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# Tafkam

Name Sequences tafkam 7 Numeracy Algebra A 4-lesson unit for an introduction to sequences 85_Sequences.doc

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Thomas A Becket Middle School

# Mathematics Lesson Plan

Class: Year 7 TopSet

NS

Ref

## Main Teachinginput

(to include teachingtechnique, organisation and vocabulary)

## Resources

1

112-113

Introducing Sequences (p2-3)

LO: To generate and describe integer sequences.To generate terms of a sequence from a given rule

Work through introductoryactivity on p2. Define key terms and different types of sequences.Ask students to describe some simple sequences.

Key Questions:

What is a sequence?

What is a term?

What are infinite sequences?

What are finite sequences?

What is the rule?

Exercise A1.1

#### http://www.amblesideprimary.com/ambleweb/mentalmaths/functionmachines.html

Play random functionmachine game discuss strategies for which Inputs to use.

Oxford 7E

IWB

Core: Q1-2

Ext: Q1-2 (alternatequestions), then Q3-4. Also focus on using fractions, decimals ornegatives to make sequences harder.

2

Go around the classcounting back e.g.

In 9s from 100.

In 6s from 100.

In 0.6s from 10

In from 10

112-113

Sequences and rules (p4-5)

LO: To generate a sequence given a rule forfinding a each term from its position in a sequence

Work through introductoryactivity on p4. Recap on terms used in sequences. Introduceterm-to-term rule. Work out solution for 100th termin sequence 9, 13, 17, 21 (Ans: 4n+5)

Key Questions:

What is the missing term?

What is a term-to-term rule?

What is a position-to-term rule?

Go through Q4, askingstudents for position-to-term rule in each case. Discuss methodsfor checking answers.

Oxford 7E

IWB

Core: Q1-2

Ext: Q1-2 2 (alternatequestions), then Q3 investigation

3

Recap on term for operatorssquare and square root. Ask for square of various integers upto 15, e.g. 4 (Ans: 16)

112-113

Sequences in diagrams (p6-7)

LO: To generate a sequence given a rule forfinding each term from its position in a sequence..

Work through introductoryactivity on p6. Draw sequence of patterns on the board and discusshow this could be recorded in a table. Emphasise importance ofknowing the position in a position-to-term rule?

Key Questions:

How could the rule be generalised?

Discuss answers to Q1-3 andstrategies used. Concentrate on terminology used bystudents.

Set Homework.

Oxford 7E

IWB

Core: Q1-3

Ext: Q3-5

4

#### http://www.amblesideprimary.com/ambleweb/mentalmaths/functionmachines.html

Play random functionmachine game recap on strategies for which Inputs to use.

114-115

Function machines (p8-9)

LO: To express simple functions at first inwords and then using symbols.

Work through introductoryactivity on p8. introduce function machine concept and input /output notation. Using a blank function machine, students to workout outputs from given inputs. Explore sequences produced asoutputs. Extend functions to include square operator.

Key Questions:

What is the rule within the functionmachine?

What do you notice about the set of outputsproduced?

Give class rule multiplyby 4 then subtract 3 and go around class asking students to giveoutput for different inputs.

I (1,2,3)

O (1,5,9)

Then reverse rule, i.e.subtract 3 then multiply by 4 (n.b. not the inverse of rule) andgo around class asking students to give output for differentinputs. Emphasise how the outputs are different.

I (1,2,3)

O (-8, -4, 0)

Oxford 7E

IWB

Core: Q2-3

Extn: Q2-4