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List some activities/tasks/exercises that you would give a class of 50 children to do to make them aware about patterns, and to articulate what the patterns are.
You must be wondering about why we haven't spoken about one of the essentials of mathematical thinking, that is, the ability to go from particular to general and vice versa. For a child to develop this ability, after a certain stage she needs to learn how to deal with formal mathematics. What are the processes she needs to go through to become comfortable with symbols and abstract concepts? We discuss this in the following section.
The value of K for (k+1)x^2-2(k-1)x+1 = 0 has real and equal roots.
how to solve this question:(2x)5*(2x)-4*(2x)-3*(2x)6
what is the derivatives of y=u/5+7 and u=5x-35 using the chain rule?
Hi I have a maths question related to construction as its a construction management course...i could send some example sheets too...could it be done?
A number, x, increased through 3 is multiplied by the similar number, x, increased by 4. What is the product of the two numbers in terms of x? The two numbers in terms of x wou
THE PREREQUISITES FOR MULTIPLICATION : The word 'multiply', used in ordinary language, bears the meaning 'increase enormously For instance, bacteria multiply in favourable conditi
Complementary addition -what number how many things should be added to one number or group to get the other. (e.g., a classroom can seat 50 children, and 20 children are already s
classification of mathematical modeling
Solve the subsequent IVP. y'' - 4y' + 9y = 0, y(0) = 0, y'(0) = -8 Solution The characteristic equation for such differential equation is. As: r 2 - 4r + 9 = 0
ogive for greater than &less than curves
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