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We all have heard words like intelligence, logic, thinking, skills,

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and many more words.

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But have you ever visualized this word?

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For example, logical thinking or logical skills?

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So today, what we are trying to do is use

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Piaget's

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cognitive or you can say Piaget's

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conversion tasks,

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we will play these five activities with our children here and

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we will understand what do we really mean by logical skills.

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So let's go and see what the students have to do with the task.

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Welcome, Zed.

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Today, our first task is I will ask you something, ok?

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So let me

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show you the beads. One, two, three, four,

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five. OK?

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This is one,

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two, three, four, five.

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Now Zed, you tell me,

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which row has more number of beads?

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Both are same. Both are same? Yes.

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OK, very good.

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So now I'm going to do some changes.

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OK. Now tell me which row has more number of beads. Yellow color.

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Yellow color. Why do you say yellow color?

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They are far away from each other?

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Red. Red.

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Why do you think red?

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OK.

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Yellow one?

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Why do you think so?

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Because of this leaving spaces.

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OK. That's why it's looking longer.

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But number of beads is same or it has increased? Number of beads are same.

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Number of beads are same. Very nice.

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Which one?

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Red color?

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These are Play-doh, Aliam.

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Ok. I'm just opening it for the first time. Can I keep it here?

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And this one is

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the yellow one.

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Now you tell me which has more dough?

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Which has more clay?

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They are same.

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They are same.

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They are same. They are same?

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Ok. What if I

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roll, roll, roll it

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and

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this one, I just press it.

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Now tell me which one has more clay. Green.

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Green one.

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This one is big.

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OK. And if I turn this blue one,

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what about now?

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Which one is more?

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Both are the same?

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No,

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they are

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different. But which has more clay?

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Both are two clay but

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that one

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pressed and

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you

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cannot see it

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more.

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OK, but which do you feel is more?

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I think both are same.

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Same, OK. Very good.

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Bring the

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solution or liquid in the cup.

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Now you have to tell me which cup

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has more liquid.

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This one.

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This one has more liquid?

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Different cup, different cup.

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This is up

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and that is down?

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Then? No. This is cup and cup.

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OK. Should I more add more

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liquid here?

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OK. Can you tell me it is equal now?

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Is it equal? No.

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Then?

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What should I do?

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Should I add more liquid here?

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Is it equal now?

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Yes. Oh,

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ok, very good.

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Both are same.

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Both.

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Both are?

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Both are same? OK.

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Now let's

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pour

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the solution into the other one.

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Now tell

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which one is more.

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This one is more? No. These two is same.

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These two is same?

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Why it is the same?

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OK. If I put it again in this particular

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cup.

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OK.

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This.

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Why?

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Because it's bigger.

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OK. The level is up, that's why.

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OK, great.

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This.

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Why?

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The level went up?

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Oh, ok, very good.

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I think they are same. But this

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one

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is thinner

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OK. This is more and this is less?

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Yep. Ok.

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How about if I put them back again?

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They look same.

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OK. And if I put this again here,

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now which

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container has more liquid?

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They are same but

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this

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is

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thinner but they are same.

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OK, good. Thank you.

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OK. So there are two sticks here.

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Yes, you tell me which is longer.

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Both

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are the same.

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Both are medium, they are same, equal? Yes.

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Green.

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The green one is longer?

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OK. If I put them together,

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tell me. They are the same.

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Both are same?

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OK, and now

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if I move one stick

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like this

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now which is longer?

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This.

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Orange.

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Orange is longer?

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Green.

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Green is longer?

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OK. Now if I put the orange stick here,

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now tell me which stick is longer.

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Orange. Orange has become longer?

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Now, if I put the green one here, now tell me. Green.

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Green became long?

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OK, very good.

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They are

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same.

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But

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if you

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put

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this with

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this

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green

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stick

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up,

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can

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it

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become

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bigger than

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orange?

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OK. So it becomes bigger?

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OK. Very good.

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This.

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The orange one?

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Why do you think so? Because it's up.

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OK.

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And if I put the green one

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here.

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Now tell me which one is longer? This one.

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Ok. So is the size of the stick changing by movement? Yes.

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Ok.

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Now?

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It's medium.

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It's medium or equal?

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Ok. So do you really think the size is changing? Yes.

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It is becoming longer and shorter

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or we are just moving and it's appearing

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longer or shorter or you really think the size is changing?

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Ok,

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so I'm distributing the cards there. You tell me is it proper or it's not fair?

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Ok,

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so one,

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two,

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three.

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Ok. So is it proper? No.

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Why? Because there is three and two.

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Ok.

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So if I take this card and I

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cut this.

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Now? It's three and three.

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So now it's fair? It's proper?

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Yes.

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Ok. Now do you like the [indiscernible]?

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Ok, I will distribute this biscuit, ok?

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You tell me if it is proper or it is not proper.

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I'll give you,

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I will take one.

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I will take it.

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Why no?

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Because here and here and here.

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Ok, so who has more?

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Ok. Here there is more biscuits here.

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Is it fair distribution? No.

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Why? Because one has two and I have one.

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OK. But now if I break this down

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now,

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is it fair?

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Yes.

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It's fair distribution? No.

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Why not? Because I have broken two and there two.

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OK.

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Oh, very nice. So which means that you get an extra one

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now.

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Now, is it fair? No.

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Why no? Because I have three and you have two.

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OK.

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That's great. Wow, wasn't that wonderful to watch the students playing with this

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Play-doh

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or some beads or the water level of the liquid that we have different containers?

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So that is what five stages or you can see five tasks of Piaget's

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and that falls perfectly well with Piaget's developmental stages,

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There are four stages of Piaget's developmental stages.

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You can read more on our website skyeducation.in

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and also don't forget to subscribe to Sky Education TV. And thanks for watching.