Cambridge Lower Secondary

MATHS
STAGE 7
Episode 3
6. Sequences, functions and graphs
Learning objectives

7As.01 Understand term-to-term rules, and generate sequences

from numerical and spatial patterns (linear and integers).

7As.02 Understand and describe nth term rules algebraically (in

the form n ± a, a × n where a is a whole number).

7As.03 Understand that a function is a relationship where each

input has a single output. Generate outputs from a given
function and identify inputs from a given output by considering
inverse operations (linear and integers).

7As.04 Understand that a situation can be represented either in

words or as a linear function in two variables (of the form
y = x + c or y = mx), and move between the two representations.

7As.05 Use knowledge of coordinate pairs to construct tables of

values and plot the graphs of linear functions, where y is given
explicitly in terms of x (y = x + c or y = mx).

7As.06 Recognise straight-line graphs parallel to the x- or y-axis.

7As.07 Read and interpret graphs related to rates of change.

Explain why they have a specific shape.
Success criterias

I can:
❏ generate sequence from numerical patterns
and spatial pattern.
❏ understand the position-to-term rule
❏ find the position to term rule for any
sequence
❏ understand that a function is a relationship.
❏ generate output from a given function.
❏ understand the mapping pattern
❏ Identity and write the ordered pair
❏ generate coordinate pairs that satisfy a linear
equation where, y is given explicitly in terms
of x.
❏ plot the corresponding graphs
General sequences

What Is a Sequence?

Sequence is a set of numbers, shapes, letters or

objects placed in an order that makes a pattern or
follows a number.

Sequences can be finite or infinite, and they play a crucial

role in various mathematical concepts, including series,
limits, and functions.

Analyzing sequences helps mathematicians understand

patterns, make predictions, and solve problems in diverse
fields, ranging from number theory to applied sciences.
 Terms

Each item in a sequence called a term.

We can say term, element or member also.
Let us see some examples on sequence.

For example, in the sequence 2, 5, 8, 11, 14, each

number (2, 5, 8, etc.) is a term. The first term in this
sequence is 2, the second term is 5, the third term is 8,
and so on.
 Key words

1, 3, 5, 7, 9, 11, …
In the sequence 1, 3, 5, 7, 9, 11, … the first term is 1 and
second term is 3.
The dots after the 11 mean that the sequence continues
using the same rule.

The position number of a term tells you where it is in the

sequence. The first term has position number 1 and the
sixth term has position number 6, the number 9 has a
position number 5
 Term - To -Term Rule

When you make a sequence by doing something to each term

to get the next term, you are using a term-to-term rule.

For example, in the sequence 1, 3, 5, 7, 9, 11, … you can get

from one term to next by using the rule ‘add 2’.

A Term To Term Rule Of +3

For example: We add three to the first term to give the

next term in the sequence, and then repeat this to
generate the sequence.
 A Term To Term Rule Of -1

For example: We subtract 1 from the first term to give the

next term in the sequence, and then repeat this to
generate the sequence.

We can work out previous terms by doing the opposite

of the term to term rule.
Finding The Missing Term In A Sequence

Consider the sequence 3, 8, 13, ____, 23, 28.

Determine the missing term in the sequence.

The common difference between each term is

8−3=5, 13−8=5, and 23−18=5.

Therefore, to find the missing term, we add 5 to the

previous term: 13+5=18.

So, the missing term in the sequence is 18.

Decreasing Negative Sequence

Consider the sequence -6, -12, ____, -24, -30, -36.

Determine the missing term in the sequence.
 The common difference between each term is
(−12)−(−6)=−6, (−24)−(−18)=−6, and (−30)−(−24)=−6.

To find the missing term, we subtract 6 from the previous

term: −12−6=−18

So, the missing term in the

sequence is −18.

Find the next two terms in each of these sequences.

1. 4, 13, 22, 31, ____ , ____ .

2. 52, 45, 38, 31, ____, _____ .

3. -4, -9, -14, -19, _____ , ______ .

