a recipe requires 10 cups of baking soda and you can only measure by 2/3 of a cup how many cups can you use

Reluctant, apprehensive, frustrated math students can become willing,

involved, and competent math students. The goal of this training manual

is to help you facilitate that change in your basic skills math students.

Adult Basic Skills students who have spent years fearing math or hating

math, and probably failing in math, can learn to succeed in math. They

can even learn to like math (Glass, 2001).

How can those things possibly happen? They can happen when students

learn that math can be fun, math can be practical, and math can work for

them. Many students are mentally challenging you, the instructor, to

show them that math has any practical value – so show them! Then the

only remaining obstacle for them will be their “knowledge” that they are

not good in math. But if you guide them to successful experiences in

math, and they continue to work for success because the math they are

doing interests them, one day they will realize they were wrong – that

they can do math (Barber, Kitchens, & Barber, 1997). Many people get

larger monetary rewards from their work than Adult Basic Skills

instructors, but very few will ever know the elation that you can

experience when you help bring about that important change in your

students.

People do math because math makes their lives better (Gal, 1993;

Withnall, 1995). Math can protect us from being cheated or shortchanged. Math skills enhance our job opportunities. Math skills make our

lives more fun. Math skills help us maintain our homes, cook, budget our

money, understand the news, and plan trips and vacations. Math helps us

understand our own health and can protect us from medication errors,

including errors that have potentially devastating consequences. Math

skills help us protect and nurture our children and care for aging family

members. Math is an important, and integral, part of life.

Explanation:

apart from being against desegregation, governor of georgia eugene talmadge opposed as well to the work progress administration, an ambitious program of the "new deal" created by president franklin d. roosevelt to overcome the great depression after world war i. talmadge disagreed with welfare spending, job training and organized labor. according to his ideas, he thought the government was spending too much money on this, and he wasn't willing to accept a wage higher than georgia's lower average wage. besides, talmadge strongly opposed to the "new deal" as he thought it had communist ideas.