Examples of what pupils should know and be able to do
Count on and back, for example:
- from zero, count on in 6s, 7s, 8s, 9s to about 100;
- count in 11s to 132, then count back. Can you go past zero? What happens if you start at 133?
- count in 25s to 1000, then back.
- count in steps of 0.1 to 5.0, then back.
Pupils recognise that counting in steps of constant size produces sequences of numbers that can be continued in either direction.
- FTM(P)Y456 pp. 16-17 - Acrobat pdf document (35Kb)
- Patterns question - Rtf (rich text format) document (73Kb)
- Patterns 2 question - Rtf (rich text format) document (79Kb)
- Number Line question - Rtf (rich text format) document (120Kb)
Probing questions
I know a secret sequence. It has these numbers in it: 13, 15, 17, 19.
What numbers come next in my sequence? What numbers come before? What clues did you use to work this out? Give me a number that is greater than 50 that is in my secret sequence. Tell me how you know this number is in my sequence. How could you check? Is 64 in the sequence? How do you know?
Use similar questions for a range of sequences.
What if pupils find this a barrier?
TL4Y7 Algebra 1 A1.1 and A1.2 - Acrobat pdf document (79Kb)
Springboard 7 unit 1 pp. 49-52 - Acrobat pdf document (176Kb)
Use Number Grid ITP - Zip file (462Kb) to explore sequences.
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