OPM1501
ASSIGNMENT NO: 03
YEAR : 2024
PREVIEW:
Question 1
1.1.
a) 32 x 7 = 224
b) 1080 - 2040 = -960
c) 525 ÷ 21 = 25
d) 510 - 240 = 270
1.2 From 19 to 31, the difference is +12. From 31 to 42, the difference is +11.
Without a clear pattern in the differences between consecutive numbers, it's
challenging to predict the next number accurately. A number sequence typically
follows a rule or pattern (e.g., arithmetic sequence with a common difference,
geometric sequence with a common ratio). In this case, the sequence doesn't
exhibit a consistent rule that can be applied to determine the next number.
1.3 Provide two ways you can use to teach the students how to generate the
rule for each of the following:
a) 32 x __ = 224
Repeated Addition Approach:
, Start with 32 and keep adding it until you reach 224. Count the number of times
you added 32. This count will give you the missing number (which is 7 in this
case).
Example: 32+32+32+32+32+32+32=224
Count the number of times you added 32: 7 times. So, the rule is 32×7=224
Division Approach:
Divide 224 by 32 to find the missing number. The quotient will be the missing
number (7 in this case).
Example:
224/32 = 224
So, 32 × 7 = 224
b)1080 - __ = -960
Addition Approach:
Add the missing number to -960 to get 1080.
Example: −960 +__= 1080
To find the missing number, add 960 to 1080: 1080+960=2040.
So, __= 2040
Subtraction Approach:
Subtract -960 from 1080 to find the missing number.
Example: 1080−(−960) = 1080+960 = 2040
So, __= 2040
c) 525 ÷ __ = 25
Division Approach:
Divide 525 by the missing number to get 25.
Example: 525 ÷ __=25
To find the missing number, divide 525 ÷ by 25 =21
So, the missing number =21
ASSIGNMENT NO: 03
YEAR : 2024
PREVIEW:
Question 1
1.1.
a) 32 x 7 = 224
b) 1080 - 2040 = -960
c) 525 ÷ 21 = 25
d) 510 - 240 = 270
1.2 From 19 to 31, the difference is +12. From 31 to 42, the difference is +11.
Without a clear pattern in the differences between consecutive numbers, it's
challenging to predict the next number accurately. A number sequence typically
follows a rule or pattern (e.g., arithmetic sequence with a common difference,
geometric sequence with a common ratio). In this case, the sequence doesn't
exhibit a consistent rule that can be applied to determine the next number.
1.3 Provide two ways you can use to teach the students how to generate the
rule for each of the following:
a) 32 x __ = 224
Repeated Addition Approach:
, Start with 32 and keep adding it until you reach 224. Count the number of times
you added 32. This count will give you the missing number (which is 7 in this
case).
Example: 32+32+32+32+32+32+32=224
Count the number of times you added 32: 7 times. So, the rule is 32×7=224
Division Approach:
Divide 224 by 32 to find the missing number. The quotient will be the missing
number (7 in this case).
Example:
224/32 = 224
So, 32 × 7 = 224
b)1080 - __ = -960
Addition Approach:
Add the missing number to -960 to get 1080.
Example: −960 +__= 1080
To find the missing number, add 960 to 1080: 1080+960=2040.
So, __= 2040
Subtraction Approach:
Subtract -960 from 1080 to find the missing number.
Example: 1080−(−960) = 1080+960 = 2040
So, __= 2040
c) 525 ÷ __ = 25
Division Approach:
Divide 525 by the missing number to get 25.
Example: 525 ÷ __=25
To find the missing number, divide 525 ÷ by 25 =21
So, the missing number =21
