Teaching Pack Accuracyandbounds
Teaching Pack Accuracyandbounds
Teaching Pack Accuracyandbounds
Version 1.0
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Contents
Contents........................................................................................................................................................... 3
Introduction....................................................................................................................................................... 4
Skill: Accuracy and bounds............................................................................................................................... 5
Common misconceptions: Accuracy and bounds......................................................................................... 6
Lesson 1: Accuracy and bounds to the nearest 10, 100 or 1000.....................................................................7
Lesson 2: Accuracy and bounds to 3 decimal places......................................................................................9
Lesson 3: Accuracy and bounds to significant figures...................................................................................11
Lesson 4: Substituting bounds into formulae (extended)...............................................................................12
Links to websites: Accuracy and bounds..................................................................................................... 13
Worksheets and answers............................................................................................................................... 14
Lesson
Video
Assessment opportunity
Teaching Pack: Accuracy and bounds
Introduction
This pack will help you to develop your learners’ mathematical skills as defined by assessment
objective 1 (AO1 Demonstrate knowledge and understanding of mathematical techniques) in the
course syllabus.
Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics and skills that can be challenging. Use these materials to supplement your
teaching and engage your learners. You can also use them to help you create
lesson plans for other skills.
This content is designed to give you and your learners the chance to explore mathematical
skills. It is not intended as specific practice for exam papers.
This is one of a range of Teaching Packs. Each pack is based on one mathematical topic with a
focus on specific mathematical techniques. The packs can be used in any order to suit your
teaching sequence.
In this pack you will find the lesson plans and worksheets you will need to successfully complete
the teaching of this mathematical skill.
Teaching Pack: Accuracy and bounds
C1.10 Give appropriate upper and lower bounds for data given to a specified accuracy.
E1.10 Give appropriate upper and lower bounds for data given to a specified accuracy.
Obtain appropriate upper and lower bounds to solutions of simple problems given
data to a specified accuracy.
The pack covers the following mathematical skills, adapted from AO1: Demonstrate
knowledge and understanding of mathematical techniques (see syllabus for assessment
objectives):
Prior knowledge
Knowledge from the following syllabus topics is useful for development of skills in this topic.
Going forward
The knowledge and skills gained from this Teaching Pack can be used for when you teach learners
about Mensuration.
C5.1 Use current units of mass, length, area, volume and capacity in practical
situations and express quantities in terms of larger or smaller units.
E5.1 Use current units of mass, length, area, volume and capacity in practical
situations and express quantities in terms of larger or smaller units.
The video introduces the resources available for teaching this topic, and explains how they can
be used to successfully deliver the topic to your learners. In particular, the video highlights
typical learner misconceptions and common errors this Teaching Pack will help you to
overcome.
Learners often believe that, to find the bounds for a calculation, they should work out the
answer using their rounded values and then find bounds for their answer. To help address
this, give them contextual examples to investigate, e.g. area of a rectangle.
Learners may believe that, to find the lower bound for a calculation, they should substitute the
lower bounds of each variable. You can correct this by helping them to experiment with
substituting lower bounds. You could include examples such as a – b and a/b and help
them to investigate systematically, as in Lesson 4. For instance, ask them to check what
happens when they use:
Resources Whiteboard
Lesson 1 presentation
Worksheets 1a, 1b, 1c
Timings Activity
Starter/Introduction
Use Lesson 1 presentation for teaching this topic.
You could start with a reminder on the use of inequality notation. Use the activity in
the presentation (slide 3) or give your learners Worksheet 1a. Ask your learners to
explain in words what each of the inequality notation symbols means.
Main lesson
Show your learners slide 5 with the newspaper headline. Ask them to say what the
upper and lower bounds are to the nearest 1000. What numbers would they put in
the gaps in this inequality?
Optional: Slide 6 shows the same example but using a number line. You can use
this to help learners who prefer a visual representation of the problem.
Ask your learners to consider the same example again, but this time rounding to the
nearest 100 (slides 7 and 8). What does this change in accuracy imply?
