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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.
If x = b y where both b > 0, x > 0, then we define y = log b x, which is read as "y is the log to the base b of x". This means that, log b x or y is the number to
how to round off 42,999,523
approximate the following problem as a mixed integer program. maximize z=e-x1+x1+(x2+1)2 subject to x12+x2 =0
what''s the beneit of study mathematics ?
(18xy)5
A telephoned dialled number 0 to 9.if 0 is dialled first the caller is connected to the international exchange system.find the number of local calls that can be rung if a local num
In addition and subtraction we have discussed 1) Some ways of conveying the meaning of the operations of addition and subtraction to children. 2) The different models o
Coefficient of Determination It refers to the ratio of the explained variation to the total variation and is utilized to measure the strength of the linear relationship. The s
rouding each number to the nearest half
i have to find surface,lateral,and volume
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