(to include teachingtechnique, organisation and vocabulary)
Counting on in steps e.g.Start with 7, count on in 6s.
Start with 25, count backin steps of 4.
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.
What is a sequence?
What is a term?
What are infinite sequences?
What are finite sequences?
What is the rule?
Play random functionmachine game discuss strategies for which Inputs to use.
Ext: Q1-2 (alternatequestions), then Q3-4. Also focus on using fractions, decimals ornegatives to make sequences harder.
Go around the classcounting back e.g.
In 9s from 100.
In 6s from 100.
In 0.6s from 10
In from 10
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)
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.
Ext: Q1-2 2 (alternatequestions), then Q3 investigation
Recap on term for operatorssquare and square root. Ask for square of various integers upto 15, e.g. 4 (Ans: 16)
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?
How could the rule be generalised?
Discuss answers to Q1-3 andstrategies used. Concentrate on terminology used bystudents.
Play random functionmachine game recap on strategies for which Inputs to use.
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.
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.
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.
O (-8, -4, 0)