Open the given link.
Start quiz.

Open the given link.

Start quiz.

Open the given link.

Start quiz.
Spatial Pattern

The spatial pattern of a sequence refers to the

arrangement or distribution of elements within a given
space.
In the context of sequences, which are ordered sets of
elements, spatial patterns can be analyzed based on the
physical or positional relationships between these
elements.
 Spatial pattern is a sequence of geometrical shapes that
can be described by a number pattern.

Adjusting Object Count

If the geometrical design connects with an edge, the repetitive

shape added will not need the same amount of objects than
the original design.

A rule is formed that shows how the number of objects

used to create the shape (Stickes, matches, toothpicks) are
related to the geometric shape.

Once a rule is established it can be used to make

predictions about how many terms are in any future
sequence.
 Rule To Make The Hexagon

The rule: Number of sticks used

= 6 × Number of hexagons formed

Describe the rule that connects the number of sticks

to the number of triangles.

Complete the table:

Number of triangles 1 2 3 4 5
Number of sticks
3 6 9 12 15
required

For 1st triangle we required 3 sticks.

2 triangles we have 6 stickers
3 triangles= 9 , 4 triangle = 12 and 5 triangle = 15.
Rule:
Number of sticks =
Number of triangles × 3

Use your rule to find how many sticks would be required

to make 20 triangles.

We know
Rule:
Number of sticks = Number of triangles × 3

To find the required the number of sticks required

for 20 triangles = 20×3
= 60
 Picture Sequence

Here we have a picture sequence the circles and

intersections.
Observe the figure.
And complete the given table.

Pattern Pattern Pattern Pattern

Number 1 Number 2 Number 3 Number 4

Pattern number 1 2 3 4 5 6
Number of
0 2 4 6 8 10
intersections

+2 +2 +2 +2

Describe the picture sequence using nth term.

Pattern number(n)3 12 24 36 48 510 612

Number of -2
0 2 4 6 8 10
intersections
+2 +2 +2 +2
Pattern number(n)3 12 24 36 48 510 612
Number of -2
0 2 4 6 8 10
intersections
+2 +2 +2 +2

To describe the picture sequence using nth term.

The pattern number si 1, 2, 3 and so on.
Consider pattern number as (n).
We multiply by 2 we get 2n
Then how we get 0 from 1 = 2n - 2.
So, the nth term is 2n - 2.

So, the rule is 2 × n - 2 = 2n - 2

How many intersections will be there in

pattern number 24 ?

The rule to find the number of sticks = 2n -2

= 2×24 -2 =
= 48 -2 = 46
 The number of matches needed for each shape is a
sequence is given below:

Draw next two shapes in the sequence.

Count the number of matches used to make

each shape

Write the sequence formed by these

numbers
Write a rule for this spatial pattern.

Open the given link.

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Position - To - Term Rules

This rule is specifically associated with arithmetic

sequences, where each term in the sequence is
determined based on its position or order within the
sequence.

GENERAL TERM

General term of a sequence is a way of describing how

you can find the value of a term from its position.
2, 4, 6, 8, … is a sequence of a positive even numbers.

We can use T1, T2 , T3 , ….. To denote each term in the

sequence.
T1 = 2
T2 = 4
T3 = 6
T4 = 8 ….
So, Tn represents the nth term or a general term.

We see that the term is always twice the position of the

term.
We say that general term in the sequence is 2n
 POSITION-TO-TERM RULE

Position to term rule is the rule which relates

the position number to the value of term.

Watch the video

 We can present the sequence in a table.

Position of
term in the 1 2 3 4 5 … n
sequence, n

2×2 = 2×3 = 2×5 = 2×n =

Term, Tn 2×1 = 2
4 6
2×4 = 8
10
…
2n

Presenting the sequence in a table is easy.

We are applying the rule, “the term is always twice
the position of the term.”
And add the position on the place of ‘n’.

Find the 109th term in the sequence.

