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Memorandum
| 1.1 | 7 | 700 | |||||||||||||
| 32 | ||
| 236 | ||
| 986 |
| 3 200 | |
| 98 600 |
| 1.2 | 6 | 6 000 | |||||||||||||
| 27 | ||
| 53 | ||
| 719 |
| 27 000 | |
| 53 000 | |
| 719 000 |
| 1.3 | 4 | |
| 19 | ||
| 236 |
| 400 000 | |
| 1 900 000 | |
| 23 600 000 |
2. 2.1 20 000 + 9 000 = 29 000
2.2 160 000 + 1 200 = 158 800
2.3 700 000 = 4 000 000 = 4 700 000
2.4 8 000 000 + 160 000 = 7 840 000
1. Let us see whether you are able to apply your knowledge of powers of 10 correctly. Complete the following flow diagrams:
2. Work together with a friend and calculate:
2.1 (2 x 10 4 ) + (9 x 10 3 ) = ____________ + ____________ = ____________
2.2 (16 x 10 4 ) + (12 x 10 2 ) = ___________ + ____________ = ____________
2.3 (7 x 10 5 ) + (4 x 10 6 ) = ____________ + ____________ = ____________
2.4 (8 x 10 6 ) + (16 x 10 4 ) = ____________ + ____________ = ____________
3. Check your answers with a calculator.
CAN YOU STILL REMEMBER?
Explain to a friend how you can programme a calculator to multiply in powers of 10.
Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.3: We know this when the learner determines output values for given input values, or input values for given output values, using:
2.3.2: flow diagrams.
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