Y7 - Number Patterns & Sequences
Y7 - Number Patterns & Sequences
Y7
Number Patterns
Lesson Plan 1
Activity
1
Revision
T: Let's see if you can remember how to multiply ...
(a) 3 4, 7 9, 6 8, ...
(b) 20 4, 5 30, 300 2, 7 1000, ...
(c) 6 1, 6 2, 6 3, 6 4, 6 9, 6 30, 6 200
T: What can we say about all the products we get when we multiply
by the number 6?
(They are all multiples of 6)
5 mins
2A
Multiples of 5
OS 7.1
T: Shade all the multiples of 5 on your sheet.
(Wrong)
2B
T: Now answer the questions you see under the number grid.
How can you find the 201st multiple if you know the 200th one?
( + 5)
How can you find the 199th multiple if you know the 200th one?
( 5)
What is the 399th multiple of 5?
( 5 400 5 = 2000 5 = 1995 )
What are the differences between the neighbouring multiples of 6?
(6)
What is the 99th multiple of 6? ( 6 100 6 = 600 6 = 594 )
15 mins
3A
3B
(continued)
23 mins
CIMT, University of Exeter
(8)
(10)
(18)
Y7
Number Patterns
Lesson Plan 1
Activity
4
30 mins
5
(Differences of 4)
Constant differences
OS 7.3 Q1, 2, 5, 6 and 7
For Q1 and Q2, T can ask Ps to describe the terms of the sequence.
(Q1: odd number; Q2: multiples of 3)
41 mins
7
Y7
Number Patterns
Lesson Plan 2
Activity
1
Notes
Checking homework
PB 7.1, Q3
Praising. Self-correction.
(d) 48, 72
(e) n = 4
PB 7.2, Q2 (c) 26
(e) 21
(6, 3, 0)
(1. 2, 5)
14 mins
3
Sequences in context
T: We often meet sequences in real life, but may not think of
them as sequences. The next term of a sequence is not always
obvious. Let's look at an example.
OS 7.4 Flower Beds
22 mins
4A
(continued)
Y7
Number Patterns
Lesson Plan 2
Activity
Notes
4A
(continued)
4B
PB 7.2, Q4 (d)
5B
T:
Set homework
PB 7.2, Q4, (a), (c)
PB 7.2, Q6 (d), (e)
PB 7.2, Q7 (a), (c)
T asks for volunteers (stronger Ps) to prepare a brief talk on Fibonacci
(including the original problem leading to Fibonacci's Sequence) for
the rest of the class, using notes from T (Historical Background in
'Teaching Notes') and any other sources.
Praising.
While the Ps draw the four
patterns on BB they discuss the
problem and work out the
differences in increases.
The next 2 Ps continue the
sequence, at BB, and explain their
answers. Praising.
Individual work, monitored,
helped.
Ps discuss their answers and
explain sequence of differences.
T explains why they are called
'square' numbers.
Y7
Number Patterns
Lesson Plan 3
Activity
1
Number Machines
Notes
Checking homework
PB 7.2, Q4 (a) 30, 42, 56 (c) 17, 20, 23
PB 7.2, Q6 (d) 56, 72, 90 (e) 18, 24.5, 32
PB 7.2, Q7 (a) 8 (c) 14
4 mins
2
2A
2B
Fibonacci's Sequence
Short report from P(s) about Fibonacci, including interpretation of
the problem which leads to the famous sequence.
Explanation of Fibonacci's Sequence.
2C
16 mins
3
For example, this one always adds 2 to the number you put in.
What number comes out if you put in the number 7?
(9)
You put in number 11?
(13)
29?
(31)
OK. The next machine always subtracts 5. What comes out
if you put in the number 8?
(3)
You put in the number 2?
(3)
The next machine adds 1 to the number I put into it.
What number did I put in if the number 6 came out?
(5)
... etc.
26 mins
Introducing letters
PB 7.3, Q3 (a), (b)
Checking, T on BB:
... ...
+1
T: 1
P: 1 + 1 = 2 (T writes)
T: 2
P: 2 + 1 = 3 (T writes)
....
T: 5
P: 5 + 1 = 6 (T writes)
(continued)
+1
CIMT, University of Exeter
Y7
Number Patterns
Lesson Plan 3
Activity
4
(continued)
Number Machines
Notes
5A
More practice
PB 7.3, Q5 (a), (c)
5B
PB 7.3, Q5 (d)
Double machines
T: Finally, let me introduce the very top technology:
Ladies and Gentlemen ...
(sketches a double machine on BB, e.g. 2; + 3 )
..... the DOUBLE MACHINE!
Let's draw a machine and find out what we get when we put 1, 2,
3, 4, 5, ... into it.
