# 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.

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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!

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.

#### Unit quizzes are being retired in August 2023

Why we're removing unit quizzes from the website >
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!

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

These slides will take you through some tasks for the lesson. If you need to re-play the video, click the ‘Resume Video’ icon. If you are asked to add answers to the slides, first download or print out the worksheet. Once you have finished all the tasks, click ‘Next’ below.

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.

#### Unit quizzes are being retired in August 2023

Why we're removing unit quizzes from the website >
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.

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.

#### Unit quizzes are being retired in August 2023

Why we're removing unit quizzes from the website >
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.

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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