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In multiplication and division we have
1) Suggested ways of conveying the meaning of multiplication and division to children.
These operations have to be taught as an activity first, in concrete contexts.
2) Discussed ways of helping children acquire the ability to use related terminology.
3) Listed the different types of situations in which children would use multiplication and division.
4) Emphasised that the algorithms for these operations need to be introduced with a lot of activities.
Throughout this unit we have discussed many child-centred, activity-oriented approaches for teaching multiplication and division. We hope this discussion encourages you to evolve more such activities and try them out with children.
If there are (2n+1)terms in an AP ,prove that the ratio of the sum of odd terms and the sum of even terms is (n+1):n Ans: Let a, d be the I term & Cd of the AP. ∴ ak =
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how to write assignment of the application of differentiation in science
Let R be the relation on S = {1, 3, 6, 9, 27} defined by aRb iff a|b. (a) Write down the matrix of R. (b) Draw the digraph of R. (c) Explain whether R is reflexive, irrere
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47x+33y=143
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Proves of power sets,union ,interstection ,relwtion
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if oranges cost $2.40 a dozen, how much do 2 oranges cost?
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