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| - Generate &
describe simple integer sequences |
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sequence
term
consecutive
predict
continue
rule
relationship
formula
difference pattern
term-to-term
position-to-term |
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Choose 1 starting
number & ask pupils to generate as many sequences
as possible by:
counting on / back in integers, (extend to fractions,
decimals, negative numbers as appropriate)
OR
'1st no is ..., 6th no. is...., how did I get there?' |
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Extend Introductory
Idea to:
- increasing & decreasing steps eg; Fibonacci
numbers
- square numbers
- rectangular numbers
- triangular numbers
- powers of 2
activities to possibly include:
sequences involving all 4 operations;
sequences involving 1 and 2 steps;
describing sequence using words;
other shorthand; (... algebra)
OR
Special Sequences |
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Clozed Challenge:
Draw 1st 3 diagrams of a square sequence, ask for
next 3.
OR
Open Challenge: Draw 1 square on board / OHP &
ask pupils to draw the next 3; how many sequences
can they find? |
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- Generate sequences
from practical contexts and describe the general
term in simple cases
- Generate terms of a simple sequence from a rule:
- term to term,
and
- position to term |
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Q: ' If the sequence
for square nos is 1, 4, 9 ..- why are
2, 4, 8, 16, ... called rectangular nos?
...1, 3, 6,10 ...called triangular nos ?
....1, 8, 64 called cubic numbers? ...etc;
'Develop skills in drawing sequence of diagrams
for Main Activity ... |
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Ask pupils to generate
sequences:(TERM-TO-TERM)'1st term is ... and each
term is ....the previous one';
(POSITION-TO-TERM)(Extend Intro. Idea by asking
pupils to predict 10th, 50th, 100th term) |
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