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Name | Sequences |
---|---|

Owner | tafkam |

Level | 7 |

Topic | Numeracy |

Unit | Algebra |

Description | A 4-lesson unit for an introduction to sequences |

File 1 | 85_Sequences.doc |

File 2 |

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Class: Year 7 TopSet

| ## Oral/Mental## Starter | NS Ref | ## Main Teachinginput(to include teachingtechnique, organisation and vocabulary) | ## Plenary | ## Resources | |

1 | Counting on in steps e.g.Start with 7, count on in 6s. Start with 25, count backin steps of 4.
| 112-113 |
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 |
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 100 | 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 |
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 |
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 |