1. Now use any method and calculate:

- 654 x 78

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1.2 426 x 387

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1.3 729 x 345

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TIME FOR SELF-ASSESSMENT

It is important for us to know how you feel about the section of the work that we have completed. Give an indication of how well you understand it by reading the criteria and marking the appropriate blocks with a tick.

GO | WAIT | STOP | |

I understand the powers of 10 and can do calculations with them. (LO 1.10) | _______ | _______ | _______ |

I can programme my calculator to multiply in powers of 10. (LO 1.10) | _______ | _______ | _______ |

I can use an alternative method instead of multiplying by 25 (LO 1.10) | _______ | _______ | _______ |

I can multiply by 125 without using 125 as the multiplier. (LO 1.10) | _______ | _______ | _______ |

I know my tables. (LO 1.9) | _______ | _______ | _______ |

I understand all the methods of multiplication shown in this module. (LO 1.11 and LO 2.6) | _______ | _______ | _______ |

I can calculate the product of any 2 numbers without using my calculator. (LO 1.8) | _______ | _______ | _______ |

In Scotland, in 1617, Lord John Napier used the following table for multiplication:

He calculated 456 x 8 in this manner:

His answer was 3 648.

1. Work with a friend. Can the two of you work out his method?

2. Use the table and calculate:

2.1 698 x 5

= .........................

2.2 687 x 9

= .........................

2.3 How would you calculate 6 437 × 382 by using the table??

= .........................

2.4 Give your friend a sum to do by using the table. Write the sum, calculation and the answer below.

2.5 Check your friend’s sum.

**Learning Outcome 1:** The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

**Assessment Standard 1.11:** We know this when the learner uses a range of strategies to check solutions and judge the reasonableness of solutions.

**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 2.6:** We know this when the learner determines, through discussion and comparison, the equivalence of different descriptions of the same relationship or rule presented:

**2.6.3: **by number sentences.