Integrated mathematics scheme: IMS T2 - National STEM Centre

B.
c.
7. 26·75, straight through
8. 1·0231481, straight through
If you have a calculator with brackets you can use those instead of
memory.
1. 176 2. 28·53 3. 93·6 4. 6·9384
5. 8·1374092 6. 1·475 7. 3·0425531 8. 0·7430703
1. 5·92 2. 0·0175 3. 23355 4. 3·6644736
5. 482
Answers
M47 A.
Unit 14, page 62
The topic of area is made very easy by the use of the
calculator. The child must be sure that moving boundaries
will not change the area they enclose and must have the
concept of conservation of area before he can tackle
trapezia, etc. There are many applications in physics,
geography and mathematics itself. In the non-school world,
area is, of course, of vital importance in the measurement of
land, floor coverings, etc. though these matters may not
light too much flame of interest in the pupils. They may be
more interested in air resistance (getting your head down
when cycling or even running), sailing and windmills, space
per child in the classroom and the four-colour map problem.
There are ancient mathematical puzzles which involve
areas ... the proof of Pythagoras' theorem, the fact that the
side of a square whose area is 2 cm 2 cannot be measured with
any ruler, the fact that a circle and a square cannot have the
same area. Finally, areas will be used to explain other things
in mathematics so that it is most important that the fundamental
ideas are grasped at this stage.
1. 253 mm 2 (2·53 cm 2 ) 2. 810 mm 2 3. 320 mm 2
4. 400 mm 2 5. 640 mm 2
6. 12 cm 2 (can be calculated as a 5 x 5 square with a 2 x 2 square and
a 3 x 3 square cut away).
B. 1. 10cm 2. 12·5cm 3. 6~ cm 4. 16~ cm
6. 26·3 cm 7. 45·45 cm 8. 2·86 cm 9. 21·7 cm
11. 2·3cm 12. 250cm
5. 22·2cm
10. 9·3 cm
41