This workshop guide reviews the number systems that learners have met and expands number concepts to include complex numbers. Learning activities involve matching graphs to linear and quadratic equations and their solutions within different number systems.
There is discussion of the historial evolution of mankind’s concepts of number and parallels are drawn […]
What do you notice?
To explain how the patterns of numbers arise:
Either multiply by (10 – 1) instead of multiplying by 9
or use the table below, first completing the calculations on each line.
Find the total area of the two triangles by two different methods if ACD and BCE are straight lines .
What are the lengths PC and CQ?
The triangles are re-drawn keeping the total area the same and keeping the distances between the green parallel lines as 3 cm and BD = 4 cm.
If three of the four expressions: 2x – 3 and x + 8 and 2x + 3 and 30 – x are equal, find their value and which expression is the odd one out.
This problem is adapted from the NRICH task What’s it worth? with permission of the University […]
Match each of the five word problems below to its equation and solution.
Make up your own word problem, equation and solution.
Click here for a sheet giving 15 cards that can be cut out for sorting.
In the first square the boxes at the end of each row and the foot of each column give the result of multiplying the two numbers in that row or column.
Can you find 4 consecutive numbers to complete the second multiplication square in the same way?
Make up puzzles for your […]
How do you find the coordinates of the centre of square 1 if you know that (0, 3), (3, 4), (4, 1) and (1, 0) are vertices?
What are the coordinates of the centre of the 20th square?
Imagine the sequence of […]
“Multiply the amount of money in your left hand by 2 or 4 (whichever you like) and the amount of money in […]
Will the route pass through the point (18,17)?
If so, which point will be visited next? Explain how you found out.
How many points does the route pass through […]