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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.
The scale of a map is 0.5 in 25mi the actual distance between two cities is 725mi write a proportion that represents the relationship how far apart will the cities be on the map
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what are the 7 type of core concept of marketing ?
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a data set has a mean of 3, a median of 4, and a mode of 5.which number must be in the data set-3,4,5?
Continuity : In the last few sections we've been using the term "nice enough" to describe those functions which we could evaluate limits by just evaluating the function at the po
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