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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.
integrate sin(x) dx
3.20 euros per kilogram, 1 kilogram =2.2 pounds and current exchange rate is $1=0.9 euros. what is the price per pound?
Three mixtures were prepared with very narrow molar mass distribution polyisoprene samples with molar masses of 8000, 25,000, and 100,000 as indicated below. (a) Equal numbers o
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solve a trader purchases coffee at the rate of Rs. 350 per kg and mixes it with chicory bought at the rate of Rs.750 per kg in the ratio 5:2.If he sells the mixture at the rate of
define algorithm of pert and pert with suitable examples
Twelve coworkers go out for lunch together and sequence three pizzas. Each pizza is cut within eight slices. If each person gets the similar number of slices, how many slices will
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S IMILAR TRIANGLES : Geometry is the right foundation of all painting, I have decided to teach its rudiments and principles to all youngsters eager for ar
Proof of: if f(x) > g(x) for a x b then a ∫ b f(x) dx > g(x). Because we get f(x) ≥ g(x) then we knows that f(x) - g(x) ≥ 0 on a ≤ x ≤ b and therefore by Prop
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