Consolidating linear sequences and representing problems with algebra

In this lesson we will explore two different types of problems: one that consolidates learning around linear number sequences and one that explores expressing a maths story using algebraic notation.

This quiz includes images that don't have any alt text - please contact your teacher who should be able to help you with an audio description.

Quiz:

Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

Question 1

Question 2

Question 3

Question 4

Q1.3f + g = 15. Which of the following pairs of numbers would work?

1/4

Q2.5a - 2b = 8. Which of the following pairs of numbers would work?

2/4

Q3.3c + 2d = 20. Which pair of numbers does does NOT work with this equation?

3/4

Q4.6m - 3n = 15. Which pair of numbers does does NOT work with this equation?

4/4

This quiz includes images that don't have any alt text - please contact your teacher who should be able to help you with an audio description.

Quiz:

Intro quiz - Recap from previous lesson

Before we start this lesson, let’s see what you can remember from this topic. Here’s a quick quiz!

Question 1

Question 2

Question 3

Question 4

Q1.3f + g = 15. Which of the following pairs of numbers would work?

1/4

Q2.5a - 2b = 8. Which of the following pairs of numbers would work?

2/4

Q3.3c + 2d = 20. Which pair of numbers does does NOT work with this equation?

3/4

Q4.6m - 3n = 15. Which pair of numbers does does NOT work with this equation?

4/4

Video

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Worksheet

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This quiz includes images that don't have any alt text - please contact your teacher who should be able to help you with an audio description.

Quiz:

Consolidating linear sequences and representing problems with algebra

Don’t worry if you get a question wrong! Forgetting is an important step in learning. We will recap next lesson.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Q1.What would be the next term in this sequence? 5.5, 5.75, 6, 6.25, 6.5, 6.75

1/6

Q2.What is the term to term rule in this sequence? 9, 14, 19, 24

2/6

Q3.What would be the previous term in this sequence? 31, 36, 41, 46, 51

3/6

Q4.Look at the following sequence, which term below can not be part of that sequence? 29, 34, 39, 44, 49

4/6

Q5.If a represents the amount of apples. How could we represent double the amount of apples?

5/6

Q6.In this problem b represents the amount of bananas. There are 12 more apples than bananas. How could we represent the apples in terms of b?

6/6

This quiz includes images that don't have any alt text - please contact your teacher who should be able to help you with an audio description.

Quiz:

Consolidating linear sequences and representing problems with algebra

Don’t worry if you get a question wrong! Forgetting is an important step in learning. We will recap next lesson.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Q1.What would be the next term in this sequence? 5.5, 5.75, 6, 6.25, 6.5, 6.75

1/6

Q2.What is the term to term rule in this sequence? 9, 14, 19, 24

2/6

Q3.What would be the previous term in this sequence? 31, 36, 41, 46, 51

3/6

Q4.Look at the following sequence, which term below can not be part of that sequence? 29, 34, 39, 44, 49

4/6

Q5.If a represents the amount of apples. How could we represent double the amount of apples?

5/6

Q6.In this problem b represents the amount of bananas. There are 12 more apples than bananas. How could we represent the apples in terms of b?

6/6

Lesson summary: Consolidating linear sequences and representing problems with algebra

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