Afifth-grade teacher writes the problem 56 ⋅12 on the board. students begin to solve the problem mentally, and as each student finds a solution, he or she signals the teacher with a thumbs-up signal. when almost every student has given a thumbs-up signal, the teacher has the following dialogue with a student. teacher: “billy, what answer did you come up with? ” billy: “792.” teacher: “great job, billy! that is the correct answer. raise your hand if you found 792 to be the product, like billy.” almost every student in the class raised a hand. the teacher writes the next problem on the board. which instructional adjustments can the teacher make to best assess all of the students’ understanding of multiplying two-digit numbers?

Sawsan recorded the favorite sport of students at her school. she surveyed 200 students. how many students chose tennis?

A10 inch cookie cake is divided into 8 slices. what is the area of 3 slices

Suppose we have a set of small wooden blocks showing the 26 letters of the english alphabet, one letter per block. (think of scrabble tiles.) our set includes 10 copies of each letter. we place them into a bag and draw out one block at a time. (a) if we line up the letters on a rack as we draw them, how different ways coukl we fill a rack of 5 letters? (b) now suppose we just toss our chosen blocks into a pile, and whenever we draw a letter we already have, we put it back in the bag and draw again. how many different piles of 5 blocks could result? possible? piles will contain at least one repeated letter? (c) if we draw out 5 blocks wit hout looking at them, how many different piles are (d) if we draw out 5 blocks without looking at them, how many of the possible 2. (4) consider the following formula. 12 give two different proofs, one using the factorial formulas and the other combina torial.