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1. Kādi piemēri un cik daudz ir nepieciešami, lai skolēni apgūtu daļas dalīšanu ar daļu? Kādā veidā skolēni saņems vingrinājuma piemērus?
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2. Kā Jūs pārliecināsieties, vai skolēni ir sapratuši, kā daļas dala ar daļu?
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