Transcript SU1 Alien Invasion Falmer HH - School

SU1 Alien Invasion
Resources
Plenary
Main
Starter
L1
Levels 3-6
L2
L3
L4
Pairs to discuss the features
of the map.
Alien Line Up.
Pupils to find average Alien
height.
Pupils to answer questions
on the distance-time graph.
Pupils to write the next
three terms in the
sequences.
Support (Level 3) Read and
plot coordinates in the first
quadrant.
Support (Level 4) Read and
plot coordinates in all 4
quadrants.
Main (Level 5) Pupils to
estimate and calculate using
measures in everyday
situations.
Extension (Level 6) Pupils
to use and interpret maps
and scale drawings.
Support (Level 3) Finding
the median from an odd
numbers of values.
Support (Level 4) Finding
the median and range from a
set of values.
Main (Level 5) Finding the
median, mean and range
from a set of values.
Extension (Level 6) Solve
problems involving direct
proportion.
Support (Level 3) Pupils to
read information from bar
graphs.
Support (Level 4) Pupils to
read information from scatter
graphs.
Main (Level 5) Pupils to
match the story to the
distance-time graph
Extension (Level 6)
Pupils to match the story to
the distance-time graph
(harder.)
Support (Level 3) Pupils
to generate sequences by
counting forwards in
steps of 10.
Support (Level 4) Pupils
to generate integer
sequences.
Main (Level 5) Pupils t
find and describe the nth
term of a sequence
Extension (Level 6)
Pupils to formulate and
solve linear equations.
Whole class to discuss
solutions and methods.
Pupils to complete the
average speed table.
Use the slides to show the
correct description for each
graph.
Pupils to discuss the
mathematics they have
used in this skills unit.
Rulers, compasses,
Calculators.
Rulers, compasses,
calculators,
Scissors, Glue
Calculators
Overview
Mathematical Content
Before they embark on Alien-Invasion pupils
should be able to:-
Common Misconceptions
Cross-Curricular Opportunities
Key Terms and Notation
Lesson 1
The Landing
Detailed Lesson Plan (Lesson 1)
Detailed Lesson Plan (Lesson 1) Continued
Homework
Levels 3 & 4 Star Maze Addition
Level 5 Zap to Zero (Multiplying by 10, 100, 1000 ….)
Level 5 Vector Wars
L1 The Landing
Scale, Grid Reference, Compass Point, Loci
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
Starter Activity
• On your tables you have a Map of Manford city.
• This class has arrived in Manford City on the
school bus for a day trip.
• We have split up into groups to visit different
places of interest.
In pairs answer these questions:• What might those places of interest be?
• How could you describe their location on the
map?
Tourist Map of Manford
Starter Activity
What do you notice about the map?
Does the map have a scale?
Which way do you have to face to go North, Left, Right, up
or Down?
What is the grid reference for:• The Art Gallery
• Mansford Square Statue
• Manford Pavillion
• The Big Car Factory
• Manford Zoo
Starter Activity
ANSWERS
Does the map have a scale? NO
Which way do you have to face to go North, Left, Right, up
or Down? RIGHT
What is the grid reference for:• The Art Gallery R5
• Mansford Square Statue Q10
• Manford Pavillion H13
• The Big Car Factory F3
• Manford Zoo F10
News Flash!!!!!!
(3 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 1
• Select Video 1.2 Globe News
While the class has been visiting the city of
Manford, 4 monstrous alien spaceships have
appeared in the sky and drifted overhead before
slowly landing!
The class has been separated into groups to visit
various places of interest, so the first aim is to try
to join up and escape on the school bus.
However, the landing of the ships has caused a
lot of panic. Everyone is trying to leave the city,
clogging the streets with traffic.
Optional News Flash!!!!!!
(2 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 1
• Select Video 1.4 Globe News
What now ?
• Our first priority is to get back to the bus to
escape!!!!!
• What information do we need before we
can make a move?
We need to locate the spaceships!
Task 1
You have just been given a set of clues from the latest broadcast
from the local radio station but the broadcast was played so quickly
that there are gaps in the information.
