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identify the flaw in the following argument which supposedly determines that n2 is even when n is an even integer as well name the
calculate the edges in an undirected graph along with two vertices of degree 7 four vertices of degree 5 and the remaining four vertices of degree
define a complete lattice and give one exampleans a lattice l le is said to be a complete lattice if and only if every non-empty subset s of l
find the generating function for the number of r-combinations of 3a 5b 2c ans terms sequence is given as
a person having rs10 shares of value rs6000 in a company which pays a 7 dividend invested the money gained by selling those shares and bought rs25
a group of 120 men had food for 200 daysafter 5 days 30 men die of diseasehow long will the remaining food
what is the square root of -i and argument of -ians argument of -i is 270 ad 1 is the square root of
write the quadratic equation whose roots are real and non conjugateans x2-x60roots are real and non
in multiplication and division we have1 suggested ways of conveying the meaning of multiplication and division to childrenthese operations have to be
e1 why dont you think of some activities for the same purpose nowe2 suggest in detail another activity for helping a child grasp the algorithm for
reasons why we start division the reason we start division by considering the digit in the leftmost place is efficiency and ease for instance
algorithm for division if you ask a 10 or 1 1-year-old child to solve say 81 9 the chances are that she will correctly do it but if you ask her to
what other activities can you suggest to help a child understand the terms quotient and remainderonce children understand the concept and process of
terminology related to division a good way to remedy this situation is to familiarise children with these concepts in concrete contexts to
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
ratio - situations in which we need to compare two quantities in terms of their ratio eg if munna weighs 40 kg and munni weighs 50 kg find the ratio
equal-sharing - situations in which we need to find out how much each portion multiplication and division contains when a given quantity is shared
grouping - situations in which we need to find the number of portions of a given size which can be obtained from a given quantity eg if there are 50
write down two more reasons why children consider division difficult regarding the first reason given above one of fie few division related
also their inability to apply the algorithm for division becomes quite evident the reason for these difficulties may be many we have listed some of
what division means ask any primary school teacher which areas in arithmetic the children find very difficult division will probably top her
what is our aim when teaching children multiplication firstly they should be able to judge which situations they need to multiply in and the numbers
e1 why do we shift the place by one of the result in the second row of the calculation when we multiply say 35 by 237e2 write down the algorithm for
how does the algorithm workmost of us when asked to multiply say 35 by 23 writewhy do we place the mark x or 0 or leave a blank in the second row of
1 give some class 4 children around you problems like 15 x 6 to do dentally interact with them to find out the different strategies they use for