Estimating Length Using Standard Form N4
In this resource from the DfE Standards Unit, students learn to interpret decimals using metric units, estimate lengths of real life objects and interpret standard form.They will also discuss and understand these processes. Some students will have encountered decimals and standard form before. The opening discussion is used to recall these ideas. (GCSE grades D -F)
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Posted by paul_brassington on 1st July 2012
Activity time: 15 Minutes …
Activity time: 15 Minutes
Level / prior knowledge: KS4 Standing Form
Subject / curriculum links / skills: Number/Physics
Preparation time: Print out sets of the 46 cards onto thin card, laminate and guillotine
Extra resources: None
This resource resulted in a pleasurable plenary for my year 11 class who had completed Standard Form exercises.
I split the class into 3 teams and hence I produced 3 sets of the 46 cards.
The pupils were given a set of 16 picture cards that show real life objects and I asked them to estimate the length of each item in metric units. Some found the large and small items very difficult but it produced humor amongst them.
Secondly the distance cards were given out, there are 10 of these and hence only 10 real life cards can be matched and this produced differences between the teams.
Thirdly the standard form cards were given out and matched to the distance cards and real life pictures, this tested their ability to convert real numbers into standard form.
At this point I allowed the teams to compare their results and awarded marks for the winning team. I allowed the all teams to adjust their card combinations after viewing the other teams results and awarded marks for the winning team.
Then I gave out the comparison cards that show multipliers such as x 25 and these are put between an ordered set of their results. This was more challenging than I expected and revealed a lack of understanding of the powers of 10 that I knew I had to solve in future lessons. The results between the teams were considerable and I again awarded marks for the winning team.
The result was a fun plenary with myself understanding a lack of knowledge of powers of 10.