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44. B. 45. C. 46. B. 47. A. 48. C. 49. B. 50. D. 1. B. 2. A. 3. C. 4. D. 5. C. 6. B. 7. B. 8. A. 9. B. 10. B. 11. A. 12. D. 13. C. 14. A. 15. D. 16. B. 17. C. 18. C. 19. A. 20. D. 21. A. 22. D. 23. D. 24. D. 25. B. BASIC SKILLS 39 TEACHER CERTIFICATION STUDY GUIDE Answers with Rationale: Reading 1. B. The writer uses expressions such as “protective gear” and “child’s protection” to emphasize this. 2. A. The author states that “it seems cruel to expect them to learn as normal children do,” thereby indicating that she feels sorry for them.
9. B. 10. B. 11. A. 12. D. 13. C. 14. A. 15. D. 16. B. 17. C. 18. C. 19. A. 20. D. 21. A. 22. D. 23. D. 24. D. 25. B. BASIC SKILLS 39 TEACHER CERTIFICATION STUDY GUIDE Answers with Rationale: Reading 1. B. The writer uses expressions such as “protective gear” and “child’s protection” to emphasize this. 2. A. The author states that “it seems cruel to expect them to learn as normal children do,” thereby indicating that she feels sorry for them. 3. C. ” In making these statements she appears to be expressing the belief that these children should not have to do what “normal” children do.
Division of whole numbers Division, the inverse of multiplication, is another of the four basic number operations. When we divide one number by another, we determine how many times we can multiply the divisor (number divided by) before we exceed the number we are dividing (dividend). For example, 8 divided by 2 equals 4 because we can multiply 2 four times to reach 8 (2 x 4 = 8 or 2 + 2 + 2 + 2 = 8). Using the grouping conceptualization we used with multiplication, we can divide 8 into 4 groups of 2 or 2 groups of 4.