By Jessica A. Wood
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Extra info for [Article] The Darknet: A Digital Copyright Revolution
How can display support mathematical development? How can common factors and multiples be found? How can Venn diagrams record this information? This section includes a Year 5 case study on finding factors. 6. Multiplying and dividing by multiples of ten. What misconceptions might children be led to if they just ‘add two zeros’ when multiplying by 100? How can music support children’s learning? The case study in this section observes a Year 6 class discussing what effect multiplying and dividing by powers of ten has on the value of the digits.
More able pupils could be challenged to continue this pattern. Challenge 5 This was a difficult challenge for some of the children because it involved a number of steps. It was considering fractions as ratios. Several of the groups in Louise’s class started by thinking that if the father was 28 then Michelle was 14. They then realised that 14 was not a multiple of 4 or 5 and so moved on to find the first multiple of 4 and 5, which is 20. That provided one possible answer. Many children used the information about Michelle’s age being a multiple of 4 and 5 to solve the problem.
Gail? You were six and now you are †? 60. Yes. Ten times bigger than 6 is 60. And Sean? I was point seven and now I am 7. Seven is ten times point seven. Well done! When we multiplied our number by 10, we made it ten times bigger and the digits moved one place to the left. So what if we were to multiply this number by 10? The discussion continued to generalise movement to the left and right when multiplying and dividing by ten, hundred, thousand. Lorraine also used the whiteboard to record how the digits moved between the places.