
Which of the following is an example of a statement spoken in the language of doing mathematics?
a) "Memorize these steps."
b) "Compute this answer."
c) "Explain how you solved the problem."
d) "Copy down these steps into your notebooks."
Q:
Which of the following is NOT a common misconception about fraction computation?
a) Multiplying always results in a bigger number, while dividing always make a number smaller.
b) Fractions have to have a common denominator for all computation.
c) Procedures developed from conceptual understanding are usually easier than the standard algorithms.
d) Estimation is not important.
Q:
In this ever-changing world, those who love mathematics will likely survive the ups and downs of the economy. Which of the following is NOT a contributing factor to this fact?
a) Society is becoming more reliant on technology and the data it produces.
b) There are countless jobs in which people do simple computation.
c) Teachers are currently preparing students for jobs that don"t yet exist, and they will likely need to be skilled at approaching problems in different ways.
d) The world is surrounded by algorithms that help make predictions.
Q:
Estimation of fractions can result in estimates that are not close to the actual computed answer and should be avoided.