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CONSTRUCTING TABLES VERSUS ROTE LEARNING : Ask any adult how she would help a child to acquire simple multiplication facts. There is a very strong possibility that she would say, "By getting her to learn the tabled." And what method would she use for this? Getting the child to recite it again and again, that is, lots of drill.
But is it necessary for children to recite and learn tables by rote? Teachers say that this is needed for quick multiplication and immediate recall of multiplication facts. However, constant recitation alone does not usually translate into quick recall of multiplication facts, as the user needs to start from the beginning of the table each time.
Rather than emphasising drill, we need to make an effort to help children construct tables so that they understand how the tables work. This is what Maya, a teacher in an experimental school, believes and practises. In the following example we have given her method in detail.
Union of Sets Venn diagram presenting the union of sets A and B or A?B = Shaded area is demonstrated below: A ?B = Shaded area
what is rotation
The sum of areas of two squares is 468m 2 If the difference of their perimeters is 24cm, find the sides of the two squares. Ans: Let the side of the larger square be x .
(a) Convert z = - 2 - 2 i to polar form. (b) Find all the roots of the equation w 3 = - 2 - 2 i . Plot the solutions on an Argand diagram.
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write a fortan programme to generate prime number between 1 to 100
my question involves frequencies less than five and i cannot aggregate the data, what do i use instead of the chi-square test?
un prisma retto ha per base un rombo avente una diagonale lunga 24cm. sapendo che la superficie laterale e quella totale misurano rispettivamente 2800cm e3568cm ,calcola la misura
The null hypothesis It is the hypothesis being tested, the belief of a specific characteristic for illustration, US Bureau of Standards may walk to a sugar making company along
Solve 9 sin ( 2 x )= -5 cos(2x ) on[-10,0]. Solution At first glance this problem appears to be at odds with the sentence preceding the example. However, it really isn't.
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