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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.
How many integers satisfy the inequality |10(x+1)/x^2+2x+3|=1? Solution) first thing thats not an inequality, and second thing its very easy if thats the question. the LHS = |10/
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Example Reduce 24/36 to its lowest terms. 24/36=12/18=6/9=2/3. In the first step we divide the numerator and the denominator by 2. The fraction gets reduced
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First, larger the number (ignoring any minus signs) the steeper the line. Thus, we can use the slope to tell us something regarding just how steep a line is. Next, if the slope
A graph with a positive slope shows that the variables depicted on the axes goes in the similar directions.
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