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Objectives
After reading this unit, you should be able to
1. Explain the meaning of multiplication / division and interpret it in different contexts;
2. Convert symbolic multiplication / division examples into stories and vice-versa;
3. Identify the difficulties experienced by children in comprehending multiplication / division problems, processes and patterns;
4. Evolve child-centred activities for effectively teaching the meaning and algorithm of multiplication / division.
classify problems in operation reseach?
Mark has three 4 1/2 oz cans of tomatoes and ?ve 8 1/4 oz cans. How many ounces of tomatoes does Mark have? Ignore the fractional parts of the mixed numbers at first and mul
in a veggie mix the ratio of cups of carrots to cups of broccolie is 4 to 5 if you made this party mix larger how many cups of carrots would be needed to mix with fo cups of brocco
round to the nearest ten to estimate , 422+296
i want detail information in advance with question and answers.
An irrigation system uses a straight 30m sprinkler pipe which is capped at one end and arranged so that all water is released directly downwards and pivots around a central point.
Statistical inference This is the process of drawing conclusions about attributes of a population based upon information contained in a sample or taken from the population.
problem faced by students
Two angles are complementary. The calculate of one angle is four times the measure of the other. Evaluate the measure of the larger angle. a. 36° b. 72° c. 144° d. 18°
mr ouma bought two sets of spanners for sh 300per set two machanic vice at sh 1000each three set of screw driver at sh 115 per set and tool box for sh 300
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