Statistics Chapter 4 Homework Answers
NOTE: Percentages may not sum to 100 due to rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Third International Mathematics and Science Study, Videotape Classroom Study, 1994-95. To summarize, Japanese teachers tend to change more frequently from classwork to seatwork and back again within the lesson than do German and U.S. teachers. And, they tend to alternate between seatwork segments where students work individually and those where students work in small groups. German teachers concentrate on classwork, and provide less variation in organization of interaction over the course of a lesson than do either Japanese or U.S. teachers. U.S. teachers resemble Japanese teachers in terms of the time they devote to seatwork, but look more like German teachers in terms of the less frequent change between classwork and seatwork. Activity Segments Having coded lessons into segments of classwork and seatwork, we now proceed to the next layer. Classwork and seatwork, after all, represent only the most superficial view of what happens in a mathematics lesson. What goes on during these segments, and what goals are teachers trying to achieve? Our next step was to further divide the lesson into activity segments. What we call activity segments are segments of the lesson that serve some specific pedagogical function. Examples of such functions would be setting up for seatwork (i.e., getting students ready to work on their own), working on tasks, or sharing the results of seatwork. These kinds of activities appear in all cultures and can be defined in a cross-culturally valid way. They also are categories that map well onto teachers' views of how lessons are planned and implemented. In fact, teachers generally mark the transitions between these activities with explicit words and actions. For example, a teacher might say, "Everyone get in your groups and do the problem I've written on the board." This marks a clear shift in activity, as well as a shift from classwork to seatwork. We defined four major categories of activities: SETTING UP, WORKING ON, SHARING, and TEACHER TALK/DEMONSTRATION. The goal of SETTING UP segments is to prepare students for a subsequent seatwork segment. SETTING UP situations occur when the teacher assigns the task(s) and/or situation(s) for students to work on independently during seatwork. We identified two subtypes of SETTING UP segments: SETTING UP: MATHEMATICAL was coded when the teacher presented task(s) and/or situation(s) to the students with explanations or discussion; and SETTING UP: PHYSICAL/DIRECTIONAL was coded when the teacher presented students with task/situations without additional explanations or discussions. These segments usually included physical activities, such as moving into groups, passing out handouts, writing down task(s) and/or situation(s), and/or directions. WORKING ON segments were the most common. Although WORKING ON was most commonly coded during periods of SEATWORK, it also could be coded during CLASSWORK. During CLASSWORK segments, WORKING ON occurred whenever the teacher and the students worked collaboratively on task(s) and/or situation(s), or derived/learned principles, properties, or definitions (PPDs). When the shift between SETTING UP and WORKING ON was not clearly identified, SETTING UP was included in the WORKING ON segment. We coded four types of WORKING ON segments: WORKING ON TASK/SITUATION was coded whenever the teacher and/or students worked on tasks and situations not included in the following three categories; WORKING ON HOMEWORK. This included segments in which homework was assigned but not necessarily started; WORKING ON TEST; and WORKING ON MULTIPLE ACTIVITIES was coded when the students were engaged in two or more assignments, such as checking homework answers and starting on a worksheet. We coded SHARING segments when the activity focused on presenting, discussing, and reflecting on previously completed tasks and situations. The results might be shared in the form of teacher presentation, student presentation, interactive discussion, or visual representations. The segment began when the teacher expressed the intention of sharing the produced results, and it ended when there was a shift in activity that normally occurred in conjunction with a shift in content. There were three kinds of SHARING segments, depending on what was being shared: SHARING TASK/SITUATION; SHARING HOMEWORK; and SHARING TEST. TEACHER TALK/DEMONSTRATION was coded when the teacher talked about concepts, ideas, solution strategies or methods, lesson goals, or demonstrated solution steps. This segment was limited to situations where the teacher was transmitting lesson-relevant information to the students, and the students' role was to listen. Students could ask questions of the teacher, and the teacher could ask questions if his/her primary purpose was to maintain the students' attention. For example, if the teacher lectured but paused every 5 minutes to say, "OK, got it?" this would still be coded as TEACHER TALK/DEMONSTRATION, provided the responses were limited to a simple nodding of heads or murmuring of "Uh huhs." If the teacher elicited responses from the students the segment was coded as WORKING ON TASK/SITUATION. Instances where the teacher sets up a task and situation or comments on students' solution methods in the form of a presentation do not fall into this category but into WORKING ON or SHARING. Finally, OTHER was coded if the content of the segment was not related to the mathematical content of the lesson. These segments may include instances when the teacher checks off that students completed their homework, small talk, housekeeping, or discipline. If a segment contained two or more types of activity occurring simultaneously, we coded it as MIXED. The resulting 12 categories of activity segments are listed in figure 43. Figure 43 Overview of categories for coding lesson activity segments I. Setting Up A. Setting Up: Mathematical B. Setting Up: Physical/Directional II. Working On A. Working On Task/Situation B. Working On Homework C. Working On Test D. Working On Multiple Activities III. Sharing A. Sharing Task/Situation B. Sharing Homework C. Sharing Test IV. Teacher Talk/Demonstration V. Other VI. Mixed
statistics chapter 4 homework answers
Do you like detective books or shows? Something mysterious happens, and it is the job of the detective to find the answers, solve the problems, and save the day. The title of chapter four of Frindle is ''Word Detective.'' The detective is Nick, and the problem is a homework assignment from Mrs. Granger.
As chapter four of Frindle begins, Nick can hear the neighbor kids playing baseball on this sunny September afternoon. He is stuck inside doing homework assigned by Mrs. Granger. Nick's parents have a strict rule that says all homework must be finished before he can enjoy his free time. Up until now, Nick rarely had homework, so he didn't mind the rule. Now, however, he is missing baseball to look up thirty-five vocabulary words in his new dictionary.
On a sunny September afternoon, Nick is stuck inside doing homework for Mrs. Granger. He is doing research for a report on the origins of words using his family's encyclopedias, and he decides to give Mrs. Granger a special report. In chapter five, we will discover how Nick makes his report special.
This chapter will look at Indigenous youth in Canada by examining their demographic, familial, educational, economic, health and cultural characteristics. Youth are defined as those aged 15 to 24. Data are largely taken from the 2016 Census of Population and the 2017 Aboriginal Peoples Survey, unless otherwise noted.Note 7 While more recent data sources on health, education and labour market participation do exist, the APS was designed specifically to produce reliable and comprehensive distinction-based statistics about First Nations living off reserve, Métis and Inuit. Moreover, the Census is the only source at Statistics Canada that provides information about First Nations living on-reserve as well as off-reserve.