7834
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<mdoxml version="1.0"><p>We were doing a topic on growth and I had been giving out seeds to groups of children. I came to a table of four children and was counting out the seeds so as to share them equally. I counted them out one at a time as I gave each child a seed as I went round the table.</p>
<p>Sara came to me later very excited and said, "When you gave out the seeds you said numbers $4, 8, 12, 16, 20, 24, 28, 32, 36, 40$ when you came to me. I was picturing the numbers in my head and realised that the units figures went $4, 8, 2, 6, 0, 4, 8, 2, 6, 0.$"</p>
<p>Well, I got all the children together and Sara shared what she had noticed. I then asked the children - and I'm asking you now,</p>
<p>"Do you think this was just something special that happened on this occasion?</p>
<p>Do you think it will always happen?</p>
<p>What do you think about the units/ones figures if a different number of children were sitting around the table"</p>
<p>When you've thought your ideas out I want you to prove to a friend that your ideas are right and true.</p></mdoxml>
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<h3><span style="font-weight: bold;">Why do this problem?</span></h3>
<div>This <a href="http://nric.maths.org/7834">activity</a> provides an opportunity for pupils to both explore a mathematical pattern that has been generated and find ways of proving what they can from their observations and beliefs.</div>
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<h3>Possible approach</h3>
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<h3>Key questions</h3>
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<h3>Possible extension</h3>
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<h3>Possible support</h3>
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She noticed that . . . .