To solve this we use the formula Tn = 2n

We get ,
T109 = 2×109
= 218
 Work out the nth term of the following sequence:
3, 5, 7, 9, ...

Look for a common difference between the terms. In this

case, there is a difference of 2 each time.
This common difference describes the times tables that
the sequence is working in. In this sequence it's the 2
times tables.
Write out the 2 times tables and compare each term in the
sequence to the 2 times table

Position of
term in the
1 2 3 4 5 … n
sequence,
n
2×1 = 2×2 = 2×3 2×4 = 2×5 = 2×n =
Operation …
2 4 =6 8 10 2n
2nd table
2+1 = 4+1 = 6+1= 10+1
Operation 8+1=9 … 2×n+1
3 5 7 =11

Find 50th term in a sequence.

The rule of the given sequence is 2n + 1

To find 50th term
2n+1 = 2×50 + 1
= 100 + 1
= 101
 For the sequence, 3, 9, 27, 81, …

a) Write down the rule = _____

b) Find the value of nth term, Tn, and = ______

a) Find the 45th term = ________

The nth term of a sequence is Tn = 3n-5. Find

a) The 3rd term = ______________

b) The sum of 3rd term and 10th term =

________________
 Practice work

ii) 8, 64, 512, 4096, …

a) Write down the rule. = ______

b) Find the value of nth term, Tn, and = ______

c) Find the 45th term = ________

Open the given link.

Start quiz.

Open the given link.

Start quiz.
 Functions And Mapping

Welcome to the magical world of temperature

transformation!
Imagine a bread maker machine. If you put in finely
ground, bleached flour, you end up with a smooth, white
loaf.

If you put in seeded, rough flour, you get multigrain

wheat bread.
The bread maker transforms its ingredients into distinct
types of bread. Similarly, a mathematical function
transforms its input into a specific output.

WHAT IS A FUNCTION?

A function is a rule which maps a number to another

unique number.

A function represent the relation between

two different sets.

Every element of the first set must be

associated with an element of the second
set.
Function Machine

For example:
Let say a function that any number added to 3

If we apply a number 3, we get the number 5.

If we apply a number 8, we get the number 11.

If we apply a function to the x, we get the number x+3.

 If we apply a function to the x, we get the number x+3.

We can show this mathematically by writing,

f(x) = x+3

A function machine

Input Add 2 Output

A mapping
x —> x + 2
A formula
y = x+2

You can show the effect of the function

For example: y= x+2 Input Output

1 3
2 4
6 8
10 12
 Fill the correct output.

Area, A Input x Output A

Volume, V Input h Output V

1
2

3
4
 Match each function machine with the correct table.

x —> x - 6 x —> x/4 x —> 5x x —> x +7

 Practice work

What would be the Fahrenheit temperature if you apply your

magical formula to the current outdoor temperature of 10
degrees Celsius?
 Coordinate pair

For any functions, the input and output numbers can be used
to create a coordinate pair (x, y).

For example: for the function y = 3x. when you put

the number 2 in, you get 6 out, which would give
the coordinate pair (2, 6).

The first number represents the point's position on

the x-axis, and the second number represents its
position on the y-axis.
List the ordered pairs shown in the mapping diagram.
Let us draw a graph for the given mapping diagram.

https://www.mathspa
d.co.uk/i2/teach.php?i
d=graphingTool

Start plotting the an

order pair a graph.
Describe the patterns and rule of input x and output y.

As the input increases by 1,

the output increases by 2.

Draw a mapping diagram for the graph.

Then describe the pattern of inputs and outputs.
Check you answers:

1 1

3 3

5
5
7
7
 2 8

4 8

8
6

8 8

Describe the pattern of inputs and outputs.

We can see the diagram

input and output are
same.
Means the pattern of
input and output is
output = input.

Output = Input
 In second graph,
whatever we put as
input the output is 8.
Means, the pattern is
value the input, output
remains the same.

Value the input, output

remains the same.
 Linear Function

A linear function is a function which forms a

straight line in a graph.

