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E1) Do you agree that multiplication and division should be learnt intermeshed with each other, or not? Give reasons for your answer.
E2) How would you explain to children why division by zero is meaningless?
So far we have considered ways of communicating the concept of division to children.
While doing so, we have only used problems in which' no remainder is left. Such problems help them to visualise division and multiplication as reverse processes. Once children understand this, they could be introduced to problems involving a positive remainder, like 24 5.
Children have quite a bit of difficulty with concepts and terminology related to division like quotient and remainder. When given problems like 'what is the remainder left when 27 is divided by 6?', they often get confused and say 4.
1. Using given data set (Assignment_1data in the folder) a) Make scatterplot between "Years since first marriage" and "Total children ever born" b) Make scatterplot between
Rajun uses 2/3 of a carton of milk to make a pancake. The volume of milk he uses is 800ml. calculate the volume, in l, of a milk in carton?
what is 24 diveded by 3
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
log4^(x+2)=log4^8
Eileen needs 9 feet of fabric to make a skirt. If Eileen has 18 feet of fabric how many skirts can she make?
Solve the subsequent IVP and find the interval of validity for the solution xyy' + 4x 2 + y 2 = 0, y(2) = -7, x > 0 Solution: Let's first divide on both
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12.+12+
The order of a differential equation is the huge derivative there in the differential equation. Under the differential equations as listed above in equation (3) is a first order di
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