Hum kese geometry ko acche s samj sakte h kuknki muje geometry bilkul nhi aati tell me a simple trick to solve it
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you have to think all the given diagrams as a shape and then do the needful for example if there is a rectangle take it as a screen of the monitor
Anonymous:
Nice answer
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1. Visualization – Children can identify shapes based on appearance not on properties. Students at this level may not see a square as a type of rectangle nor even see it as a square if it is rotated slightly.
2. Analysis – At this level, students begin to associate properties with their shapes. The student who struggled to identify a rotated square will now see that it has four congruent sides and four right angles and is therefore a square. Similarly the level one student would struggle to recognize a triangle with a vertex pointed down and a base at the top whereas a level two student sees that the three sides make it a triangle.
3. Abstraction – Now students can begin to think about the properties and apply them to arguments that involve inductive reasoning. The student who sees that four different triangles all have an interior angle sum of 180° would use that pattern to reason that alltriangles must have the same interior angle sum.
4. Deduction – At this level, students usedeductive logic to prove their conjectures from the previous level.
5. Rigor – This goes beyond the former level to explore proofs by negation and non-Euclidean geometry.
2. Analysis – At this level, students begin to associate properties with their shapes. The student who struggled to identify a rotated square will now see that it has four congruent sides and four right angles and is therefore a square. Similarly the level one student would struggle to recognize a triangle with a vertex pointed down and a base at the top whereas a level two student sees that the three sides make it a triangle.
3. Abstraction – Now students can begin to think about the properties and apply them to arguments that involve inductive reasoning. The student who sees that four different triangles all have an interior angle sum of 180° would use that pattern to reason that alltriangles must have the same interior angle sum.
4. Deduction – At this level, students usedeductive logic to prove their conjectures from the previous level.
5. Rigor – This goes beyond the former level to explore proofs by negation and non-Euclidean geometry.
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