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Present on board
or OHP:
y = 4x
y = x + 4
y = 4x + 3
y = 4x – 3
y = 3 – 4x
y = 4(x +3)
y = 4x/3
Ask pupils to represent each one in words.
OR
Focus on one or more to review how to:
- generate table of coordinate pairs;
- represent with mappings. |
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- Generate sequences
from practical contexts and describe the general
term in simple cases
- Express simple functions in words, symbols and
in mappings |
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sequence
term
nth term
consecutive
predict
rule
generate
continue
symbol
expression
equation
formula
linear
parallel
axis
axes
coordinate
squadrant
slope
intercept |
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Reinforce link
between sequences and formulas.
Use:
to review and extend how to derive each of these
from practical contexts:
sequence
term-to-term rule
position-to-term rule
formula
What's the connection between terms?
(term-to-term rule).
Difference between each term? (4)
If always 4, what does this tell you? (look at 4
x table).
Link between y and n?
(position-to-term rule; y = 4n).
Which is easier to use when finding the: 10th term?
(t-to-t rule: + 4).
100th term? (p-to-t rule: x 4).
What's the nth term? (4n). |
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Activities in which
pupils:
- derive formulae;
- substitute values in formulae;
- and solve formulae from practical contexts.
(Overlap with A5a.)
Eg: Shape patterns derived
from multiplication tables.
Diagram No.(n) 1 2 3 4 5 … 10 … nth
term
No. of lines (y) 4 8 12 16 20 … 40 …
4n
y = 4n (cf: Unit A5a)
(Review link between Sequences & Formulae strands,
as in Unit A5a).
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Draw 1st 4 diagrams
representing the 8 times table:
4th term (6 x 8)?
9th term (25 x 8)?
Which rule did you use – term-to-term or position-to-term?
Which is faster – to keep adding 8, or to
know 8 times tables by heart?
term-to-term rule?position-to-term rule?formula?
What is a function? |
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OHS
A5a/2: Mobile Phones Bills
Draw a function machine for:
C
= 900 + 10T
What is C when T is:1 min? 10 min? 100 min?How long
was Jamal on the phone for if his bill was:
£9.50? £11? £9.50?
ORRepresent with mappings. |
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- Generate coordinate
pairs that satisfy a simple linear rule
- Plot the graphs of simple
linear functions, where y is given in terms
of x, on paper and using ICT.
- Recognise straight-line graphs parallel to the
x- or y-axis |
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Use:
to review and extend how to derive:
sequence
term-to-term rule
position-to-term rule
formula
mapping
function machine (order variable)
What's the nth term? (4n)
How would you represent with a mapping? with a function
machine?
(*Functions only have 1:1 mapping). |
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1. Activities in
which pupils simple represent a linear function
as a mapping or function machine,
Eg: 
2. - generate coordinate pairs,
3. - and plot the graph.
Eg: (1, 4), (2, 8), (3, 12), (4, 16), …
4. - using these representations interchangeably
for other linear functions. Ie: word formula ? algebraic
formula ? mapping ? coordinate pairs ? graph.
5 . - including how to recognise straight-line graphs
parallel to the x-axis or y-axis, Eg: x = 4; y =
3; x = 0; y = 0. |
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Draw 1st 4 diagrams
representing the 8 times table:
Use to review how to represent with a mapping
and a function machine. |
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a broader variety of linear functions) |
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Use:
to review and extend how to derive:
sequence
term-to-term rule
position-to-term rule
formula
mapping
function machine
coordinate pairs
graph
(order variable).
-using questions such as:
How do you plot (3, 12)?
If plotting a sequence of numbers, do you expect
to see a pattern or a random graph? Explain. |
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Express in words
the function:
y = 3x – 5.
Function machine?
Mapping?
Some coordinates? pairs?
Graph? |
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