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1. 150; 1 500; 15 000; 150 000; 1 500 000; 15 000 000; 1.500 000 E
2. Screen too small for answer.
3. Error
4. 4.1 3
5.1
50 |
125 |
200 |
300 |
5.2
200 | 50 | |
500 | 125 | |
800 | 200 | |
1 200 | 300 |
6. Answer remains the same.
Were you able to explain how to programme a pocket calculator? If not, ask a friend to help you. Answer the following questions if you understand how to do the programming.
1. Key in: 10 x 15 = = = =
Write down your answers each time: ______________________________________
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2. Why does your calculator eventually say 15 000 000 E? _________________
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3. What does die E stand for? ________________________________________
4. Complete the following:
4.1 346 x 1 000 = 346 x 10o ___________________________________
4.2 346 x 100 000 = 346 x 10o _________________________________
4.2 346 x 10 000 000 = 346 x 10o _______________________________
5. Complete the following tables:
5.1 | 1 × 25 | 25 |
2 × 25 | _____ | |
5 × 25 | _____ | |
8 × 25 | _____ | |
12 × 25 | _____ |
5.2 | 1 × 100 | 100 | 4 | 25 |
2 × 100 | _____ | 4 | _____ | |
5 × 100 | _____ | 4 | _____ | |
8 × 100 | _____ | 4 | _____ | |
12 × 100 | _____ | 4 | _____ |
6. What do you realise when you look at the answers of these two tables?
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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 including:
1.10.5: using a calculator.
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:
2.3.1: verbal descriptions.
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