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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.
The longer base of a trapezoid is three times the shorter base. The nonparallel sides are congruent. The nonparallel side is 5 cm more that the shorter base. The perimeter of the t
a business is owned by three people.the first owns 1/12 of the business and the second owns 1/6 of the business. what fractional part of the business is owned by the third person
four times an unknown number is equal to twice the sum of five and that unknown number
The positive value of k for which x 2 +Kx +64 = 0 & x 2 - 8x + k = 0 will have real roots . Ans: x 2 + K x + 64 = 0 ⇒ b 2 -4ac > 0 K 2 - 256 > 0 K
Q. Suppose Jessica has 10 pairs of shorts and 5 pairs of jeans in her drawer. How many ways could she pick out something to wear for the day? What is the probability that she pick
Example of Log Rules: Y = ½ gt 2 where g = 32 Solution: y = 16 t 2 Find y for t = 10 using logs. log y = log 10 (16 t 2 ) log 10 y = log 10 16 + log 10
If the difference among the squares of two consecutive integers is 15 find out the larger integer. Let x = the lesser integer and let x + 1 = the greater integer. The sentence,
how do we solve multiple optimal solution
integral 0 to 4 integral 0 to y root of 9+ysquredxdy
Q. Adding Fractions with the Same Denominator? Adding fractions with the same denominator is easy- you add the numerators (the tops), and you leave the denominator alone!
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