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Also, their inability to apply the algorithm for division becomes quite evident. The reason for these difficulties may be many. We have listed some of them below.
1) There are not enough experiences in the life of a child where she needs to divide numbers that are not very small.
2) Division is taught to a child as a written algorithm even before she does any activities: involving division to understand its meaning.
3) In the division algorithm we move from left to right, whereas all other operations are applied from right to left.
4) Division is not a commutative operation. (For example, 6 + 3 is not the same as 3 + 6.) You can think of other reasons while doing the following exercise.
Children Learn From Each Other : The other day I had gone to a, nearby school to observe the teacher-children interaction. The children were working on a problem that the teacher
x^2-5x+4 can written in roots as (x-1)*(x-4) x^2-4 can be written interms of (x-2)(x+2).so [(x-1)(x-4)/(x-2)(x+2)]
Equation s(in Tth second)=u+at-a/2 seems to be dimensionally incorrect.why?
Given y = f(x) = x 2 + 2x +3 a) Use the definitional formula given below to find the derivative of the function. b) Find the value of the derivative at x = 3.
Q. Give basic Diffrence between Integers and Rational Numbers? Ans. Integers The integers are positive and negative whole numbers. The integers are closed under ad
Definition of limit : Consider that the limit of f(x) is L as x approaches a & write this as provided we can make f(x) as close to L as we desire for all x adequately clos
how do you identify area ??
Solve following 4e 1+3 x - 9e 5-2 x = 0 . Solution Here the first step is to get one exponential on every side & then we'll divide both sides by one of them (that doesn'
Plot the points A(2,0) and B (6,0) on a graph paper. Complete an equilateral triangle ABC such that the ordinate of C be a positive real number .Find the coordinates of C (Ans: (
what is a liter
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