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What other activities can you suggest to help a child understand the terms 'quotient' and 'remainder'?
Once children understand the concept and process of division, with enough practice they would be able to divide easily when only small numbers are involved. But, to divide large numbers, they would need to use the algorithm for division. This is a major area of difficulty for children. In the further section, we will look at why this is so.
Example Show that p ( x ) = 2 x 3 - 5x 2 -10 x + 5 has a root somewhere in the interval [-1,2]. Solution What we're actually asking here is whether or not the function wi
1. Find the number of zeroes of the polynomial y = f(x) whose graph is given in figure. 2 Find the circumcentre of the triangle whose vertices are (-2, -3), (-1, 0) and (7,-6).
(a+b+c)2=
In polynomials you have seen expressions of the form x 2 + 3x - 4. Also we know that when an expression is equated to zero or some other expression, we cal
Implicit Differentiation : To this instance we've done quite a few derivatives, however they have all been derivatives of function of the form y = f ( x ) . Unluckily not all
A coin is tossed twice and the four possible outcomes are assumed to be equally likely. If A is the event, both head and tail have appeared , and B be the event at most one tail i
Application Practice Answer the following questions. Use Equation Editor to write mathematical expressions and equations. First, save this file to your hard drive by selecting Sav
2(x+3x)+(x+3x)
Determine the tangent line to f ( x ) = 15 - 2x 2 at x = 1. Solution : We know from algebra that to determine the equation of a line we require either two points onto the li
activity 6; it''s your turned
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