Integrated mathematics scheme: IMS T2 - National STEM Centre

2. Use [ill [K] ~ ~ [K] ~ [K] ~ but see question 1.
a a 2 a 3 a 6 a 12
(a) 5·350 (b)
3. (a) 2·1828746
(d) Correct
4. (a) True
(e) Not true
2·252 (c) 1·601
(b) 23·2 (not 232)
(e) Correct
(b) True (c) True
(f) True
(d) 8·064
(c) 0·0387595
(f) Correct
(d) .Not true
E29 A. 1.
2.
3.
B. 1.
3.
C. 1.
3.
4.
5.
6.
7.
(b) They form the x 6 table (c) They are all 6
The patterns continue
No, the 4th differences are all 24, the 3rd differences are the x 24
table
See P28 C. 1
See P28 B. 1,2 and 3
30 (= 1 2 + 2 2 + 3 2 + 4 2 )
36 (= 1 + 8 + 27)
2. (1.1 )7
4. Between 7 and 8 years
2. 55,91,140,204
100 (=1 3 +2 3 +3 3 +4 3 ) (Note: This also equals (1 +2+3+4)2,
see front cover of the Book A2 or B2.)
The numbers are (2 3 )2 = 64, (3 3 )2 = 729, (4 3 )2 = 4096
x Y is a power function. [ill IxyllliJ ~ gives a b on the display
(a) 1024 (b) 17·576 (c) 0·4096 (d) 3·583
E30 A. See P28 D.
B. See P29 A.
C. See P29 B.
D. See P29 C. 1,2,3
E. The result is am -;- an = a m - n (a) 32 (b) 52 (c) (1·7)4 (d) (2·3)4
Unit 13, page 58
This is a straight unit on careful use of calculator. There are
many possibilities of error and these can usually be avoided
by improving technique. The work is not unrelated to the
beginnings of computer programming which will interest
many children. Once again various calculators will have
different methods of working and this should be discussed
with the class. If someone has a programmable calculator in
class this will have a more subtle way of doing the calcula-
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