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All of the following are important considerations for teaching proportions exxpt which? A. Emphasize within and between relationships among the units that covary. B. Provide opportunities for students to compare additive, constant, and multiplicative situations. C. Teach key words that can support students in effectively setting up proportions correctly. D. Encourage students to use reasoning strategies to compare ratios that occur in stories and visuals.

Teachers should provide students with opportunities to analyze whether a situation is additive or multiplicative. Identify the statement below that describes an additive situation. A. There are \(1 / 10\) as many groups as nongroups B. There are 10 fewer groups C. For every 10 people in a group there is one is not in a group D. There are 10 times as many groups

All the models listed below are examples of tape diagram except: A. bar models. B. percent wheel. C. fraction strips. D. length models.

Of the following statements, which is the most central to effectively teaching ration and proportions? A. Help students articulate and understand the distinctions between fractions, ratios, and proportions. B. Engzage students in a variety of strategies for solving proportions, including ratio tables, trpe diagrams, and graphs. C. Emphasize the importance of the cross-product strategy and be sure students understand why it worles. D. Begin with reasoning strategies, such as unit rates, until students are ready to use cross products, and then encourage use of this more sophisticated strategy.

Research supports the teaching of proportional reasoning with a goal of guiding students to: A. recognize the cross-product alyorithm. B. find rates of all sorts. C. apply reasoning to understand the strategy they are using. D. identify the additive or multiplicative comparison.