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E1) Create a guessing game for children of Class 2, to familiarise them with the concept of a time interval
E2) How could you use group dancing to teach concepts of geometry? There are many other enjoyable activities that can be utilised for familiarising children with various geometrical ideas. For example, children can learn about symmetry by creating symmetrical "rangoli" patterns on paper. They can be introduced through origami, the art of paper folding, to various two and three dimensional shapes. While demonstrating, the teacher can emphasise the terms used at each step, such as 'now fold the paper in half ,' Next, make it into a square by folding', 'When you fold this end like this (demonstrate), it becomes a triangle'. Tangrams can also be used for the same purpose. So far we have stressed the importance of going from concrete to abstract, spending a lot of time on the concrete mode; and using enjoyable activities for teaching mathematics. This is not all that goes into building a learning environment. In the next section we will discuss some more aspects.
a) Determine the distance traveled among t = 0 and t =∏/2 by a particle P(x, y) whose position at time t is given by Also check your result geometrically. (5) b) D
(6x+9y) + (11x+13y)
construct of tangents a circle from an external point when its centre is not known
Differentiate following functions. (a) R ( w) = 4 w - 5 log 9 w (b) f ( x ) = 3e x + 10x 3 ln x Solution : (a) It will be the only example which doesn't includ
Speaking Mathematically : A Class 2 teacher was explaining the concept of place value to his students, using the number eleven. He started by saying "One and one make eleven." So
I have a maths assignment as- Use a newspaper to study and give a report on shares and dividends.
A cable is attached to a pole 24 ft above ground and fastened to a stake 10 ft from the base of the pole. In sequence to remain the pole perpendicular to the ground, how long is th
Q, Did you know that you can unreduce a fraction? Ans. Remember, you reduce a fraction by dividing the numerator and denominator by the same numbers. Here we divide
Arc Length with Vector Functions In this part we will recast an old formula into terms of vector functions. We wish to find out the length of a vector function, r → (t) =
1) let R be the triangle with vertices (0,0), (pi, pi) and (pi, -pi). using the change of variables formula u = x-y and v = x+y , compute the double integral (cos(x-y)sin(x+y) dA a
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