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List some activities/tasks/exercises that you would give a class of 50 children to do to make them aware about patterns, and to articulate what the patterns are.
You must be wondering about why we haven't spoken about one of the essentials of mathematical thinking, that is, the ability to go from particular to general and vice versa. For a child to develop this ability, after a certain stage she needs to learn how to deal with formal mathematics. What are the processes she needs to go through to become comfortable with symbols and abstract concepts? We discuss this in the following section.
A,B,C are natural numbers and are in arithmetic progressions and a+b+c=21.then find the possible values for a,b,c Solution) a+b+c=21 a+c=2b 3b=21 b=7 a can be 1,2,3,4,5,6 c c
What is the basic requirement for both interpolation and extrapolation to work? There must exist a functional relationship between an independent variable and a dependent variable
how to solve fraction word problems
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Proof of: lim q →0 (cos q -1) / q = 0 We will begin by doing the following, lim q →0 (cosq -1)/q = lim q →0 ((cosq - 1)(cosq + 1))/(q (cosq + 1)) = lim q
Determine the equation of the tangent line to r = 3 + 8 sinθ at θ = Π/6. Solution We'll first need the subsequent derivative. dr/dθ = 8 cosθ The formula for the deriv
A Pythagorean triple is a set of positive integers (a,b,c) like a2 + b2 = c2. Write a function "ispythag" that will receive 3 positive integers (a, b, c in that order) and will r
Sketch the feasible region for the following set of constraints: 3y - 2x ≥ 0 y + 8x ≤ 53 y - 2x ≤ 2 x ≥ 3. Then find the maximum and minimum values of the objective
Some Definitions of e 1. 2. e is the unique +ve number for which 3. The second one is the significant one for us since that limit is exactly the limit
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