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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.
How does your answer to this question compare with mine, which follows? i) To begin with, 1 laid the beads out in a row for counting, so that I wouldn't leave any out or count a
ABC is a right angled triangle in which ∠A = 900. Find the area of the shaded region if AB = 6 cm, BC=10cm & I is the centre of the Incircle of ?ABC. Ans: ∠A =90 0 BC
Q. Introduction to the Normal Distribution? Ans. The Binomial distribution is a model for what might happen in the future for a discrete random variable. The Normal Distri
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The power
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G2=5.12 and G5=80 Find, r, G1, and S6
The null hypothesis It is the hypothesis being tested, the belief of a specific characteristic for illustration, US Bureau of Standards may walk to a sugar making company along
I figured out the volume and the width, but I have no idea how to use that information to get the height and the length!
Special Forms There are a number of nice special forms of some polynomials which can make factoring easier for us on occasion. Following are the special forms. a 2 + 2ab +
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