1/22/2024 0 Comments Figuring out number sequencesPosition to terms rules use algebra to work out what number is in a sequence if the position in the sequence is known. The first term is in position 1, the second term is in position 2 and so on. How they could use this information to determine the date of eachįinally, ask the students if they think this will also work with subtraction.Each term in a sequence has a position. To relate it to real life, ask the students Spent some time doing this, ask them to write out the recursion ruleįor each of these situations. This will produce 2, 6, 10, 14,18, 22 etc.Īsk the students to apply adding rules using the numbers 6, 7 and 8.Įncourage them to try different starting numbers. This gives a different pattern for example, start Next, ask them to begin with the same starting number but apply aĭifferent adding rule. They will see that it gives aĭifferent pattern for example, ‘starting with 1 and add 3 each time’ Now ask them to apply the same rule with a different starting They should get the pattern 2, 5, 8, 11 etc. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.Īsk students to start with 2 and use the recursion rule ‘add 3 each They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students identify unknown quantities in number sentences. They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students solve simple purchasing problems with and without the use of digital technology. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students recall multiplication facts to 10 x 10 and related division facts. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 ( VCMNA154) Students will understand that if there is aįunction rule, then it is not necessary to write out all those intermediate terms. To calculate a term based on its position. This is a function rule which explains how …by multiplying the position number by 5. Students beyond this level are able to find the formula for the sequence 5, 10, 15, 20 Not be able to identify the recursion rule. Students before this level are able to name the next number in a sequence, but may Students at this level can find the recursion rule for the sequence 100,ĩ8, 96, 94 … (start at 100 and repeatedly subtract 2). The recursion rule to ‘Start at 2 and repeatedly add 4’ to get the sequence 6, 10, 14,ġ8, 22, 26. They can determine any pattern in the sequence. Students at this level understand that number sequences can be extended indefinitely. ‘the next term is 3 more than the one before it ‘. This sequence of odd numbers 3, 6, 9, 12, 15, 18, 21 … has the recursion rule: Important to know how the sequence starts off, otherwise the second term will not When terms can be defined using earlier terms of the sequence it is considered toīe a recursion rule, or a recurrence relationship which defines the sequence. To figure out how the sequence keeps going. Sometimes when the first few numbers of a sequence are written it can be easy A sequence is a list of numbers (known as terms) which goes on indefinitely.
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