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The original phrasing of the sentence is redundant. Line 3 introduces the kind of microbes that line 4 talks about. D is the simplest way of referencing line 3. Since “microbes” are a plural count noun they cannot be “it” but should be “they.” Answer A comes close, but is not simpler than D.
Answer C retains all of the information of the original three sentences and combines them in the most concise form. Answer A uses some redundancies, such as repeating the word lake several times. Answer B is not a complete sentence because it lacks a verb for the main subject. Answer D has a confusing subject.
This sentence condenses the short and awkward sentences of the original into something concise. Because the ideas are related, they can be connected using adverb clauses. In addition, the best sentence uses parallelism to good effect. “The extreme heat” of the first clause nicely matches “the intense pressure” of the second clause. The adverbs and auxiliary verbs are properly placed, as well.
The adverb “likely” is misplaced. It should go before the main verb to read: “Such heat and pressure likely exists near the mantles of other planets.” The other sentences are grammatically correct.
The sentence has an auxiliary verb “are” before the main verb so the present participle “metabolizing” is needed to complete the present progressive tense. The sentence should read, “One can imagine there are microbes silently metabolizing in those distant lands.” In sentence 2, “found” is used correctly as the main verb of a passive infinitive construction “to be found.” In sentence 5, “surprising” is the present participle finishing the present progressive with a modal verb.
48/120 of the students failed. 48/120 = 0.40, or 40%.
Children in the primary grades are in a rapid stage of development, and their test score on any individual test on a given day may not be a reliable indication of their mathematical skills. This is not to suggest that standardized tests are based on inadequate research or that their results are not a valid reflection of the test-taker’s level of skill on the day the test was taken.
The student needs to determine what she is being asked to find out before she can decide what equations or steps are needed to solve the problem. Comparing the problem to others like it may be useful, but it is not the first step in solving the problem.
Students need to learn and practice computation skills, but they also need to learn that the mathematical skills they acquire in the classroom have practical value in their lives outside of school.
A student is not ready to solve more complex subtraction problems until he or she has mastered all the single-digit subtraction facts. Grade level, proficiency in addition, and the desire to move ahead are not sufficient indications of the student’s readiness.
by Alanna Traylor
Last Updated: 01/30/2013
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