Differentiation: Collect some more examples of upper and lower bounds from local
papers or websites. Show them to learners and ask them to discuss what they
notice.
Now give your learners Worksheet 1b, which provides some values for rounding.
Some values are given in context while others are not. Learners should complete
the worksheet by giving the upper and lower bounds to the nearest 10, 100 or 1000
as shown.
Swap the cards around so each learner has a different card and play again (starting
from the opposite end of the card pack).
Play against the clock. Record the times and see if the class can beat their previous
best.
(Hint: print two copies so that you can keep one as a reference sheet.)
Resources Whiteboard
Lesson 2 presentation
Worksheets 2a, 2b, 2c, 2d
Timing Activity
s
Starter/Introduction
You could begin by working through slides 2 to 11 of the Lesson 2 presentation. This
will remind your learners how to find upper and lower bounds for numbers rounded
to the nearest 10, 100 or 1000. Ask them to explain how they have found their
answers and address any misconceptions that you notice.
Main lesson
With your learners, work through slides 12 to 22 in the Lesson 2 presentation. Use
these slides to introduce bounds for numbers given to the nearest whole number.
Inequality notation is included here but you could just ask learners to state the lower
and upper bounds without using inequality notation.
Slides 13 and 14 provide number lines which you can use to help explain the bounds
for the length and the width. You may not need these for more confident learners.
Later slides provide further examples for your learners to work on.
Differentiation: you could focus on bounds for numbers to the nearest whole
number. As an alternative, you could look at both rounding to whole numbers and to
a given number of decimal places in one step.
Now give your learners Worksheet 2a, which shows a number of values rounded to
the nearest whole. Some numbers are given in context while others are not.
Now give your learners Worksheet 2b which shows a number of values rounded to
1, 2 or 3 decimal places.
Complete this section of the lesson with your learners by running a Rolling Dice
activity as described on slide 23. Ideally you would use a 10-sided die. Learners
obtain a single-digit number (one roll), two-digit number (two rolls) and then write
down the appropriate inequality. You could also use this to generate numbers with 1
decimal place.
Plenary
Give your learners Worksheet 2c, a card sort activity. Pairs of learners can match
the numbers and the inequalities for different bounds.
Resources Whiteboard
Lesson 3 presentation
Worksheets 3a, 3b, 3c, 3d, 3e, 3f
Timing Activity
s
Starter/Introduction
Begin by revisiting upper and lower bounds for numbers rounded to the nearest
whole number or to a given number of decimal places.
Ask learners to sort cards into sets using the cards provided on Worksheet 3a
(rounding to whole numbers) and/or Worksheet 3b (rounding to significant figures).
This can be done in groups, or individually if you have enough sets of cards. You
could time the activity to introduce some competition.
Main lesson
Start by working through slide 2 of the Lesson 3 presentation with your learners.
This will remind them about rounding to significant figures.
Next introduce Worksheet 3c and ask your learners to work through the problems on
rounding to significant figures.
Follow with an activity for your learners using slide 3 to 28. Give them a number
rounded to 1 significant figure. Ask them to hold up mini whiteboards, or paper, to
show the upper and lower bounds. Repeat for 2 significant figure numbers and 3
significant figure numbers.
Plenary
Complete the lesson using Worksheet 3e. Learners should create sets of 3 cards
consisting of a number, its lower bound and upper bound. All numbers are rounded
to 1 significant figure.
Differentiation: you can adapt the card sort for just one significant figure examples.
Alternatively, you could use Worksheet 3f which is another card sort activity where
learners find sets of 4 cards: a number, its accuracy, lower and upper bounds.
Resources Whiteboard
Lesson 4 presentation
Worksheets 4a, 4b, 4c
Timing Activity
s
Starter/Introduction
Start by giving learners Worksheet 4a which is a card sort activity. This contains
questions on bounds for numbers rounded to different accuracies.
OR
Give learners Worksheet 4b which is a matching activity. The cards contain
formulae, numbers to substitute into the formulae and answers.
