3. Today I will learn to:
Generate sequences from practical contexts and
describe the rule Level 5
Challenge Objective:
To find a term in a sequence from the rule
Level 6
Key Words
Sequence, Generate, Term, Common, Describe,
nth term
4. Check:
All will draw the next pattern in
a sequence
Most will describe the
sequence
Some will generate a future
term without drawing the
sequence
5. Count the number of matches in each
drawing below, can you see a pattern?
6. Can we predict what the next pattern will
look like?
How many matches will there be?
7. Now we know the pattern, how can we find out
how many matches will be in pattern 10?
8. Level 5
drawing
and
describing
Level 6
finding 10th
and 20th
pattern
from the
rule
11. Today I will learn to:
Generate sequences from practical contexts and
describe the rule Level 5
Challenge Objective:
To find a term in a sequence from the rule
Level 6
Key Words
Sequence, Generate, Term, Common, Describe,
nth term
12. Check:
All will draw the next pattern in
a sequence
Most will describe the
sequence
Some will generate a future
term without drawing the
sequence
13. Look at the following pattern, how is it
different to the last few we have looked at?
What is the difference
between each pattern?
What is the next
pattern?
What is the rule?
How many blocks are in
pattern 10?
17. Today I will learn to:
Generate sequences from practical contexts and
describe the rule Level 5
Challenge Objective:
To find a term in a sequence from the rule
Level 6
Key Words
Sequence, Generate, Term, Common, Describe,
nth term
18. Check:
All will draw the next pattern in
a sequence
Most will describe the
sequence
Some will generate a future
term without drawing the
sequence
19. Plenary
Pick a box from below to copy and
complete in your book
Today the most One thing I need to
important thing I have remember from today's
learned is... lesson is...
Next time I do a this One thing I have found
topic I will make sure I... hard today is...
This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). Talk to the class about how there are 10 sections, imagine that we are going up in 1’s, what would half way up be (show them visually where you mean). Do a few simple examples with the group, 5’s, 2’s. Ask if half way is 50 what are we going up in. Move on to counting on in 0.1, 0.2...
This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). On this example O is in the middle this will help for counting backwards. Again start with basic numbers to check the whole class understand the task, counting from 0 in 1’s upwards and then from 0 down to -5. Once students are happy count ask questions.
Get the student’s to count the matches in each pattern. This is a great whiteboard activity or can be done using Q&A or in their books.
Get the students to predict what the pattern will look like and how many matches there will be. This is a great activity for the whiteboards or getting students to do in their books and come up to the board to draw the next pattern.
As a class discuss how we can find out how many matches would be in pattern 10 and how they could calculate it. Get them thinking about finding a general rule or nth term if able.
This would make a great worksheet to be given to the students (much easier for them than copying out from the board).
Get students to mark work and put a face to describe how they have found the task. This will help you when you are marking their books.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Discuss with the class how this pattern is different. Get the class to come up with a rule and how they could draw the next few. Can they predict pattern 10?
Get students to mark work and put a face to describe how they have found the task. This will help you when you are marking their books.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Students choose 1 box to put in their book and complete. Get the class to share what they have written.
This would make a great worksheet to be given to the students (much easier for them than copying out from the board).