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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.
Consider the equation x 2 y′′+ xy′- y = 4x ln x (a) Verify that x is a solution to the homogeneous equation. (b) Use the method of reduction of order to derive the second
Three shirts and five ties cost $23. Five shirts and one tie cost $20. What is the price of one shirt? Let x = the cost of one shirt. Let y = the cost of one tie. The ?rst part
Find the Laplace transforms of the specified functions. (a) f(t) = 6e 5t + e t3 - 9 (b) g(t) = 4cos(4t) - 9sin(4t) + 2cos(10t) (c) h(t) = 3sinh(2t) + 3sin(2t)
predict whether there is a relationship between the mean January temperatures of a city in North America and the city''s position west of the prime meridian.
Question: A point in 3D is first rotated anticlockwise by 45 degrees about x axis,then translated along y axis by 2 units.Find the final position of the point if its initial po
Explain Basic Concepts of Parallel Lines ? Parallel lines are defined in section 1.2 and we use "//" to denote it. From the definition, we can get the following two consequenc
mention the characteristic of mathematic
The square of a number added to 25 equals 10 times the number. What is the number? Let x = the number. The statement, "The square of a number added to 25 equals 10 times the n
Set M= {m''s/m is a number from 5 to 10}
how to find the indicated term?
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