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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.
Is usual topology on R is comparable to lower limit topology on R
If two vertices of an equilateral triangle are (0, 0) and (3, 0), find the third vertex. [Ans: 3/2 , 3/√ 3/2 or 3/2, -3√ 3/2] Ans: OA = OB = AB OA 2 = OB 2 = AB 2
if A be the area of a right triangle and b be one of the sides containing the right angle, prove that the length of the altitude on the hypotenuse is 2Ab/rootb^4+4A^2
What is partial market equilibrium
By such interactions children learn to articulate reasons and construct arguments. When a child is exposed to several interactions of this kind, she gradually develops the ability
if 2+2=4 what does two times two epual?
Example of Circles - Common Polar Coordinate Graphs Example: Graph r = 7, r = 4 cos θ, and r = -7 sin θ on similar axis system. Solution The very first one is a circle
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need help with future value project
The sum of the series 1+1/2+1/4+......is
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