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Question
When comparing ratios to fractions keep in mind thata) 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.
Answer
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Related questions
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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
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Which of the following is an example of a statement spoken in the language of doing mathematics?
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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.
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d) Estimation is not important.
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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.
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Estimation of fractions can result in estimates that are not close to the actual computed answer and should be avoided.
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Which choice reflects two important elements for becoming an effective teacher of mathematics?
a) Manipulatives and an overhead projector
b) Knowledge of mathematics and how students learn
c) Internet sites and computer software
d) Student records and interviews with experienced teachers