Answer:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
Step-by-step explanation:
The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines.
2/5 = 42
1/5 = 21
5/5 = 105
105 students in the class
<span>{(3, 7),(3, 6),(5, 4),(4, 7)}not
{(1, 5),(3, 5),(4, 6),(6, 4)}is
{(2, 3),(4, 2),(4, 6),(5, 8)}not
{(0, 4),(3, 2),(4, 2),(6, 5)}is</span>
Answer:
Olga's mistake was in Step 3 because she divided the entire equation by 3 instead of dividing it by 1/3.
90/36 is 2.5, so the Baker needs to make 2.5 batches of cookies
2.5 batches of cookies x 2.25 cups of flour
is 5.625 cups of flour
which is 5 5/8 cups of flour
