Answer:
We can’t know the perfect time to assess every student’s level of proficiency. This isn’t a problem, however, because we use that feedback from the initial assessment, reteach or assist the student, and allow him or her to try again. We’re out for students’ success, not just to document their deficiencies.
The ineffective and unethical response, however, would be to get in the way as the child strives to learn and demonstrate understanding to the fullest extent. The teacher who denies students the option to redo tasks and assessments in order to reach a standard of excellence has to reconsider his/her role: Is the teacher in the classroom to teach so that students learn, or is he or she there to present curriculum, then hold an assessment “limbo” yardstick and see who in the class can bend flexibly and fit within its narrow parameters.
Explanation:
1 numbers, equations, multiply, divide
2 addition, subtraction, algebra too
3 maths is a nightmare, lessons are torcher
4 oh how i hate maths, oh how i hate maths
5 fractions, decimals, percentages too
I could only think of 5 lines sorry
Answer:
d. Tom, who is a foreign student, will visit us.
I watch sports an eat food. I also like to hang with my friends at the park an play ball.
Answer:I missed 2 points on my test so I’ll study harder next time and I’ll do my best.
Explanation:
