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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.
what is 5x - 14x + 7x =
Given the hypotenuse of a right triangle: Given that the hypotenuse of a right triangle is 18" and the length of one side is 11", what is the length of another side? a 2 +
All the number sets we have seen above put together comprise the real numbers. Real numbers are also inadequate in the sense that it does not include a quantity which i
how to explain this strategy? how to do this strategy in solving a problem? can you give some example on how to solve this kind of strategy.
4x+3y+7=0 and 3x+4y+8=0 find the regression coefficient between bxy and byx.
y=f(a^x) and f(sinx)=lnx find dy/dx Solution) dy/dx = (a^x)(lnx)f''(a^x), .........(1) but f(sinx) = lnx implies f(x) = ln(arcsinx) hence f''(x) = (1/arcsinx) (1/ ( ( 1-x
DEVELOPMENT IS CONTINUOUSLY GOING ON : Think of any two children around you. Would you say that they are alike? Do they learn the same things the same way? It is very unlikely be
AskIf y=e^(a?sin?^(-1) x), prove that (1 – x2)yn+2 – (2n + 1)xyn+1 – (n2 + a2)yn = 0. Hence find the value of yn when x = 0. question #Minimum 100 words accepted#
2 of 10 =
y(x) = x -3/2 is a solution to 4x 2 y′′ + 12xy′ + 3y = 0 , y (4) = 1/8 , and y'(4) = -3/64 Solution : As we noticed in previous illustration the function is a solution an
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