Main lesson
Lesson 4 presentation provides examples for substituting bounds into formulae. With
your learners, work through slides 2 to 5 initially. These calculations involve addition,
subtraction, multiplication and division. In each case, learners need to find the lower
and upper bounds for the answer to the calculation.
OR
Using slide 6, ask learners to carry out the investigation. They are given two
numbers, a and b, to a specified accuracy. Using the upper and lower bounds for a
and b, learners need to find the smallest value for each of a + b, a – b, ab and a/b.
Then they use the bounds for a and b to see what are the largest values they can
make for each of those expressions.
What do they notice? Can they write down a set of rules for how to calculate the
upper and lower bound for these calculations: addition, subtraction, multiplication
and division?
www.bbc.co.uk/schools/gcsebitesize/maths/number/roundestimaterev1.shtml
Revision of rounding to different accuracies and introduction to bounds
www.transum.org/Maths/Exercise/Bounds.asp?Level=1
Five levels of questions on bounds using inequality notation
Worksheets Answers
= Equals
>
<
⩾
Give the upper and lower bounds for each of the following values to the specified accuracy.
1. Approximately 30% of learners got A* this year (rounded to the nearest 10)
3. About 36 000 people have been evacuated since Tuesday (rounded to the nearest 1000)
5. Roughly 60 cattle escaped from the farm during the storm (rounded to the nearest 10)
8. The engine revolves at about 7200 r.p.m when at full power (rounded to the nearest 10)
11. Observers claim they saw this happen approximately 100 times (rounded to the nearest
100)
13. This year we are sending around 71 000 learners to university for the first time (rounded to
the nearest 1000)
15. At about 3500 kilometres, this year’s Tour de France cycle race is one of the longest there
has been (to the nearest 1000)
Cut out the cards to create a pack for each group of learners.
The learner with the Start/End card (any one) asks their question first. The learner with the correct
answer replies “I have ………….” and then asks their question. This continues until the last learner
with the End/Start card (corresponding to the Start/End card) answers the final question.
(b) 15
(c) 23
(d) 10
(e) 29
(f) 30
2. Each of the following lengths has been rounded to the nearest centimetre. For each length
give:
(i) the lower bound
(ii) the upper bound
(iii) the inequality statement.
4. Each of the following distances has been rounded to the nearest kilometre.
For each distance give:
(i) the lower bound
(ii) the upper bound
(iii) the inequality statement.
red walk 8 km
blue walk 11 km
green walk 15 km
yellow walk 20 km
Blue walk
Green walk
Yellow walk
The Sphynx
Head length 10 m
Head width 4 m
Paw length 15 m
Overall length 45 m
Overall height 20 m
(a) Assuming these measurements are correct to the nearest metre, give:
(i) the lower bound
(ii) the upper bound for each length.
Head width
Paw length
Overall length
Overall height
Inequality statement
Head length
Head width
Paw length
Overall length
Overall height
(b) Can you explain what mistakes the other three people have made?
63 kg (nearest kg)
10 km (nearest km)
25 m (nearest m)
11.5 cm 12.5 cm
78.5 km 79.5 km
(nearest m) 10.5 m
4. Each of the following lengths has been rounded to the nearest millimetre.
For each length give:
(i) the lower bound
(ii) the upper bound
(iii) the inequality statement.
6. Each of the following lengths has been rounded to the nearest centimetre.
For each length give:
(i) the lower bound
(ii) the upper bound
(iii) the inequality statement.
Himmy 21.3 kg
Meow 18.0 kg
Elvis 17.5 kg
Meow
Elvis
The learner with the Start/End card asks their question first. The learner with the correct answer
replies “I have ………….” and then asks their question. This continues until the last learner with the
End/Start card answers the final question.
5.3(1dp) 3.09(2dp)
5.4775⩽n<5.4785 5.298(3dp)
5.25⩽n<5.35 5.30(2dp)
5.295⩽n<5.305 5.48(2dp)
5.6(1dp) 5.478(3dp)
Lower and upper bounds are shown in the table. Identify the number for which these are bounds
and the accuracy that was used.
