These are the Transum resources related to the statement: "Pupils should be taught to use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations"
Here are some specific activities, investigations or visual aids we have picked out. Click anywhere in the grey area to access the resource.
Here is an exam-style questions on this statement:
Click on a topic below for suggested lesson starters, resources and activities from Transum.
Indices Where do many fish live? Indices (in the seas!) This topic involves the use of the index, power or exponent. The concept is easily misunderstood and a surprisingly large number of pupils will evaluate 62 as 12 and not 36.
After having mastered positive integer indices pupils should move on to negative indices and fractional indices. Exploring this topic in both numeric and algebraic ways will provide understanding and competence in this important concept.
Number Spotting patterns is an important skill in many areas of life. The world of numbers contains many fascinating patterns and understanding them enables better problem solving strategies. From seeing patterns in the multiples of numbers shaded in a hundred square to spotting the recurring sequences of digits in decimal numbers there is a great deal for pupils to be introduced to.
This topic includes even, odd, prime, triangular, perfect, abundant, square and cube numbers. It uses factors and multiples to find solutions to real life problems and encourages number connections to be investigated for pleasure. There are a lot of puzzles, challenges and games too.
See also the Mental Methods topic and our Number Skills Inventory. Roots Pupils should learn how to find real roots associated with integer powers (square root, cube root and higher). They should also learn to distinguish between exact representations of roots and their decimal approximations.
Just how do you find the cube root of a number? By trial and improvement, iterative calculations or by learning to use a calculator efficiently?