Final Study Guide
Final Study Guide Sped 482
Popular in Direct instruction in Mathematics
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SPED 245 - C02
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This 2 page Study Guide was uploaded by Morrissette32 on Sunday May 1, 2016. The Study Guide belongs to Sped 482 at Clarion University of Pennsylvania taught by Mrs. Mohney in Spring 2016. Since its upload, it has received 11 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.
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Date Created: 05/01/16
Finals Study Guide Know fractions, Chapters 15, 17 & 20 as well as review previous chapter and common core 1. Instruction in telling time is divided into three stages. What is taught in each stage? 2. What are four preskills for expressing time as minutes after the hour? 3. How are students taught to discriminate the hour hand from the minute hand? 4. What does the teacher say in teaching the students to tell the hour when telling time as minutes after the hour? 5. What steps does the student take in determining how many minutes after the hour a clock shows? 6. When can teachers introduce the terms “a quarter after” and “half past?” Describe the teaching procedure. 7. Describe the teaching procedure for telling time expressed with a colon (e.g., 6:45). 8. Which times are particularly difficult to express with a colon? Why? 9. When can teachers introduce telling time expressed as minutes before the hour? 10. What are two advantages of the metric measurement system over the customary measurement system? 11. What are the authors’ recommendations regarding teaching students both measurement systems—simultaneously or separately? 12. What are the five steps in the basic procedures for introducing new units to students? 13. When should metric equivalencies be introduced? 14. What are the three basic steps to any conversion problem? 15. What are the three basic types of conversion problems in the customary system? 16. What is the preskill for renaming problems in the customary system? 17. When can rulers in which each inch is divided into eighths be introduced? 18. When can the coordinate system first be introduced to students? 19. Students can learn the coordinate system more easily if initially they receive the points written in what form? 20. Initially, what do teachers ask students to do to derive a function when given two pairs of values? 21. What is the necessary preskill for ratios and proportions? 22. When setting up a ratio/proportion problem, where do the authors recommend teaching students to write the labels in the problem? 23. Students can apply their previous knowledge of what kind of word problem in order to solve ratio problems in tables? 24. When using ratio tables that include fractions, which part of the fraction expresses the ratio of each term? 25. Students are taught to test whether a number is prime or not by asking what question 26. What does finding prime factors involve? 27. When reducing fractions using prime factors, why is canceling possible? 28. What are integers? 29. The first step in the structured board presentation for solving problems with positive and negative integers involves teaching students what four rules? 30. What is the rule for multiplying by a negative integer? Why is the rule taught? 31. What are base numbers and exponents? 32. How can one show how to simplify exponents?
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