Achievement Objectives

NA5-2: Use prime numbers, common factors and multiples, and powers (including square roots).

NA3-4: Know how many tenths, tens, hundreds, and thousands are in whole numbers.

NA1-3: Know groupings with five, within ten, and with ten.

NA2-4: Know how many ones, tens, and hundreds are in whole numbers to at least 1000.

Specific Learning Outcomes

Recall the number of 10s within decades and decades that add to 100.

Recall groupings within 100.

Find out how many ones, tens, hundreds and thousands are in all of a whole number.

Know what happens when a number is multiplied or divided by a power of 10.

Description of Mathematics

Number Framework Stages 4-8

Required Resource Materials

Arrow cards (Material Masters 4-14 and 7-2)

Calculators

Activity

The students work in pairs. One student begins by putting a number into the calculator, for example, 67. Then an instruction is given. “Zap out the 6 in 67”. Here 67 – 60 “zaps” the 6. The students “zap“ by using numbers and the +, – , _, or ÷ buttons. The students should also demonstrate the process that the numbers go through with arrow cards. For example, 67 on arrow cards becomes 7 by removing the card that shows 60.

Repeat for: 45 to 75, 56 to 50, 40 to 100, 66 to 23 ...

Increase the difficulty of the examples to match the abilities of the students by increasing the whole number size, using decimal cards, and getting the students to zap two or more digits simultaneously.

Examples: 5 678 to 5 168, 4 444 to 4 114, 5 678 to 5 600, 678 to 621, 1.32 to 1.29, 3.427 to 3.024 ...

Use many different operation buttons to convert a number to another given number. For example, when 20 is in the display, it could be converted to 40 by:

+ 20, ÷ 0.5, or + 100%, or x 2!, _ 2, – -20 ...

Examples: 15 to 30, 0.5 to 2, 100 to 10, 1 000 to 1, 0.56 to 560 ...

Printed from https://nzmaths.co.nz/resource/zap at 4:18pm on the 4th August 2021