Look at the gaps, what do you think most of the missing information
is likely to be?
We are going to listen to the broadcast again. It is your job to fill in
the gaps.
Warning, the broadcast goes very fast. You will need to use
abbreviations for:Miles,
Kilometres,
North, South, East and West.
You could share out the clues so each person is listening for 1 piece
of information.
Radio News Flash!!!!!!
(4 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 1
• Select Audio Radio News Flash 1.6
Audio Clues
Audio Clues Answers
2 ½ miles
2km
¼ miles
¾ miles
North West
Parallelogram
South
North
South
fourth
Manford TV Station
Task 2
It is up to you to use the clues to
locate the space ships.
First complete the conversion table
as this will help you.
When you have marked the position
of all 4 spaceships on your map ask
for the additional activity.
Conversion Table
Tourist Map of Manford (one quadrant)
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
16 17 18
19 20
21
22
Tourist Map of Manford (4 quadrants)
8
7
6
5
4
3
2
1
-12 -11 -10 -9
-8
-7
-6
-5
-4
-3 -2
-1
1
-1
-2
-3
-4
-5
-6
2
3
4
5
6
7
8
9
Tourist Map of Manford (Level 5 & 6)
Support Worksheet Level 3 and Level 4
The places listed below are marked on the map with a red dot.
Find each of the places and write down the coordinates. Remember to put brackets round your coordinates (2,4)
(Remember write down the coordinates of the red dot that marks the location.)
1) King’s College
13) ZFM House
2) Manford Zoo Entrance
14) Saint’s Park
3) Manford Mosque
15) Art Gallery
4) The Big Car Factory
16) Imperial Hotel
5) The Fire Station
17) Manford Square Statue
6) Manford TV Station
18) St Andrew’s Cathedral
7) Car Park
19) Queen’s College
8) Police Station
20) Manford Zoo Main Entrance
9) Manford Museum
21) The Old Town Hall
10) Manford Zoo Main Entrance
22) The Observatory
11) The Old Town Hall
23) Kings College
12) King’s School
24) Manford Pavillion
These are the coordinates of
where the spaceships
landed. Mark them on
your map with a cross:1)
(
,
)
2)
(
,
)
3)
(
,
)
4)
(
,
)
Additional
Activity
Answers Level 3
1) King’s College (5, 13)
13) ZFM House (12, 4)
2) Manford Zoo Entrance (5, 10)
14) Saint’s Park 15, 6)
3) Manford Mosque (3, 4)
15) Art Gallery (17, 5)
4) The Big Car Factory (5, 2)
16) Imperial Hotel (18, 4)
5) The Fire Station (8, 4)
17) Manford Square Statue (16, 10)
6) Manford TV Station (9, 3)
18) St Andrew’s Cathedral (17, 8)
7) Car Park (11, 7)
19) Queen’s College (16, 12)
8) Police Station (8, 10)
20) Manford Zoo Main Entrance (5, 10)
9) Manford Museum (6, 9)
21) The Old Town Hall (10, 10)
10) Manford Zoo Main Entrance (5, 10)
22) The Observatory (9, 13)
11) The Old Town Hall (10, 10)
23) Kings College ( 5, 13)
12) King’s School (12, 12)
24) Manford Pavillion (7, 13)
These are the
coordinates of
where the
spaceships landed.
Mark them on your
map with a cross:-
1)
( 6, 8 )
2)
(11 , 10 )
3)
(14 , 6)
4)
(9 , 4 )
Answers Level 4
1) King’s College (-8, 6)
13) ZFM House (-1, -3)
2) Manford Zoo Entrance (-8, 3)
14) Saint’s Park (2, -1)
3) Manford Mosque (-10, -3)
15) Art Gallery (4, -2)
4) The Big Car Factory (-8, -4)
16) Imperial Hotel (5, -3)
5) The Fire Station (-5, -3)
17) Manford Square Statue (3, 3)
6) Manford TV Station (-4, -4)
18) St Andrew’s Cathedral (4, 1)
7) Car Park (-2, 0)
19) Queen’s College (3, 5)
These are the
coordinates of
where the
spaceships landed.
