Class: 7A Unit: Sequences and formulae Topic/ Generating sequence and

Representing simple functions

Day/Date Wed 13/9 Thurs 14/9

Period 3 6
Section 7A 7A
Number Of Aims/Learning
(2.1.1) (2.2.1)
Outcomes (Achieved)

Warm-up /Introduction/ Concepts: - Find the rule of the sequence 3, 6, 9, 12, 15, … ?
Teaching
Aims/Learning Outcomes Teaching Strategies/Methods Implementation Approach/ Activities Materials/Resources
At the end of the lesson the (2.1.1 ) Dialogue and discussion. ask students to count on in 2s, 3s, 5s and 10s. Write one or )2.1.1(
student should be able to: ( two of these sequences on the board. • Use the sequences from - Flash cards
) Survey. the board to reinforce the meanings of the key words. • The key
(2.3.1 ) Brainstorming. to success with more complex sequence questions is to ensure - Small white
 (2.1.1) Generate terms of .that students count the differences between terms carefully marker boards
an integer sequence and (2.2.1 ) Predict, interpret, observe.
find a term, and the ( ) Collaborative learning. Activity • Display the numbers 2 and 4 on the board, as the - - Course book
term-to-term rule of a .start of a sequence. Ask for the next number in the pattern
( ) Measurement. Keep asking until the class has suggested several possible • - Practice book
sequence .
( ) Story. :options, such as
… ,… ,16 ,8 ,4 ,2 * , … ,… , 8 ,6 ,4 ,2 *
( ) Mind maps.
 (2.2.1) Generate … ,… ,2 ,4 ,2 ,4 ,2 * , … ,… ,11 ,7 ,4 ,2 *
( ) Inductive exploration. Repeat with another pair of numbers •
sequences from patterns
Ask students: ‘How many terms do you need before you can be -
and describe the general ( ) Learning by doing. ’? sure of how the sequence builds up
term in simple cases. ( ) Role-play.
Course book: Exercise (2.1): Activity (1 & 2) page 20
( ) Peer learning. (2.2.1) Before drawing the next patterns in each sequence,
( 2.3.1 )Problem Solving. students should make sure that they have counted the difference
between pairs of consecutive drawings carefully.
• Others: • Encourage students, when they are drawing the next pattern in
 ……………………....................... a sequence, to copy the last pattern given carefully and then to
add the necessary extra to complete the diagram.
..
• After students have completed question 5, this may be a good
time to show that the rule is ‘multiply the pattern number by 2
(then add 3)’,because the difference between the terms is always2
 (2.3.1) Use function
Course book: Exercise (2.2): Activity (1 & 2)page 22
machines and mapping (2.3.1) • It is important to show repeatedly that, when going in
diagrams to represent the direction of the arrows in a function machine, you do as
functions, then Work out indicated but, when going in the opposite direction, you ‘do the
input and output opposite’, carrying out the inverse operation.
numbers of function • After going through worked example 2.3 (and possibly other
machines. one-stage function machines), display a two-stage function
machine with operations such as × 2 and + 3. Give students an
input number and ask for an output

Activity: • Let students work in groups of about four. Give each

team a copy of Resource sheet 2.3 and have a second copy ready
to distribute when teams have completed the first sheet.
• Explain that students will start by filling in the worksheet
themselves. They will make up a function and work out the
outputs (fulfilling the first of the problem solving objectives).
Explain that they will be getting an identical second sheet, onto
which they should copy only the outputs. Then they will swap
sheets among teams and will try to work out what the function
machines on the sheets they receive actually do (fulfilling the
second of the problem solving objectives).
• Teams must fill in the functions and all the outputs, following
the simple rules at the top of the sheet.
• Give students, still in teams, a second copy of the worksheet for
them to write in only the outputs.
• Swap worksheets among teams and record the time each team
takes to complete the sheet they receive.
• When marking, add a one-minute penalty for each mistake.
• The winners are the team with the shortest overall time.
• It is inevitable that some groups will not be able to work out
some of the functions. This is an ideal opportunity to discuss
methods used by others in solving similar problems − how to spot
the patterns and relationships between the inputs and outputs.
Course book: Exercise (2.3): Activity (1 & 2)page 24
 Enrichment/remedial Tasks
Formative Assessment Differentiated Education Summative Assessment Homework

I will use Dialogue and discussion :Enrichment Task : Practice book (2.2.1) :Course book
strategy for example 1 to encourage
learners to think about Generate terms :Course book (2.1.1), (2.3.1) :Exercise 2.2 )1.5.1(
of an integer sequence and find a Activity (6 & 4) page 21 & 25 Activity (1,2 and 3) page 13 Exercise 2.1
term, and the term-to-term rule of a Activity (5) page 21
sequence.
:Remedial Task
)1.6.1(
I will use Collaborative learning :Course book (2.1.1) ,(2.3.1) : Practice book (2.3.1) Exercise 2.3
strategy for example 2 and Ask Activity (3 & 3) page 21 & 25 :Exercise 2.3 Activity(3) page 25
learners in small groups to Use
Activity (4,5 and 6) page 15
function machines and mapping
diagrams to represent functions,
then work out input and output
numbers of function machines.
Then discuss as a class, deciding what
are the important parts of their
explanations that would help others to
answer any question of this type.

Teacher’s Comments:
Trying out how to think out was exciting, and it helped my students develop their thinking skills -
accurate image. - The learning guides used, such as using small blackboards, helped me verify students' understanding of an
-The goal and success criteria of students are adequately achieved.
.
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