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Devise one activity each to help the child understand 'as many as' and 'one-to-one correspondence'. Try them out on a child/children in your neighbourhood, and record your observations.So far we have considered some examples of activities that you can devise to introduce and strengthen the concepts of classification, ordering and one-to-one correspondence. Here we would like to mention a point of caution! While organising such activities, it is important to be careful when setting them up. This is because we may inadvertently mislead the child as in the following example :
When talking about 'as long as', Dolly's teacher always used a rod for comparing with. Because of this, Dolly thought that the rod and 'as long as' are somehow related, and that 'as long as' can only be applied to that kind of rod.
Thus, while introducing a concept, we should devise as many different activities as possible with a variety of materials, so that children can correctly glean the concept and generalise it. For example, let childrenencounter the term 'as long as' with reference to sticks, pencils, ribbons, spoons, blocks, ropes, in a variety of situations. Then, from these various experiences they will be able to draw out the meaning of 'as long as'. + Another point that we must keep in mind is that a child may not be able to perform a task simply because of language incompetence, and not cognitive incompetence. You can think of an example to illustrate this while doing the following exercises.
Conditional probability - Rules of Probability This is the probability associated with combinations of events but given that some prior result has already been achieved with o
a statisics professor plans classes so carefully that the lengths of her classes are uniformly distributed between 46.0 and 56.0 minutes. find the probability that a given class pe
If the areas of the circular bases of a frustum of a cone are 4cm 2 and 9cm 2 respectively and the height of the frustum is 12cm. What is the volume of the frustum. (Ans:44cm 2 )
Two trains leave the same city at the same time, one going east and the other going west. If one train is traveling at 65 mph and the other at 72 mph, how many hours will it take f
us consider the following mass-spring-damper system: md2xdt2+cdxdt+kx=0 with m=5 kg as the mass of the body, k=1.6N/m as the spring constant and two different values of c.
Where can I find sample questions of Unitary Method for kids to practice? I need Unitary Method study material if availbale here on website, i found there is very useful material
The horizontal asymptote of (16x+7)(x^2-5)/(x^2+36).
Q. Show Line graphs and Histograms? Ans. Line graphs are closely related to histograms. Look at the graph below. It shows the line graph of the example above but also in
how much congruent sides does a trapezoid have
52/7
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