For example, y = 3x - 2 represents a straight line on a

coordinate plane and hence it represents a linear function.

Since y can be replaced with f(x), this function can be

written as f(x) = 3x - 2
 Domain And Range

The domain of a function is the set of all possible input

values (independent variable) for which the function is
defined.

For example: For example, in the function f(x) = x², the

domain is all real numbers because you can square any
real number.

The range of a function is the set of all possible output

values (dependent variable) that the function can
produce.

For example: For the function f(x) = x^2, the range is all
non-negative real numbers because squaring any real
number yields a non-negative result.
Domain: the set of input values of a function or
relation.

Range: The set of output value of a function or

relation.

Domain = {2, 3, 5, 6, 8, 9}
Range = {4, 8, 2, 9, 3, 7}
Functions can be described in many ways.
● by an equation
● by an input-output table
● in words
● by a graph
● as a set of ordered pairs
 The function y = 3x + 12 gives the amount y (in fluid
ounces) of juice remaining in a bottle after you take x
gulps.

(a) Identify the independent and dependent variables.

(b) The domain is 0, 1, 2, 3, and 4. What is the range?

Open the given link.
Start quiz.
Graphs Of Linear Equations

Linear Functions:
● A linear function is a mathematical relationship that can
be represented by an equation in the form y=mx+b x and
y are variables, and m is the slope, while b is the
y-intercept.

Points
As we navigate the graph, each point holds
significance.
It represents a unique coordinate, a snapshot of
the function's behavior at a specific input.
The defining characteristic of a linear function lies in its
straight-line nature.
This simplicity conceals a profound truth—constant
change.
As we move from one point to another, the rate of change
remains constant, creating a predictable and
straightforward path.
 The Slope

The slope is the steepness of our mathematical journey.

It determines how quickly or slowly we ascend or descend

along the graph. A positive slope signifies an upward
journey, while a negative slope takes us downward.

The steeper the slope, the more rapid the change.

 The Y-Intercept

At the starting point of our journey lies the

y-intercept. This is where our function intersects with
the y-axis.

It represents the initial value, the baseline from which

our mathematical expedition begins.
It's the essence of where our story starts.
 Drawing a Graph

To draw the graph, we plot the coordinate points and

linear equations (where y is given in terms of x) on a set
of axes.

A linear graph is a straight line.

 Watch the video

Quadrants

The graph is separated into 4 areas called quadrants.

1. Where both x and y values are positive is quadrant
1.
2. The numbers go anticlockwise. So the top left
quarter (negative x, positive y) is quadrant 2,
3. Bottom left quarter (negative x, negative y) is
quadrant 3.
4. The bottom right quarter (positive x, negative y) is
quadrant 4.
 Quadrants

The graph is separated into 4 areas called quadrants.

1. Where both x and y values are positive is quadrant
1.
2. The numbers go anticlockwise. So the top left
quarter (negative x, positive y) is quadrant 2,
3. Bottom left quarter (negative x, negative y) is
quadrant 3.
4. The bottom right quarter (positive x, negative y) is
quadrant 4.
On a piece of paper. Draw an x-axis and a y-axis from -6 to 6.

a) Plot the points (4, 4), (3,3), (2, 2), (1, 1) and (0, 0).

You can use this tool -

https://www.mathspad.c
o.uk/i2/teach.php?id=gr
aphingTool

Use a ruler to draw a line through the point

and extend the line into the third quadrant.
Write any three points on the line that lies in
the third quadrant.

(-1, -1)

(-3, -3)

(-4, -4)
 What did we observe about coordinates of
the points we marked?

The y-value of each is point is the same as the

x-value of each point.

