Grade 9 Patterns: number
... The translation is one unit to the left for the sequence, so that term 1 is now 3. Thus we need to change the n in the sequence to n + 1 to accommodate this translation. Another way to look at this is realise that n is still one and that what we change in the generalised number must have an output o ...
... The translation is one unit to the left for the sequence, so that term 1 is now 3. Thus we need to change the n in the sequence to n + 1 to accommodate this translation. Another way to look at this is realise that n is still one and that what we change in the generalised number must have an output o ...
YEAR 5 BLOCK A UNIT 1 (AUTUMN)
... I can use the greater than and less than symbols to show that one number is larger or smaller than another. (Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.) 3 I can count objects by putting them into groups. I can partition numbers. (Ma2 ...
... I can use the greater than and less than symbols to show that one number is larger or smaller than another. (Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.) 3 I can count objects by putting them into groups. I can partition numbers. (Ma2 ...
Sequences - Web Maths!
... The answer is always 2. Explain by showing what happens when the number is N. * Students simplify 3(p+2)+4(p+3)-5(p-2) as quickly as they can (speed test). * Play ‘missing buddies’. Draw two tables out, one called Factorised and the other Expression. Students have to match up any buddies and fill in ...
... The answer is always 2. Explain by showing what happens when the number is N. * Students simplify 3(p+2)+4(p+3)-5(p-2) as quickly as they can (speed test). * Play ‘missing buddies’. Draw two tables out, one called Factorised and the other Expression. Students have to match up any buddies and fill in ...
