![]() Place value houses are an effective way of helping students to say large numbers. For example, in the extension activity for page 5, Megabytes of Memory, the pattern leads to 2 0, which is 2 ÷ 2 = 1. So 10 1 is 100 ÷ 10 = 10, and 100 is 10 ÷ 10 = 1.įor your own information, note that anything to the power of 0 (apart from 0 itself) has the value of 1. Make sure that when they get to 10 2, they see it as 100. ![]() Typically, students will jump to the conclusion that 100 is 0, but it isn’t! The easiest way to demonstrate this is to use a table or place value houses and get the students to follow the pattern from the left to the right, starting at 10 5 and dividing by 10 each time to reduce the power. ![]() Materials to support this generalisation. This creates a space under the ones column, where a 0 has to be written as a “place-holder” because if we didn’t have the house labels above the numbers, we wouldn’t know whether the number should be 43 or 430. You can demonstrate this by writing the number 43 on a strip of paper under the place value houses and moving the strip along 1 place to the left to multiply by 10. The generalisation in this case is that when we multiply by 10, the numbers shift along 1 place to the left it is the digits that move, not the decimal point. It’s better for students to learn to understand mathematical principles that are always true than to learn lots of rules that need to be continually changed in different situations. This “rule” also sets students up for problems later when they are multiplying decimal fractions because 5.6 x 10 does not equal 5.60. Mathematically, adding 0 to a number doesn’t change it: 12 + 0 = 12. The rule “add a zero” to multiply by 10 is conceptually inaccurate. Activity OneĮncourage the students in a guided teaching group to say “I moved the 1 along 8 places” rather than “I added 8 zeroes” when they are predicting what 10 8 would be. Reinforce that 10 to the power of 3 means 10 x 10 x 10, not 10 x 3 or 3 tens. ![]() Introduce these activities to an independent group by reading what Aarif and his teacher say about 103. ![]()
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