Mark them on your
map with a cross:-
8) Police Station (-5, 3)
20) Manford Zoo Main Entrance (-8, 3)
1)
( -7 , 1)
9) Manford Museum (-7, 2)
21) The Old Town Hall (-3, 3)
2)
(-2 , 3 )
10) Manford Zoo Main Entrance (-8, 3)
22) The Observatory (-4, 6)
3)
(1 , -1)
11) The Old Town Hall (-3, 3)
23) Kings College ( -8, 6)
4)
( -4 , -3 )
12) King’s School (-1, 5)
24) Manford Pavillion (-6, 6)
Answers Level 5
The scale of the map is:
1cm = 400m
The Space ships:G8
L10
06
J4
Or 1 : 40000
Additional
Activity
Answers
Giraffes
Aviary
Reptiles
Zebras
Pandas
Aquarium
Llamas
Tea
Rooms
Penguins
Dolphins
Goods
Entrance
Camels
Polar
Bears
Targets
• I am working at Level 3. To move to the next level I must be
able read an plot coordinates in all for quadrants.
• I am working at Level 4. To move to the next level I must be
able to estimate and calculate using measures in everyday
situations.
• I am working at level 5. To move to the next level I must be able
to use and interpret maps and scale drawings.
• I am working at Level 6. To move to the next level I must be
able to solve loci problems.
Plenary
How did you find the spaceships?
What is the scale of the map?
1cm = 400m
or 1 = 40000
Where did the Space Ships land?
G8
L10
O6
There were three places where the fourth Space Ship could have
landed:
D12
T8
and
J4
How could we rule out D12?
Because only 1 ship landed South of the Observatory and we
knew that there was a ship at G8?
How could we rule out T8?
Because T8 is due North of the St Andrew’s Cathedral, and this
doesn’t fit with one of the clues?
News Flash!!!!!!
(1 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 1
• Select Video 1.9 Globe News
Homework
Choose from either Star Maze Addition (easier) or
Zap to Zero (harder) or Vector Wars (hardest.)
Due in …………………………………..
Don’t forget to put your name
on your sheet!
Support Homework
Main Homework
Extension Homework Vector Wars
Remember to move 3 right and 6 up the vector would
be
to move 2 left and 5 down the vector is
Homework Answers
Support Homework
1)
12 – 7 – 4 – 6 – 5 – 3 – 2 – 4 -- 43
2)
9 – 4 – 7 – 6 – 3 – 9 – 4 – 2 – 44
Main Homework
Extension Homework
Lesson 2
The Plan
Detailed Lesson Plan (Lesson 2)
Detailed Lesson Plan (Lesson 2) Continued
L2 The Plan
Mean, Median, Mode and Range
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
Starter Activity
Alien Line Up!
What is the mode number of limbs (arms, legs or tentacles)?
What is the median height in cm?
What is the mean height in cm?
What is the range in heights?
Starter Activity
Answers!
What is the mode number of limbs (arms, legs or tentacles)? 4
What is the median height in cm? 123, 128, 164, 175, 189
What is the mean height in cm? (123 + 128 + 164 + 175 + 189 ) ÷ 5 = 155.8cm
What is the range in heights? 189 – 123 = 66cm
News Flash!!!!!!
(4 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 2
• Select Video 2.1 Globe News
What new Information do we have?
The Aliens and the green fog are travelling
up to ½ a mile from the space ships.
Remember 5 miles = 8 km
0.5 miles = ? km
0.5 miles = 0.8 km
0.8 km = ?m
0.8 km = 800m
Adding this information to our Map
The Aliens and the green fog are travelling
up to 800m from each space ship.
We want to mark the area around each ship
that the aliens and green fog could be
found in, what shape will this area be?
A circle with a radius
of 800 metres!
So in real life there is a circular area with a
radius of 800m around each ship in which
green fog and Aliens could be.
The map has a scale of 1cm = 400m
So what radius should we use on the map?
