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In multiplication and division we have
1) Suggested ways of conveying the meaning of multiplication and division to children.
These operations have to be taught as an activity first, in concrete contexts.
2) Discussed ways of helping children acquire the ability to use related terminology.
3) Listed the different types of situations in which children would use multiplication and division.
4) Emphasised that the algorithms for these operations need to be introduced with a lot of activities.
Throughout this unit we have discussed many child-centred, activity-oriented approaches for teaching multiplication and division. We hope this discussion encourages you to evolve more such activities and try them out with children.
One integer is four times other. The sum of the integers is 5. What is the value of the lesser integer? Let x = the lesser integer and now let y = the greater integer. The ?rst
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E1) Why don't you think of some activities for the same purpose now? E2) Suggest, in detail, another activity for helping a child grasp the algorithm for division. We come to
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what is actual error and how do you find percentage error
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