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In multiplication and division we have
1) Suggested ways of conveying the meaning of multiplication and division to children.
These operations have to be taught as an activity first, in concrete contexts.
2) Discussed ways of helping children acquire the ability to use related terminology.
3) Listed the different types of situations in which children would use multiplication and division.
4) Emphasised that the algorithms for these operations need to be introduced with a lot of activities.
Throughout this unit we have discussed many child-centred, activity-oriented approaches for teaching multiplication and division. We hope this discussion encourages you to evolve more such activities and try them out with children.
Equations of Planes Earlier we saw a couple of equations of planes. Though, none of those equations had three variables in them and were actually extensions of graphs which we
A fire in a building B is reported on telephone to two fire stations P and Q, 10km apart from each other on a straight road. P observes that the fire is at an angle of 60 o to th
explain how business mathematics in an inbu;it component of a payroll package
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The two sides of a triangle are 17 cm and 28 cm long, and the length of the median drawn to the third side is equal to 19.5 cm. Find the distance from an endpoint of this median to
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Consider the system of linear equations X + ay = 1 2x + 8y = b Where a and b are real numbers. (a) Write out the augmented matrix for this system of linear equations.
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