A circle with a radius
of 2cm!
On your map mark
the danger zones.
The city is in chaos. Everyone
is trying to leave and roads are
congested. The green fog
could start spreading. The
Aliens have been emerging
from their ships and we have
marked the danger zones on
our maps. It is essential for the
class to meet up quickly in a
safe place, avoiding the aliens.
The News Flash advised
people to stay calm and walk,
not run, away from the Aliens.
If everyone walks at the
average speed how long will it
take each group to reach the
muster point ?
Task 1
First you must find out your walking speed.
Task 2
Then you must calculate the average walking
speed of your group.
Task 3
Then you must calculate out how long it will take
your group to reach the muster point if everyone
walks at the average speed.
Task1
Finding your walking speed.
We are going to use a really
useful formula for estimating
walking speed.
Walking speed in mph = number of steps in 1 minute ÷ 30
Task 1
Finding your walking speed.
We are going to set the times for exactly
1 minute.
You are going to walk on
the spot for and count
the number of paces that
you take in that time.
Task 1 Support Worksheet A
How many miles could you walk in 2 hours?
× 2 =
miles.
How many miles could you walk in 5 hours?
× 5 =
miles.
How many km could you walk in 2 hours?
× 2 =
miles.
How many km could you walk in 5 hours?
× 5 =
miles.
Task 1 Support Worksheet B
× 1.6
2 hours ?
6 hours ?
3 hours ?
5 hours ?
Task 1 Main Worksheet C
Task 2
Finding the average walking
speed of your group.
You have 2 minutes to
collect the walking
speeds in mph and
km/ph from 5 other
people.
Record their results in the tables provided.
Task 2 Results Tables
Task 2 Worksheet
Support (Level 3)
Cross 1 person off the results table.
Put the rest of the walking speeds in order from smallest to biggest. Make sure to include your own walking speed.
Circle the walking speed in the middle.
This is the median average walking speed.
Support (Level 4)
Find the median average walking speed.
Find the range in walking speeds.
Main (Level 5)
Find the median average walking speed.
Find the mean average walking speed.
Find the range in walking speeds.
Extension (Level 6)
Find the median average walking speed.
Using the average walking speed in km/ph. How long would it
Find the mean average walking speed.
take to travel:- 1250m,
Find the range in walking speeds.
3679m,
21859m,
3.21km
Task 3
How long will it take you to reach
the Muster Point.
Decide which sight you
were visiting:-
King’s College
Queen’s College
The Big Car Factory
The Art Gallery.
Task 3
How long will it take you to reach
the Muster Point.
Look at your map. Measure the road from
where you are to the Muster Point.
Remember the scale is 1cm: 400m.
How far is it from where you are to the
Muster Point?
How long will it take your group to get
there?
Average Speed = 3km / Per Hour
Calculation
Distance in
metres
Time
3000 metres
60 minutes
÷ 3
1000 metres
20 minutes
÷ 10
100 metres
2 minutes
÷ 2
50 metres
1minute
÷ 5
10 metre
12 Seconds
Task 3 Worksheet
Support (Level 3)
Measure the roads in cm to the Muster Point from :King’s College,
Queen’s College,
The Big Car Factory,
The Art Gallery.
Which group have the furthest to go to reach the Muster Point?
Support (Level 4)
Measure the roads in cm to the Muster Point from :King’s College,
Queen’s College,
The Big Car Factory,
How far is each place from the Muster Point in metres?
Which group have the furthest to go to reach the Muster Point?
Main (Level 5)
Measure the roads in cm to the Muster Point from :King’s College, Queen’s College, The Big Car Factory,
The Art Gallery.
Imagine that your the average walking speed is 3km per hour How long
will it take each group to reach the Muster Point?
Extension (Level 6)
Measure the roads in cm to the Muster Point from :King’s College, Queen’s College, The Big Car Factory,
The Art Gallery.
If everyone in your group walks at the average walking speed how
long will it take them to reach the Muster Point from each of the
locations above?
The Art Gallery.
Additional Task
Targets
• I am working at Level 3. To move to the next level I must be
able to find the median, mode and range of a set of values.