10.35 10.450
13.5 14.5
1.3465 1.3475
23.15 23.25
25.5 kg 26.5 kg
3.555 3.565
5.675 m 5.685 m
24.5 cm 25.5 cm
9.5 10.5
3.495 m 3.505 m
0.7925 0.7935
1.3565 kg 1.3575 kg
335 km 345 km
3.4995 km 3.5005 km
0.0335 0.0345
4500 75 6500
85 2500 250
6000 0.45 15
9.5 25 20
95 750 4.5
8 90 8.5
65 45 70
55 9 0.6
450 50 6
5.5 0.35 4
2 significant
4000 4.35 3.5
figures
2 significant
0.03 4050 2695
figures
2 significant
300 3.8525 3.85
figures
2 significant
4100 3.855 35 605
figures
2 significant
0.36 0.055 1950
figures
3 significant
2000 4035 4085
figures
3 significant
4090 39 525 3.95
figures
3 significant
3.852 0.355 4095
figures
3 significant
3.9 35 595 4.25
figures
3 significant
45.24 0.365 350
figures
4 significant
4.3 0.035 4045
figures
4 significant
0.06 2050 2705
figures
4 significant
2700 250 39 515
figures
4 significant
450.1 450.15 45.235
figures
4 significant
39 520 365.5 3.8515
figures
(b) 900
(c) 8
(d) 4000
(e) 0.6
(f) 0.008
(b) 4700
(c) 700
(d) 3.5
(e) 0.48
(f) 5000
(b) 148
(c) 11 000
(d) 34.7
(e) 0.0403
(f) 9000
(b)Supermarket faces £4
billion equal pay claim
6. Here is a table giving the length of some of the longest land borders of countries in the
world.
Russia 20 000
Brazil 15 000
India 14 000
Each length has been given correct to 2 significant figures. Give the lower bound and the
upper bound for each length.
(b) Russia
(c) Brazil
(d) India
Elephant 4900 kg
Giraffe 1200 kg
Rhinoceros 1400 kg
Tiger 140 kg
Bear 180 kg
Camel 300 kg
All of these masses were given correct to 2 significant figures. Give the lower bound and
upper bound for each mass.
(b) Giraffe
(c) Rhinoceros
(d) Tiger
(e) Bear
(f) Camel
8. Lucy has been collecting information on different measurements. The measurements are
given to different accuracies. Complete the table.
90 kg (1 significant figure)
2300 km (2 significant
figures)
2500 km 3500 km
195 cm 205 cm
(a) 352
(b) 1703
(c) 27.4
(d) 0.3802
(e) 0.05407
(a) 4361
(b) 618.3
(c) 9.861
(d) 0.4037
(e) 0.05874
(a) 50 723
(b) 29 370
(c) 37.486
(d) 6.0953
(e) 0.21752
(a) 5 036 413
(b) 63 404
(c) 45.8952
(d) 6.03274
(e) 3.589951
3.1 × 7.9
(a)
1.92
4500 75 6500
85 2500 250
6000 0.45 15
9.5 25 20
95 750 4.5
8 90 8.5
65 45 70
55 9 0.6
450 50 6
5.5 0.35 4
315 000 (nearest
0.175 0.1535
thousand)
0.203 (3 significant
0.085 0.85
figures)
0.256 (3 significant
9.315 0.075
figures)
V = IR
48
I = 5, R = 12
v = u + at
59
u = 12, a = 4, t = 8
1
A= bh
2
72
b = 16, h = 6
P = 2 l + 2w
49
l = 18, w = 8
V = s3
60
s = 4
1
A= (a + b)h
2
54
a = 7, b = 11, h = 8
A = s2
64
s = 7
Surface area = 6 s 2
52
s =3
P = 4s
44
s = 14
Surface area = 2 lw + 2 lh + 2 wh
56
l = 4, w = 3, h = 2.5
(a) Write down the lower bound and upper bound of the side length.
(b) Work out the lower bound and upper bound for the perimeter of the square.
(c) Work out the lower bound and upper bound for the area of the square.
2. A field is in the shape of a rectangle. It has length 21.7 m and width 56.3 m correct to 1
decimal place.
