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Also, their inability to apply the algorithm for division becomes quite evident. The reason for these difficulties may be many. We have listed some of them below.
1) There are not enough experiences in the life of a child where she needs to divide numbers that are not very small.
2) Division is taught to a child as a written algorithm even before she does any activities: involving division to understand its meaning.
3) In the division algorithm we move from left to right, whereas all other operations are applied from right to left.
4) Division is not a commutative operation. (For example, 6 + 3 is not the same as 3 + 6.) You can think of other reasons while doing the following exercise.
The m&m factory produces 2,500 packs of plain m&ms each day. Represent the total number of packs of plain m&ms the factory makes each day
Cone - Three dimensional spaces The below equation is the general equation of a cone. X 2 / a 2 + y 2 /b 2 = z 2 /c 2 Here is a diagram of a typical cone. Not
Q. Find Probability of tossing a head with the dime? List the sample space, and find n(S), for the outcomes of tossing a nickel followed by a dime. What is the probability of t
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I have a journal article in applied mathematics and want to analyze the solutions step by step. Is there anyone specialize in this file?
please can you help me with word problems
Explain Basic Geometric Concepts ? Points, lines, and planes are the most fundamental concepts in the study of geometry. Points A point has no length, width or heig
what is the differeance in between determinate and matrix .
two coins are flipped once.what is the probability of getting two tails?
larry spends 3/4 hours twice a day walking and playing with his dog. He spends 1/6 hours twice a day feeding his dog. how much time does larry spend on his dog each day?
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