• I am working at Level 4. To move to the next level I must be
able to find the median, mode, range and mean from a set of
values.
• I am working at level 5. To move to the next level I must be able
to use the scale on a map and the average speed to estimate
how long a journey will take.
• I am working at Level 6. To move to the next level I must be
able to interpret scale drawings and bearings.
Plenary
Average Speed = 4km / Per Hour
Calculation
Distance in
metres
Time
4000 metres
60 minutes
÷ 4
1000 metres
15 minutes
÷ 5
200 metres
3 minutes
÷ 2
100 metres
1.5 minutes
÷ 10
10 metres
9 Seconds
News Flash!!!!!!
(1 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 2
• Select Video 2.6 Globe News
Lesson 3
The Plan
Detailed Lesson Plan (Lesson 3)
Detailed Lesson Plan (Lesson 3) Continued
L3 Alien Behaviour
Distance-time Graph, Describe, Interpret, Variable
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
Starter Activity
This graph shows the journey made by a group of pupils from the Muster Point to an
area where they could get phone reception, and back again.
Q1) How far did they have to walk to get reception?
Q2a) How many seconds did it take them to get there?
Q2b) How long did they stay there?
Q3) How long did it take them to walk back to the Muster Point?
Q4) How long were they gone for altogether.
Q5) What was the average speed they travelled at in metres per second on the way there?
Starter Activity Answers
Q1) How far did they have to walk to get reception? 1000m
Q2a) How many seconds did it take them to get there? 80
Q2b) How long did they stay there? 20 seconds
Q3) How long did it take them to walk back to the Muster Point? 100 seconds
Q4) How long were they gone for altogether. 200 seconds
Q5) What was the average speed they travelled at in metres per second on the way there?
12.5 metres per second
Class
Discussion
How far is the school from Manford?
How long did the journey take?
How do we know when the bus was stationary?
At what time did we stop? How long did we stop for?
Which was the quickest part of the journey? How can you tell?
What was our speed for this part of the journey?
What kind of roads do you think we travelled on? (Town or Motorway)
Class
Discussion
Class
Discussion
In your
books
Sketch a graph to represent the journey of someone walking at a
constant speed around the square from Queen’s College and back
again
The class has gathered at the top of the
Imperial Hotel where can see the whole city.
The school has notified the Army that the
class is stranded and the teachers have
heard that everyone will be airlifted out
during the night.
The army has asked for more information
about the Aliens.
The request is for more information on the
habits and movements of the Aliens to be
sent to Army HQ.
Army Commander Requests Assistance!!!!!!
(3 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 3
• Select Audio 3.2
What do we already know about the Aliens?
They need a green fog
to support their
existence.
They double in mass
before exploding into
two.
A TV broadcast is due which
may give us more information.
News Flash!!!!!!
(4 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 3
• Select Video 3.3 Globe News
We appear to have found a report
on the invasion, with graphs and
information about the Aliens.
The graphs and information have
become jumbled.
If you could match the correct graph
with the correct information this
could be really helpful for the army
and speed up our rescue.
Support Worksheet (Level 3)
How many Aliens carried out 1 attack?
How many Aliens have attacked 3 people?
What is the most common number of attacks?
How many Aliens carried out 9 attacks?
What is the least common number of attacks?
How many Aliens have 2 limbs?
How many Aliens have 4 limbs?
How many Aliens have 1 limb?
How many more Aliens have 10 limbs than 9 limbs?
What is the most common number of limbs for an Alien to have?
True or False, ‘There are more Aliens with 6 limbs than Aliens with 7
limbs’?
How many aliens left their space ship for 1 hour?
How many Aliens spent 9 hours outside their space ship?
How many Aliens spent 7 hours outside their space ship?
True or False, ‘More Aliens spent 8 hours outside their space ship
than 7 hours’?
How many Aliens spent less than 4 hours outside their space ship?
Support Worksheet (Level 4)
Copy the table into your book and record the distance travelled by each alien.
To work out the total distance add the morning distance and the afternoon difference
together.
