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.
1. Niles is making a map of his neighborhood. He uses a scale in which 1 cm = 5 km. The distance between his house and the school is 8.5 km.
How many centimeters will there be between his house and school on the map?
1 cm = 5km
8.5 ÷ 5 = 1.7
There will be 1.7 centimeters between his house and school.
Step-by-step explanation:
Turn the ratio into a fraction
2in /25 mi
You want to have miles so you can flip the fraction and mutiply to cancel out the inches
(25mi / 2in) x 5in = (25 mi x 5in) / 2in
Answer:
1/5
Step-by-step explanation:
2 units divided into 5 marks each = 10 marks
2/10 = 1/5 unit each mark