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Let us begin by looking at the minutes of the meeting ..... here 'minutes' means.

Let us begin by looking at the minutes of the meeting ..... here 'minutes' means. Correct Answer Written record

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A class III mathematics teacher gave the following questions to her students:  \(\begin{equation} \frac{ \begin{array}[b]{r} 256 \\ + 173 \end{array} }{ } \end{equation}\) \(\begin{equation} \frac{ \begin{array}[b]{r} 28 \\ + 32 \end{array} }{ } \end{equation}\) \(\begin{equation} \frac{ \begin{array}[b]{r} 129 \\ + 76 \end{array} }{ } \end{equation}\) Later she asks the students to solve a worksheet that has similar questions. Which of the following statements is appropriate for the given situation?
Let us begin by looking at the minutes of the meeting. Here 'minutes' means
Let us begin by looking at the minutes of the meeting' here minutes means;
Let us begin by looking at the "minutes" of the meeting. Here the "minutes" word means----
Umar reached the place of meeting 30 minutes before time. Arvind reached. 45 minutes late for the meeting. The meeting finished at 11:00 a.m., 30 minutes after Arvind' reached the meeting. At what time did Umar arrive for the meeting?
‘’Lets us begin by looking at the minutes of the meeting.'' - Here ‘minutes’means:
Let us begin by looking at the "minuter" of the meeting. Here the "minuter" word means----
In the following passage, some of the words have been left out. Read the passage carefully and select the correct answer for the given blank out of the four alternatives. For a minute, dispel all the mental images and stereotypes; ______________ the jargon of 'opening up,' 'flow,' 'nidra,' and 'balance'. Focus _______ what you need for your body. ___________ you aren't sure, begin here — with just one asana. It's one of the basic ones ___________ I lead every class with. You can do it as a stand-alone piece ____________ begin with it when you're at the gym. ___________ you aren't sure, begin here — with just one asana.
A teacher asked the class to subtract 5 from 75.70% of the class said: 25. Their work was shown as: \(\begin{array}{*{20}{c}} {\begin{array}{*{20}{c}} 7&5 \end{array}}\\ {\underline {\begin{array}{*{20}{c}}\ { - 5} \ \ \ &{} \end{array}} }\\ {\underline {\begin{array}{*{20}{c}} 2&5 \end{array}} } \end{array}\) Which of the following describes the most appropriate remedial action that the teacher should take to clarify this misconception?
To an addition problem, \(\begin{equation} \frac{ \begin{array}[b]{r} 56 \\ +38 \end{array} }{ } \end{equation}\)  a class 2 student responded as \(\begin{equation} \frac{ \begin{array}[b]{r} 56\\ +38 \end{array} }{ 84 } \end{equation}\)As a reflective mathematics teacher, what will be your reaction to the child's answer?