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E1) Do you agree that multiplication and division should be learnt intermeshed with each other, or not? Give reasons for your answer.
E2) How would you explain to children why division by zero is meaningless?
So far we have considered ways of communicating the concept of division to children.
While doing so, we have only used problems in which' no remainder is left. Such problems help them to visualise division and multiplication as reverse processes. Once children understand this, they could be introduced to problems involving a positive remainder, like 24 5.
Children have quite a bit of difficulty with concepts and terminology related to division like quotient and remainder. When given problems like 'what is the remainder left when 27 is divided by 6?', they often get confused and say 4.
Every point (x,y) on the curve y=log2 3x is transferred to a new point by the following translation (x',y')=(x+m,y+n), where m and n are integers. The set of (x',y') form the curve
write a definition for associative property of multiplication in your own words and explain how you use it to compute 4*25*27 mentally
The temperature at midnight was 4°F. Through 2 A.M. it had dropped 9°F. What was the temperature at 2 A.M.? If the temperature is only 4° and drops 9°, it goes below zero. It d
Q. What is Box-and-Whisker Plot? Ans. Line graphs or stem-and-leaf plots become difficult to manage when there is a large amount of data. Box-and-whisker plots help summa
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A particle moves along a straight line so that after t secs its distance from fixed point O on the line is given by s=(t-1)^2(t-2).find the distance from O when the velocity is zer
Refer the poset ({1}, {2}, {4}, {1,2}, {1,4}, {2,4}, {3,4}, {1,3,4}, {2,3,4}, ≤ ). (i) Find out the maximal elements. (ii) Find out the minimal elements. (iii) Is ther
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The logarithm of a provided number b to the base 'a' is the exponent showing the power to which the base 'a' have to be raised to get the number b. This number is defined as log a
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