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E1) Why don't you think of some activities for the same purpose now?
E2) Suggest, in detail, another activity for helping a child grasp the algorithm for division.
We come to the end of our discussion on the arithmetic operations now. In it we have tried to make the point that in the whole process of teaching / learning our emphasis should be to allow children to discover the meaning of the concept, the operation, the problem and its solution. The children should also be able to connect what they learn with practical situations involving the concept learnt.
Find the value of x if 2x + 1, x 2 + x +1, 3 x 2 - 3 x +3 are consecutive terms of an AP. Ans: a 2 -a 1 = a 3 -a 2 ⇒ x 2 + x + 1-2 x - 1 = 3x 2 - 3x + 3- x
The following table contains some information about the model used. Assume the probabilities given by the model are those of being a good writer. Variable
explanation
(3+x)(3-x)
is 4x-9 a polynomial function?
In the earlier section we looked at first order differential equations. In this section we will move on to second order differential equations. Just as we did in the previous secti
Is there any class in expertsmind for second year english.?
Integration Techniques In this section we are going to be looking at several integration techniques and methods. There are a fair number of integration techniques and some wil
elliptical path of celestial bodies
Suppose a fluid (say, water) occupies a domain D? R^(3 ) and has velocity field V=V(x, t). A substance (say, a day) is suspended into the fluid and will be transported by the fluid
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