The equation of the line.

y=x
Complete the table of values for the equation y = -2x + 6.

x 0 1 2 3 4 5

y 6 4 2 0 -2 -4
 Match the equations on the left-hand side to
the correct scenario on the right-hand side.

x ×3 +1 y y= -5x+6

When x=0, y=6, and y=0,

y= 3x+1
x =6/5.

x -2 -1 0 1 2
y=4x - 3
y -11 -7 -3 1 5

Mr Singh gives his students 1 homework

problem during the first week of school.
y= 1+4x
He gives 4 problems every week
thereafter.
The total number of problems pupil have
done thus far is?

y= x - 3
 Complete the table of values for the equation y = 3x + 1.

x -2 0 2
y -2 4

Draw a linear equation.

x -2 -1 0 1 2
y -5 -2 1 4 7

Step 1 : Plot all the points.

Step 2: Join the points.
Step 3: Name the line.
+1
y=3x
1. Complete the table of values for the equation y=x+1
and draw a line.

x -3 -2 -1 0 1 2 3
y = x+1 -2 0 2 4

2. Complete the table of values for the equation y=x+2 and

draw a line.

x -3 -2 -1 0 1 2 3
y = x+2 0 1 3 4

Look at the straight lines you have drawn in task - 1.

a. Write down facts about two lines y = x+1 and y = x+2.

What are similarities and differences between the lines?

Use these facts to draw the line y = x + 3.

 Lines Parallel to X and Y- Axis

Lines parallel to the x-axis and y-axis serve as the building

blocks for constructing various geometric shapes and
understanding the spatial relationships between points on a
graph.

Lines parallel to the x-axis and y-axis are fundamental

concepts in coordinate geometry, providing a
straightforward and intuitive means of representing and
understanding points in a two-dimensional plane.
 Line Parallel To X-Axis

Watch the video

A line parallel to the x-axis is a straight line that extends

infinitely in the horizontal direction.

In mathematical terms, it can be represented by the

equation y=k, where k is a constant.
The horizon, as seen from any vantage point, provides
a perfect real-world example of a line parallel to the
x-axis.

Line Parallel To Y-Axis

Watch the video

A line parallel to the y-axis is a vertical line. This means that
the line extends infinitely up and down, maintaining a
constant x-coordinate.
The general equation for a line parallel to the y-axis is x=h,
where h is the constant x-coordinate.
In urban environments, tall buildings stand as clear
examples of structures aligned parallel to the y-axis.

The vertical nature of these buildings represents a line

extending infinitely upwards, mirroring the mathematical
concept x=h.
 Two straight line graphs are drawn on the coordinate
grid shown below.

a. Use the graphs to help you complete the following table.

Horizontal Lines
x -3 -2 -1 0 1 2 3
y
Two straight line graphs are drawn on the coordinate
grid shown below.

a. Use the graphs to

help you
complete the
following table.

Vertical Lines
x
y -3 -2 -1 0 1 2 3
 Horizontal Lines
x -3 -2 -1 0 1 2 3
y 2 2 2 2 2 2 2

Vertical Lines
x 3 3 3 3 3 3 3
y -3 -2 -1 0 1 2 3
b. What do you notice about the y-coordinates of the
points on the horizontal line?

The y-coordinates of the points on the horizontal line are

constant .
The constant value is 2.

c. What do you notice about the x-coordinates of the points

on the vertical line?

The x-coordinates of the points on the vertical line are

constant .
The constant value is 3.

Write down the equation of the horizontal line and the

vertical line on the coordinate grid.

Horizontal Line → y = 2

Vertical Line —> x = 2

 Coordinate Exploration

Which horizontal and vertical lines does the point (4, 1) lie
on?

Vertical line

Horizontal line

Which horizontal and vertical lines does the point (a, -b) lie
on?

Vertical line

Horizontal line
 Horizon Shift Above X-Axis

Determine the line equation which is parallel to the x-axis

at a distance of 3 units above the x-axis.

The equation of the straight line parallel to the x-axis is

y = k.

Since the distance is 3 units above the x-axis, the value of

k is positive.
Thus, the equation of the straight line parallel to the
x-axis at a distance of 3 units above the x-axis is y=3.

