Every card in Number, Year 10: counting, powers and roots
The whole deck, in order — so you can read it through before your child ever sees it.
- A café meal deal is one sandwich, one drink and one dessert. There are 4 sandwiches, 3 drinks and 2 desserts to choose from. How many different meal deals are possible? (number only)
24
HintEvery sandwich can go with every drink, and each of those pairs can go with every dessert.
WhyThere are 4 × 3 = 12 sandwich-and-drink pairs, and each pair can be finished with either of 2 desserts, so 12 × 2. Multiplying the number of choices at each stage counts every combination without listing them.
- The rule that says: to count the ways of making one choice at each of several stages, multiply together the number of choices at each stage
The product rule for counting
HintIts name uses the word for the answer to a multiplication.
WhyWith 3 starters and 5 mains there are 3 × 5 = 15 two-course meals, because each starter can be paired with every main. It replaces a long systematic list with one multiplication.
- A two-letter code uses two different letters from A, B, C, D and E, and the order matters (AB and BA are different codes). There are ____ choices for the first letter, then ____ choices for the second, so there are ____ possible codes.
5; 4; 20
HintOnce the first letter is used it cannot be picked again.
WhyAny of the five letters can come first. Whichever is chosen, only four remain for the second place, so the product rule gives 5 × 4. If letters could repeat, it would be 5 × 5 = 25.
- Five teams enter a tournament. Each team plays every other team exactly once. How many matches are played?
10
HintCount the opponents each team has, multiply, then ask how many times each match has been counted.
WhyEach of the 5 teams has 4 opponents, and 5 × 4 = 20. That counts every match twice (A v B and B v A are one match), so halve it: 20 ÷ 2. When order does not matter, the product rule over-counts and you divide.
- A menu has 3 starters and 4 main courses. Why is the number of different two-course meals found by multiplying 3 by 4, not by adding them?
Each starter can be paired with every one of the main courses
HintPicture a grid: one row per first dish, one column per second dish.
WhyStarter 1 gives 4 different meals, and so do starters 2 and 3, making 4 + 4 + 4 = 3 × 4 = 12. A sample-space grid shows the same thing: rows times columns.
- √50 lies between two consecutive whole numbers. What is the smaller of the two? (number only)
7
HintFind the square numbers on either side of 50.
Why7² = 49 and 8² = 64, and 50 lies between 49 and 64, so √50 lies between 7 and 8. Because 50 is only just above 49, the root is only just above 7 (about 7.07).
- Without a calculator, estimate √90 to 1 decimal place. Use the facts 9² = 81 and 10² = 100.
About 9.5
HintSee how far 90 is along the gap from 81 to 100.
Why90 is 9 above 81, and the gap from 81 to 100 is 19, so 90 is roughly halfway. That puts the root roughly halfway from 9 to 10. A check: 9.5² = 90.25, very close to 90.
- Between which two consecutive whole numbers does the cube root of 100 (∛100) lie?
Between 4 and 5
HintList the first few cube numbers until you pass 100.
Why4³ = 64 and 5³ = 125, and 100 lies between them. It is a little past halfway from 64 to 125, so ∛100 is about 4.6.
- Estimate 3.9³ by rounding 3.9 to the nearest whole number first. Is your estimate larger or smaller than the exact value?
64, which is a little too large
HintThink about whether the rounding moved the number up or down before it was cubed.
Why3.9 rounds up to 4, and 4³ = 64. Because the base was rounded up, the estimate is above the exact value, which is about 59.3. Cubing makes a small rounding change noticeably bigger.
- Without a calculator, decide which is larger: √70 or 8.5.
8.5, because 8.5² = 72.25, which is more than 70
HintCompare the squares of the two numbers instead of the numbers themselves.
WhyFor positive numbers, the bigger number has the bigger square. The square of √70 is 70 and the square of 8.5 is 72.25, so 8.5 is the larger. In fact √70 is about 8.37.
- The power that does the same job as taking the square root of a positive number
The power 1/2
HintAsk what number, multiplied by itself, would bring the index back up to 1.
WhyBy the index laws, a to the power ½ multiplied by itself gives a¹ = a, so a to the power ½ is the number that multiplies by itself to give a: the square root. In the same way, a to the power ⅓ is the cube root. For example, 25 to the power ½ is 5.
- Work out 27 to the power ⅔. (number only)
9
HintDeal with the bottom of the fraction first, then the top.
WhyThe denominator 3 means cube root and the numerator 2 means square. ∛27 = 3, and 3² = 9. Taking the root first keeps the numbers small: squaring first gives 729, whose cube root is harder to spot.
- Work out 16 to the power −½. Give your answer as a fraction.
1/4
HintHandle the minus sign and the 1/2 as two separate jobs: one flips, the other takes a root.
WhyThe ½ means square root: √16 = 4. The minus sign means reciprocal: one over that. So 16 to the power −½ is 1/4. The two steps can be done in either order.
- In a fractional power such as 8 to the power ⅔, the denominator of the fraction tells you which ____ to take.
root
HintThink about what a power of 1/2 or 1/3 does to a number.
WhyThe denominator 3 means cube root and the numerator 2 means square, so 8 to the power ⅔ = (∛8)² = 2² = 4. In general, a to the power m/n is the nth root of a, raised to the power m.
- Use an index law to explain why 9 to the power ½ must equal 3.
9 to the power ½, multiplied by itself, is 9¹ = 9, and the positive number that multiplies by itself to make 9 is 3
HintSquare the quantity and see what the index laws give.
WhyWhen powers of the same base are multiplied, the indices add: ½ + ½ = 1. So 9 to the power ½ is a number whose square is 9. Fractional powers are not a new rule; they are what the index laws force.
1★ GCSE-MATH-NUM-0001
2★ GCSE-MATH-NUM-0002
3★ GCSE-MATH-NUM-0003
4★ GCSE-MATH-NUM-0004
5★ GCSE-MATH-NUM-0005
6★ GCSE-MATH-NUM-0006
7★ GCSE-MATH-NUM-0007
8★ GCSE-MATH-NUM-0008
9★ GCSE-MATH-NUM-0009
10★ GCSE-MATH-NUM-0010
11★ GCSE-MATH-NUM-0011
12★ GCSE-MATH-NUM-0012
13★ GCSE-MATH-NUM-0013
14★ GCSE-MATH-NUM-0014
15★ GCSE-MATH-NUM-0015
Keep what you learn
Here, nothing is saved. In your child’s own sky every card is scheduled — it comes back just before they’d forget it — and the professor who wrote it is one tap away.