Multiplication Of Whole Numbers, Decimals, Squares And Square Roots Worksheet With Answers Page 18
ADVERTISEMENT
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41Lesson 1
Workbook
Pupil’s Book page 108;
Workbook page 29
1. a) 30; b) 70; c) 2 570; d) 6 600; e) 690
Preparation
Assessment
You will need to have:
Pupils should be able to round whole numbers
•
Colour-coded number lines for the class, as
to the nearest ten with and without a number
shown above.
line. Observe responses of the pupils as they
round whole numbers to the nearest ten. Look
Starter activity
at their answers to Exercise 1.
On the board, draw a number line divided into ten.
At either end draw a box.
Support activity
Revise bonds of ten with pupils by calling out a
number and asking for the number which will
add that number up to ten.
Ask pupils to copy this number line onto a sheet
Homework activity
of paper in ink (or onto a mini board or mini
Pupils are to complete question 1 on page 29 of
whiteboard, if available). On the board write a
the WB.
2-digit whole number that is not a multiple of
ten (for example 68). Ask pupils between which
two multiples of ten this number lies (60 and 70).
Lesson 2
Pupil’s Book pages 109 and 110;
Write these multiples of ten in the boxes on the
Workbook page 29
number line, the smaller on the left and the larger
on the right. Ask a pupil to draw a labelled arrow
Preparation
on the number line to show where the number
You will need to have:
68 belongs. Write another 2-digit number on the
•
Colour-coded number lines for the class, as for
board and ask your pupils to show it in the same
Lesson 1.
way on the number line they have drawn.
Starter activity
Repeat several times, and then extend to 3-digit
whole numbers.
Repeat the starter activity from Lesson 1 once
more with 2-digit numbers. Then extend to 3-digit
Lesson focus
whole numbers.
Read through the worked example on page 108
Lesson focus
with your class, making sure that all your pupils
Read through the worked example on page 109
understand this work. Rounding to the nearest ten
with your class, making sure that all your
using a number line is very straightforward, and it
pupils understand this work. Rounding to the
is unlikely that any pupils will have any problems
nearest hundred using a number line is very
with Exercise 1.
straightforward, and it is unlikely that any pupils
will have any problems with Exercise 2.
Answers
Answers
Exercise 1
1. a) 60; b) 50; c) 80; d) 90; e) 110
Exercise 2
2. a) 240; b) 80; c) 410; d) 30; e) 130; f ) 150;
1. a) 200; b) 600; c) 100; d) 1 000
g) 930; h) 370
2. a) 300; b) 100; c) 1 800; d) 8 100
e) 600; f ) 2 100; g) 900; h) 1 300
73
Unit 17: Estimation
ADVERTISEMENT
0 votes
Related Articles
Related forms
Related Categories
Parent category: Education