Main Worksheet (Level 5)
Extension Worksheet (Level 6)
Add these cards to the other cards to the Level 5 cards for a harder task.
Support Worksheet (Level 3) Answers
How many Aliens carried out 1 attack?
12
How many Aliens have attacked 3 people?
14
What is the most common number of attacks?
5
How many Aliens carried out 9 attacks?
11
What is the least common number of attacks?
1
How many Aliens have 2 limbs?
2
How many Aliens have 4 limbs?
7
How many Aliens have 1 limb?
0
How many more Aliens have 10 limbs than 9 limbs?
6
What is the most common number of limbs for an Alien to have?
10
True or False, ‘There are more Aliens with 6 limbs than Aliens with 7 limbs’?
False
How many aliens left their space ship for 1 hour?
12
How many Aliens spent 9 hours outside their space ship?
18
How many Aliens spent 7 hours outside their space ship?
19
True or False, ‘More Aliens spent 8 hours outside their space ship than 7 hours’?
False
How many Aliens spent less than 4 hours outside their space ship?
12 + 13 +21 = 45
Support Worksheet Level 4 Answers
Alien
A
B
C
D
E
F
G
H
Morning
Distance
50m
75m
100m
100m
125m
137.5m
150m
150m
Afternoon
Distance
50m
125m
100m
62.5m
125m
100m
50m
125m
Total
Distance
100m
200m
200m
162.5m
250m
237.5m
200m
275m
Alien
J
K
L
M
N
R
P
Morning
Distance
175m
175m
187.5m
200m
225m
250m
225m
Afternoon
Distance
100m
200m
87.5m
125m
187.5m
150m
75m
Total
Distance
275m
375m
275m
325m
412.5m
400m
300m
Main Worksheet (Level 5) Answers
G
C
H
D
B
A
E
B
F
A
I
D
G
I
E
H
C
F
Extension Worksheet (Level 6) Answers
Add these cards to the other cards to the Level 5 cards for a harder task.
L
J
K
K
L
J
Targets
• I am working at Level 3. To move to the next level I
must be able to read information from a scatter
graph.
• I am working at Level 4. To move to the next level I
must be able to discuss and interpret graphs of real
life situations.
• I am working at level 5. To move to the next level I
must be able to sketch a graph of a real life situation.
• I am working at Level 6. I can confidently interpret
graphs of real life situations.
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
Plenary
One of the teachers is missing.
Phone Message!!!!!!
(1 Minute)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 3
• Select Audio 3.7 Teacher’s phone message.
Lesson 4
The Escape
Detailed Lesson Plan (Lesson 4)
Detailed Lesson Plan (Lesson 4) Continued
L4 The Escape
Sequence, position, term, nth term, formula
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
Starter Activity
Starter Activity (Answers)
9
11
13
15
18
21
17
20
23
23
27
31
1
-1
-3
11 ½
14
16 ½
-25
-30
-20
Introducing sequences
In maths, we call a list of numbers in order a sequence.
Each number in a sequence is called a term.
4, 8, 12, 16, 20, 24, 28, 32, ...
1st term
6th term
Describing a sequence.
3,
5,
7,
9,
_
_
We can describe the rule in words….
This sequence goes up by 2 each time.
To find the next term in the sequence + 2
This is called the a term to term rule.
You can use it to find the next term in a sequence.
Call these the position numbers or n for short.
1st
2nd
3rd
4th
5th
6th
3,
5,
7,
9,
_
_
Each term in the sequence has a position.
This sequence goes up by 2 each time. So it is like
the 2 times table.
The two times table goes like this :2
4
3
6
5
8
7
10
9
11
We can see that our sequence is one bigger
then the 2 times table.
3,
5,
7,
9,
_
_
Because we can see that our sequence is one
bigger then the 2 times table we can use this
to find the position to term rule.
2 x position number + 1
Because the
sequence goes
up by 2
Because the
sequence is one
bigger than the 2
times table.
1st
2nd
3rd
4th
5th
6th
3,
5,
7,
9,
_
_
Position number x 2 + 1
We can use this rule to find
any term in the sequence.