45 mins
Set homework
(1) PB 7.3, Q3 (c)
(2) PB 7.3, Q5 (b)
(3) Write down the rule for each of the previous machines,
using letters.
(4) We have a double machine which does + 3; 2 .
Do we get the same numbers as before when we put the
numbers 1, 2, 3, 4, 5, ... into it?
Y7
Number Patterns
Lesson Plan 4
Activity
1
Generating Sequences
Notes
Mental work
T: Let's see how much you have forgotten in (4) days.
M 7.1 with 'say' instead of 'find out' or 'write down'.
10 mins
2
Checking homework
(1) PB 7.3, Q3 (c) 3, 4, 5, 6, 7, ...
(2) PB 7.3, Q5 (b) 10
(3) Writing down the rule for the two previous machines,
using letters. n + 2 ; 10 n
(4) Putting the numbers 1, 2, 3, 4, 5, ... into the + 3; 2 double
machine. 8, 10, 12, 14, 16
16 mins
3A
3B
(1, 3, 5, 7, 9)
(7, 11, 15, 19, 23)
24 mins
4
(continued)
Generating sequences
PB 7.3, Q6 (a), (b), (e)
PB 7.3, Q7 (e)
T: Let's see what sequences are generated by these formulae. Write
the terms in a table and compare them to find any sequence there
might be.
n
3n
3n + 1
3n 2
5n 2
3
...
...
...
...
Y7
Number Patterns
Lesson Plan 4
Activity
4
(continued)
Generating Sequences
Notes
T: What about 3 n + 1 ?
(The numbers are larger by 1 than the multiples of 3)
T: And 3 n 2 ?
T: And 5 n 2 ?
T: OK, you're right. Is there any relationship between the first three
sequences? Look at their differences.
4n + 3
7n 2
(a) Write down what you think the differences will be
for each sequence.
(4, 7)
(b) Write down the first five terms for each sequence.
(7, 11, 15, 19, 23) (5, 12, 19, 26, 33)
(c) Write down the 10th term of each sequence.
(43; 68)
39 mins
6
Finding formulae
PB 7.3, Q12 (a), (b)
T: Write down the differences under each pair of terms.
Do they change?
(No)
What is the difference?
(4)
What can you say about the differences?
(Multiples of 4)
Is this the sequence 4 n ?
(No)
Praising.
T chooses a stronger volunteer P
to find this formula and check it
in the same way.
Agreement. Praising.
Y7
Number Patterns
Lesson Plan 5
Formulae for
General Terms
Activity
1
Notes
Checking homework
PB 7.3, Q11 (b) (iii) 3, 8, 13, 18, 23
(d) 34
8 mins
2
2A
Now try one on your own. Write down the formula of the
sequence (on BB):
( 6 n + 1)
16 mins
3A
Second method
T: Now we are going to learn another method for finding the formula
for the nth term of sequences which have the same differences
between each term.
T: Let's look at the first sequence we used just now.
How do you get the second term from the first one?
(By adding 4 to it)
How do you get the third term from the second?
(By adding 4 to it)
... the third from the first?
(By adding 4 2 to it)
... the fourth from the first?
... the 11th from the first?
T: Now we'll look at the other sequence we used earlier in the lesson.
What are its differences?
(6)
What is the first term?
(7)
How do we get the 58th term?
( 7 + 6 57 )
How do we get the nth term?
( 7 + 6 (n 1) )
Is it the same as we got there?
( 7 + 6 (n 1) = 7 + 6 n 6 = 6 n + 1)
26 mins
CIMT, University of Exeter
Y7
Number Patterns
Lesson Plan 5
Formulae for
General Terms
Activity
4A
Notes
Further practice
PB 7.4, Q3 (b)
T: Who'd like to use the 'old' method?
Who would choose the 'new' one?
T: Before you start, make sure that the differences between each term
are the same.
(47)
(599)
(6000)
T: Now everyone can do the next problem using the 'new' method.
( 6 + 4 (n 1) )
PB 7.4, Q3 (e)
36 mins
5
Praising.
Individual work, monitored,
helped.
Checking: T writes formula on
BB. Feedback, self-correction.
Praising.
Problems in context
T: (1) In an open-air theatre, there are 22 seats in the first row
of the trapezoid shaped auditorium. Each row contains
more by 2 than the previous one. How many seats are
there in
(a) the 16th row,
(b) the nth row?
(2) Sue is knitting a scarf. On the first day she knits 10 cm.
Each day she knits more by 10 cm than on the previous
day. How many days does it take her to knit a scarf
1 m long?
Checking, explaining,
agreement.
T reminds Ps to answer in whole
sentences.
Feedback, self-correction.
Praising.
For (2), T must dispel
misconception leading to answer
of 10 days.
45 mins
Set homework
(1) M 7.2
(2) PB 7.4, Q7 (b), (d)