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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.
prove that every non-trivial ingetral solution (x,y,z)of the diophantine equation Xsquare +Ysquare=Zsquare satisfies gcd(x,y)=gcd(x,z)=gcd(y,z)
a person having rs.10 shares of value rs.6000 in a company which pays a 7% dividend invested the money gained by selling those shares and bought rs.25 shares at rs.24 per share in
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how to find periods in trigon ometry
Doing the following exercise will give you and opportunity to think about this aspect of children. E1) List some illustrations of exploration by four or five-year-olds that you
The value of K for (k+1)x^2-2(k-1)x+1 = 0 has real and equal roots.
Types of distribution Population distribution This refers to the distribution of the individual values of population. This mean it is denoted by 'µ' Sample distributi
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ABCD is a rhombus. the sides of the rhombus are 8cm long .one of its diagonals is 12cm .find the angels of the rhombus
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