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1. 262; 364; 466; 568; 670; 772; 874; 976; 1 078
2.
2.1 2 589; 2 592; 2 596; 2 598; 2 601; 2 604; 2 607
2.2 7 939; 8 039; 8 139; 8 239; 8 339; 8 439; 8 539
2.3 18 213; 28 213; 38 213; 48 213’ 58 213; 68 213; 78 213; 88 213
Leaner Section
1. The calculator is a wonderful aid for checking our calculations. If you know how to use the "constant function" of your calculator, an activity like the previous and following ones is child's play! See if you can complete the following arrow diagram with the aid of your calculator.
2. Use the constant function of your calculator again and write down the numbers that appear on the screen when you key in the following:
2.1 2 586 + 3 = = = 2 607
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2.2 7 839 + 100 = = = 8 539
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2.3 8 213 + 10 000 = = = 88 213
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You know by now that different peoples used different numerals to write down numbers. Let us take an in-depth look at the Romans' way of writing:
DO YOU STILL REMEMBER?
| Our numbers: | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| Roman numerals: | i | ii | iii | iv | v | vi | vii | viii | ix | x |
Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.10: We know this when the learner uses a range of techniques to perform written and mental calculations with whole numbers.
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