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These experiences should be related to the mathematical concepts and ideas that we teach them. Only then will these ideas appear relevant to the children, and be absorbed by them easily.
Think of at least one real-life experiences each of children that would relate to the following mathematical concepts: Addition, volume, symmetry, probability.
By now you must have realised how much mathematics you use, consciously and unconsciously. From the following sub-section, you may get inkling about how we can apply it to stimulate our minds for recreational purposes.
Particular to General : When I say 'tail', what do you think of? Do you think of the tail of a horse, or of a monkey? Or do you think of the tail of your pet dog? The tail of
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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
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GIVE EXAMPLE OF ROW EQUIVALENT
Rider dribbles the ball 1/3 of the basketball court on the first day of practice. Each day after that he dribbles 1/3 of the way more than he did the day before. Draw a number lin
Vector Functions We very firstly saw vector functions back while we were looking at the Equation of Lines. In that section we talked about them as we wrote down the equation o
Kurtosis - It is a concept, which refers to the degree of peakedness of a described frequency distribution. The degree is generally measured along with reference to general di
I need help with my homework, I am to the edge right now with this w=5pq/2
Solve for x , y (x + y - 8)/2 =( x + 2 y - 14)/3 = (3 x + y - 12 )/ 11 (Ans: x=2, y=6) Ans : x+ y - 8/2 = x + 2y - 14 /3 = 3x+ y- 12/11
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