Mathematics
Division
Educator section
Memorandum
2. Consists of consecutive numbers.
3.
15,3243243
18,3243243
21,3243243
Leaner section
Content
Activity: to investigate and extend patterns [lo 2.1.4]
There are many interesting patterns in mathematics – not only geometric patterns, but numerical patterns as well.
1. Look at the following interesting patterns while you have your calculator with you.
123 ÷ 37 = __________________________________
234 ÷ 37 = __________________________________
345 ÷ 37 = __________________________________
456 ÷ 37 = ________________________________
2. What do you notice as you study the dividends in 1?
_____________________________________________________________________
3. Predict now (without your calculator!):
a) 567 ÷ 37 = __________________________________
b) 678 ÷ 37 = __________________________________
c) 789 ÷ 37 = __________________________________
4. Now check your answers with the calculator.
BRAIN-TEASER!
Look at the following interesting figure:
Can you divide this figure into two pentagons (5-sided figures) and three rectangles, by only drawing two straight lines?
Assessment
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 2.1: We know this when the learner investigates and extends numeric and geometric patterns looking for a relationship or rules, including patterns:
2.1.4: of the learner’s own creation.