The above equation can also

be written as y-3 =0.
Summary Slide

The line parallel to x-axis

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Travel Graph

A graph which shows a journey in terms of

distance and time is called a travel graph.
Watch this video to
understand what s
distance time graph.

Sid recorded the distance he cycled from his house to his

office in a table.

x 0 3 6 9 12 15 18 21
y 0 1.5 2 3 3.5 3.5 4 5
Let us plot a distance graph to show the distance Sid
cycled

A = (0, 0)
B = (3, 1.5) https://www.geogebra.org/classic
C = (6, 2) ?lang=en
D = (9, 3) Cheerleader kindly use geogebra
E = (12, 3.5) tool or whiteboard to draw the
F = (15, 3.5) graph. Allow learners to draw
G = (18, 4) their own graph.
H = (21, 5)
Step 1: First plot points and name
it.
Step 2: Draw the line segment and
join it.
Hours

minutes
 Describe Sid’s journey.

He cycled fast from 6th and 9th minutes since he

covered the most distance in this interval than in other
intervals.
He covered 1 km in the first 3 minutes compared to
0.5 km between the 3th and 6th minute, and 1 km
between the 18th and 21th minute.

He stopped to rest from the 12th to 15th minute.

Anaya works in the restaurant as a cashier.

She has been there longer and earns $5 per hour.

a. Express Anaya’s wages (W) in

terms of the number of
hours she works (h).
 b. Complete the table below.

Number of
1 2 3 4 5
hours of work
Wages ($) 5

a. Use the set of axes shown and draw a

graph to show Anaya’s wages.

Anaya’s Wages
Wages ($)

hours
Work out how much Anaya will earn if she works:

i) 6 hours

ii) 4 ½ hours.

Work out how many hours Anaya will earn if he works:

i) $ 15

ii) $ 21
 This conversion graph shows the appropriate
conversion between miles and kilometers.

Kilometres and Miles

Kilometres km)

Miles (mi)
Convert 10 miles to
1. Use the graph to find the 10 kilometers.
miles on the horizontal axis.
16 km
Follow the straight line and match it
with vertical lines.
Convert 32 km to miles.
It goes to 16 km.
2. To convert the 32 km to miles 20 miles
On the vertical line and find 32 km
and follow the the straight line and
match it with horizontal line.
It goes to 20 miles.
 Straight line graphs are useful to track one quantity
against another quantity that change proportionally
to each other.

Sachin has a part - time job as a content writer.

He earns $ 8.
The table below shows how much he can earn.

Number of
hours in 1 2 3 4 5
work
Wages ($) 8 16 24 32 40
 We see that wages (w) = $8 × number of hours worked
(h).
We can write this as: w = 8 × h
= 8h

How much does he earns if he works

7 hours? 56 hours

How much does he earns if he works 28 hours

3.5 hours?
 Shopping Adventure

A Few Singaporean students are visiting Kuala Lumpur.

They want to buy some souvenirs.

To convert the prices from Malaysian Ringgit to

Singapore dollar, they use a conversion graph to check
the prices.
 Ringgit Singapore Dollar
Singapore Dollar (SS)

Malaysian Ringgit (RM)

1. Anna is buying a model of the petronas Twin Towers.
It costs RM 6.
Use the graph to work out cost in Singapore dollars (S$).

2 S$

2. Johnny is buying postcard to Kuala Lumpur. It costs RM

3. Use the graph to work out the cost in Singapore
dollars.

1 S$

3. Maya is buying 2 pens. They cost RM 2 each. What is

the cost of 1 pen in singapore dollars?

Approximately 0.67
Abhay filling the bath. When the bathtub has enough water
in it he gets into the bath.
He washes, gets out of the bath and empties the bath.
The graph shows the depth of the water in the bath during
this time.

a. What is the depth of water in the bath just before

Abhay gets in?

b. What time does abhay get into his bath? How can you
tell this from the graph?
c. How long does Abhay spend in the bath?

d. How long does it take for the bath to empty?

Open the given link.

Start quiz.