(a) Write down the lower bound and upper bound of the length and width of the field.
(b) Work out the lower bound and upper bound for the perimeter of the field.
(c) Work out the lower bound and upper bound for the area of the field.
3. The length, width and height of a cuboid are measured to the nearest centimetre.
5 cm
8 cm
6 cm
(a) What is the least possible value of the volume of the cuboid?
(b) What is the greatest possible value of the volume of the cuboid?
4. A rug is in the shape of a circle. It has a diameter of 4.5 m correct to the nearest half metre.
(a) Write down the lower bound and upper bound of the diameter of the rug.
(b) Work out the lower bound and upper bound for the circumference (give your answers
correct to 3 significant figures).
(c) Work out the lower bound and upper bound for the area of the rug (give your answers
correct to 3 significant figures).
(b) ab
c
(c) to 3 decimal places
b
ab
(d) to 3 decimal places
c
(e) a (b+c )
(f) a (c−b)
6. A cylindrical drum has a radius of 60 cm to the nearest 5 cm and a height of 1.3 m correct to
1 decimal place.
(a) Calculate the lower bound and upper bound for the volume of the drum. Give your
answer correct to 3 significant figures.
(b) Calculate the lower bound and upper bound for the surface area of the drum. Give your
answer correct to 3 significant figures.
7. Blessy runs a 100 m race. The track length is accurate to the nearest metre.
Her time to complete the race was 18.3 seconds, correct to the nearest 0.1 seconds.
Calculate the lower bound and upper bound for her average speed.
[You may use average speed=distance ÷ time ]
8. A force of 120 Newtons (correct to 2 significant figures) is applied to a square area with
side 0.6 metres (correct to the nearest 0.1 metres).
Calculate the lower bound and upper bound of the density of the iron.
[You may use density =mass ÷ volume ]
(a) Write down the lower bound and the upper bound for the circumference of the circle.
The notation used to show mathematical inequalities are listed below. Describe each of them using
plain English. One has been completed for you.
= Equals
≠ Not equal to
(a) £400 000 cost of cutting two shows. (£350 000 and £450 000)
(b) Supermarket faces £4 billion equal pay claim. (£3.5 billion and £4.5 billion)
6. Here is a table giving the length of some of the longest land borders of some countries in
the world. Each length has been given correct to 2 significant figures. Give the lower bound
and the upper bound for each length.
Russia 20 000
Brazil 15 000
India 14 000
7. The masses of some animals in a zoo are shown in a guide book. All of these masses were
given correct to 2 significant figures. Give the lower bound and upper bound for each mass.
Elephant 4900 kg
Giraffe 1200 kg
Rhinocero
1400 kg
s
Tiger 140 kg
Bear 180 kg
Camel 300 kg
8. Lucy has been collecting information on different measurements. The measurements are
given to different accuracies. Complete the table.
90 kg (1 significant figure) 85 kg 95 kg
5. By rounding each of the numbers in the calculations below to 1 significant figure, find an
estimate of the answer to each calculation.
3 × 8 24
(a) = = 6
2 2
4
(b) 6 × 20 2 – 103 = 6 × 400 – 1000 = 2400 – 1000 = 1400
(c) (20 × 5)2 ÷ 80 = 1002 ÷ 80 = 10 000 ÷ 80 = 125
(a)
Lower bound volume=π× 57.52 ×125=1298361.3…=1300000 cm 3 (3 s.f.)=1.30 m 3 (3 s.f.)
Upper bound volume=π× 62.52 ×135=1656699.25…=1660000 cm 3 (3 s.f. )=1.66 m 3 (3 s.f. )
(b) Lower bound surface area=2×π× 57.52 +2×π×57.5×1.25=21225.38…
=21200 cm 2 ( 3 s.f. ) = 2.12 m 2 (3 s.f.)
Upper bound surface area=2×π× 62.5 2 +2×π×62.5×1.35=25073.83…
=25100 cm 2 ( 3 s.f. ) =2.51 m 2 (3 s.f. )