|
Numeracy Focus |
Properties of numbers and number sequences. |
|
Learning Objectives |
- To revise simple number sequences.
- To be able to locate a number in a grid using co-ordinates.
- To generate a pattern on a spreadsheet by reiterating an operation.
|
|
Resources |
If you
have a large display (not essential), download the demonstration page.
Make copies of the activity
sheet for this lesson. Copies of the number track will help less able
pupils find patterns by counting on. |
Revision /
oral |
What patterns do we know? Look at simple progressions:
3,6,9,12...
30,25,20,15...
13,9,5,1...
What is the rule for generating each step? Can we predict two, three
or even ten steps in advance? What is the rule for going backwards?
Can any sequence be extended backwards?
|
|
Main activity |
If you have a large display, introduce the grids on the demonstration
sheet. Otherwise, draw your own on the board. Identify the left-right
rule, and the top-bottom rule. What happens if we go in reverse - right
to left, or bottom to top? Draw attention to the co-ordinates. "What
is in B3? What is in C4?"
Children work on the task sheet to identify each rule and complete
the grids.
|
|
Support |
Pupils may need more
practice with sequences before introducing the two-dimensional grid. Use
number tracks to count on. Set an appropriate task, then introduce simple
grids. It is easy to modify the task sheet in Word. |
|
Extension |
Children may extend
their own patterns to fill the large grid. |
|
Plenary |
Review some of the pupils' own grids. These can quickly be entered
on the blank grids on the demonstration sheet, or written on the board.
What are the rules? What is in particular cells? (Refer to co-ordinates.)
Are there diagonal patterns on the grid?
All grids generated by adding or subtracting have the same intriguing
property. Try adding the pairs of numbers in diagonally opposite corners!
|
