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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.
Objectives : After studying this unit, you should be able to : 1. explain the processes involved in counting; 2. explain why the ability to recite number names is no in
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
what is the importance of solid mensuration?
The Invisible Effort : Although the development of children is a process, what is noticed and given recognition to is the end-product. We usually speak of children having achieve
Consider R be a relation from A to B, that is, take R A Χ B. Then Domain R = {a: a € A, (a, b) € R for any b € B} i.e. domain of R is the set of all the first components of
how will the decimal point move when 245.398 is multiplied by 10
Consider a discrete-time system that is characterized by the following difference equation: Y(n) = x(n)cos? 0 n, where ? 0 is constant value, x(n)are the discrete-time input
a triangle is 180
what is the LCM of 4, 6, 18
1 ream uses 6% of a tree, Estimate the reams of paper used in one month in an office(may be your father, mother or neighbour), hence find the number of trees that need to be cut fo
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