The general rule is a rule that tells you the number of squares in a building if you specify the number of buildings in the correct order. The recurrence rule tells you how to go from the number of squares in one building to the number of squares in the next building. You may need to remind students that a good way to do this is to create a board if they get stuck. Pay close attention to the general rule that exists in each template. Tell them to be careful, because sometimes there is more than one model to find. The general rule tells us the value of any number in the model. So, for models 2, 4, 6, 8,. The general rule is double the number of the term. In Copymaster 8, the templates are 1, 3, 9, 27, 81,.
and 1, 3, 9, 19, 33,. The first model is the power of 3 (as a rule, the number of patterns is increased to 3 with the power of the term minus one). In the second model, the difference between the successive terms is model 2, 6, 10, 14,. The increase between two terms starts at 2 and increases by 4 between each pair of consecutive terms (the repetition rule). This second rule is much more difficult to describe. In this unit, for the first time, we pay special attention to the general rule of a model. We look at odd and even numbers as well as multiples of small numbers. We also look at squares and dice of numbers and see that it is possible to create more than one pattern from the same three initial terms. Models are an important part of mathematics. Example 1.3, 3 Estimate the following products based on the general rule: Make four more examples of this type.
(a) 578 × 161578 × 61 As a general rule, 578 is rounded to 600 161 is rounded to 200 Estimated product = 600 × 200 = 6 × 100 × 2 × 100 = (6 × 2) × 10000 = 120000 ∴ Estimated product = 1.20.000 They are one of the general topics of the topic. It is always useful to be able to recognize the relationship between two things in order to predict what will happen and understand how they relate to each other. Ask your student if they can move forward with the following model. Say what the general rule is and the rule of repetition. Can you solve this problem together? The models also provide an introduction to real algebra, as the rules of simple models can first be discovered in words and then written in algebraic notation. The main rule we focus on here is the general rule, although the rule of repetition is necessary in later tasks. On the last day, ask the class to create their own drawings. You should focus on creating a building model with a simple rule of thumb (such as one shape pattern) and a building with two possible patterns.
You must specify the general rule or the recurrence rule, whichever is easier. The general rule is that we should round each number to its largest digit and then add the rounded numbers. 6157 is rounded down to the nearest thousands of 6000. 43 is rounded to the nearest tens of 40. 6000 + 40 = 6040. Therefore, the estimate of 6157 + 43 using the general rule is 6040. This unit offers the opportunity to develop students` knowledge in the field of factors, multiples and divisibility rules. Work on the station will last approximately three days. Each day, you will meet with the whole class at an opportune time to discuss the results of their work.
Check to see if they were able to answer all the questions correctly and understand what they did. Material for these stations can be found on Copymasters 5 and 6. The children were asked to answer various questions posed to the copiers. On the first of these copymasters, we have a different shape number – this time the hexagon. So the numbers are 6, 12, 18, 24. The general rule is that the number of samples is 6 times greater than the number of terms. On the second of these copymasters, we consider a model that increases several times, which is a fraction. Here are the numbers 8, 12, 18, 27, 81/2,. In general, the number of previous terms should be multiplied by 3/2. However, this trend can be continued by other means. General rule for rounding The general rule says For a number in tens, we round to ten.
For a number in cents, we round to one hundred. For a number in thousands, we round up to thousands. Here the numbers increase by 4, 6, 8,. So, in this case, it is easier to look at the recurrence rule. Finding the general rule is quite difficult. Gather the class and discuss some of the models they have created. Focus on the general rule of these templates. Try to get all students to put words to the general rule. Ask them to do so. If numerical models involve multiples of numbers, this can be used to develop knowledge of basic facts, especially factors, multiples and divisibility rules.