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Highlight Of Last Week
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- STD-5,6 : Excel Result Sheets Download | Primary Division Class-1 to 8
12/9/20
Pradhan Mantri Kisan Samman Nidhi Yojna List 2020 l प्रधानमंत्री किसान निधि योजना सूची 2020
12/8/20
You can Measurement the ground manually from your Android mobile
Here is a complete understanding of how to measure land from Android mobile. So let's find out how to measure land with mobile?
You can Measurement the ground manually from your Android mobile
A complete guide on how to do it.
🔰 Farmers mainly measure their land for these purposes.
- (1) To divide the land of Jamon equally or as much as the land sold.
- (2). Know the extent of the land.
- (3). To know the distance between one shed of a farm and another shed.
- (4). Know the perimeter, extent and area of the farm.
- (5). Land becomes uncultivated.
- (6). The applicant survey number has not been pushed by the farmer, has it? Learn it.
- (7). When land is granted by the Collector.
- (8). If government land is to be leased or leased.
🔰 Some measurements of land are as follows :
- 1 sq. Ft. = 0.21 sq.m.
- 1 sq. Ft. = 0.02 sq.m.
- 1 bigha = 2.50 gunthas
- 1 bigha = 2 sq. M.
- 1 bigha = 2 times
- 1 guntha = 121 sq. Times
- 1 acre = 20 guntas
- 1 acre = 0.202 hectare
- 1 acre = 1.206 bighas
- 1 acre = 302.5 sq.m.
- 1 acre = 20 sq. Ft
- 1 sq. M. M. = 1.15 sq. Times
- 1 sq. Times = 2 sq. In
- 1 hectare = 2.311 acres
- 1 hectare = 10000 sq.m.
- 1 hectare = 2.21 bighas
- 1 km = 1000 m
- 1 km = 0.915 (1 mile)
- 1 km = 3 feet
- 1 mile = 1.208 km
- 1 sq km = 100,000 sq ha
- 1 sq. Km = 100 hectares
- 1 vasa = 150 sq. Ft
- 20 Vasa = 1 Vigho
- 1 vasa = 12.5 sq. Ft
- 1 vasa = 115 sq.m.
🔰 સંપૂર્ણ સમજ માટેનો આ વિડીઓ નિહાળો.
Ghare Shikhie August 2020 Activity Video STD-5 | Home learning
- તમામ ધોરણની પ્રવૃતિઓના વિડિઓ સમયાંતરે અમારી આ સાઈટ પર મુકીશું તો અમારી આ સાઈટની મુલાકાત લેતા રહેશો.
12/3/20
Scan QR code from Android mobile | Android मोबाइल से QR कोड स्कैन करें
How to order PVC Aadhaar card from Android mobile | अपने Android मोबाइल से पीवीसी आधार कार्ड का ऑर्डर करें
- यह काफी मजबूत होता है और ज्यादा दिन तक सही-सलामत रहता है.
- Wallet या पर्स में रख कर कही भी ले जाया जा सकता है.
- इसका QR कोड सभी जगह काम करता है.
- इस पर एक होलोग्राम भी होता है जो इसे और यूनिक बनता है.
7/16/20
STD-5 HOME LEARNING STUDY MATERIALS
STD-5 HOME LEARNING STUDY MATERIALS VIDEOS ON DD GIRNAR;DIKSHA PORTAL VIDEOS
ધોરણ-૫ હોમ લર્નિંગ અભ્યાસ સામગ્રી ડીડી ગિરનાર પર વિડીયો દિક્ષા પોર્ટલ વિડીયો.
Everyday , students will be provided Home Learning study material via social media platforms and DD Girnar for the next August 2020.Home Learning Study materials
video Std 5 DD Girnar/Diksha portal video @ https://diksha.gov.in/, Home Learning Study materials video Std 3 to 12 DD Girnar/Diksha portal video. Gujarat Council of Educational Research and Training (GCERT) is a leading state. The latest Tweets from Doordarshan Girnar (@ddgirnarlive). ... Home Learning Classes : Educational Program.
HOME LEARNING DAILY PDF FOR STUDENTS. STUDENTS CAN WATCH VIDEO DIRECTLY AND. DOWNLOAD TEXTBOOK FROM PDF. CLICK ON VIDEO SYMBOL IN PDF AND START WATCHING:
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
STD-4 HOME LEARNING STUDY MATERIALS
STD 4 HOME LEARNING STUDY MATERIALS VIDEOS ON DD GIRNAR;DIKSHA PORTAL VIDEOS
ધોરણ-૪ હોમ લર્નિંગ અભ્યાસ સામગ્રી ડીડી ગિરનાર પર વિડીયો દિક્ષા પોર્ટલ વિડીયો.
Everyday , students will be provided Home Learning study material via social media platforms and DD Girnar for the next August 2020.Home Learning Study materials
video Std ૪ DD Girnar/Diksha portal video @ https://diksha.gov.in/, Home Learning Study materials video Std 3 to 12 DD Girnar/Diksha portal video. Gujarat Council of Educational Research and Training (GCERT) is a leading state. The latest Tweets from Doordarshan Girnar (@ddgirnarlive). ... Home Learning Classes : Educational Program.
HOME LEARNING DAILY PDF FOR STUDENTS. STUDENTS CAN WATCH VIDEO DIRECTLY AND. DOWNLOAD TEXTBOOK FROM PDF. CLICK ON VIDEO SYMBOL IN PDF AND START WATCHING:
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..