2n + 1
Remember n was short
for position number.
To find the 6th position in the sequence 6 x 2 + 1 = 14
To find the 100th position in the sequence 100 x 2 + 1 = 201
1st
2nd
5,
8,
3rd
11,
4th
14,
5th
_
6th
_
Can you find the
position to term rule
for this sequence.
3n + 2
Because the sequence is 2 more
than the 3 times table.
Because the sequence
goes up by 3
To find the 6th position in the sequence 6 x 3 + 2 = 20
To find the 100th position in the sequence 100 x 3 + 2 = 302
1st
3,
2nd
8,
3rd
13,
4th
18,
5th
_
6th
_
Can you find the
position to term rule
for this sequence.
5n - 2
Because the sequence is 2 less than
the 5 times table.
Because the sequence
goes up by 5
To find the 6th position in the sequence 6 x 5 - 2 = 28
To find the 100th position in the sequence 100 x 5 - 2 = 498
Class
Discussion
Class
Discussion
From her cell next to the communicator the captured teacher has managed to
reach the keypad. She has sent us a video message!!!!!
(3 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 4
• Select Video 4.2 captured teacher.
Support Worksheet (Level 3)
A teacher has been captured by the Aliens and locked in the mother ship!
She is next to the huge communicator.
The keypad on the communicator is for entering numbers.
To switch on the communicator the teacher has to type in the missing
numbers in each sequence.
The teacher has found a clue on a piece of paper lying on the floor. The
clue says
Count forwards in steps of 10
Support Worksheet (Level 4)
A teacher has been captured by the Aliens and locked in the mother ship!
She is next to the huge communicator.
The keypad on the communicator is for entering numbers.
To switch on the communicator the teacher has to type in the next two
numbers in each sequence.
1) 2, 4, 6, 8, 10, ….., …..
11) 20, 21, 23, 26, 30, ….., …..
2) 5, 7, 9, 11, 13, ….., …..
12) 3, 5, 8, 12, 17, ….., …...
3) 7, 10, 13, 16, 19, ….., …..
13) 15, 13, 11, 9, 7, ….., …..
4) 5, 9, 13, 17, 21, ….., …..
14) 20, 20, 19, 17, 14, ….., …..
5) 3, 8, 13, 18, 23, ….., …..
15) 22, 19, 16, 13, 10, ….., …..
6) 3, 12, 21, 30, 39, ….., …..
16) 15, 13, 10, 6, 1, ….., …..
7) 3, 4, 6, 9, 13, ….., …..
17) 7, 5, 3, 1, -1, ….., …..
8) 5, 5, 6, 8, 11, ….., …..
18) 8, 8, 7, 5, 2, ….., …..
9) 5, 7, 11, 17, 25, ….., …..
19) 5, 2, -2, -7, -13, ….., …..
10) 2, 3, 5, 8, 12, ….., …..
20) -1, -2, -4, -7, -11, ….., …..
Main Worksheet (Level 5)
A teacher has been captured by the Aliens and locked in the mother ship!
She is next to the huge communicator.
The keypad on the communicator is for entering numbers.
Luckily the teacher found some instructions for switching on the
communicator lying on the floor.
The instructions are
For each sequence
Example
a)
Write down the next two numbers
Q1a) 11, 13
b)
Write down in words the rule for finding the next number
Q1b) + 2
c)
Write down the rule for finding the nth number in the pattern
Q1c) 2n -1
1) 1, 3, 5, 7, 9, ….., …..
7) 0, 3, 6, 9, 12, 15, ….., …..
2) 2, 5, 8, 11, 14, ….., …..
8) 11, 16, 21, 26, 31, ….., …..
3) 5, 9, 13, 17, 21, ….., …..
9) 3, 5, 7, 9, 11, ….., ……
4) 6, 12, 18, 24, 30, ….., …..
5) 7, 13, 19, 25, 31, ….., …..
6) 12, 17, 22, 27, 32, ….., …..
Extension Worksheet Level 6
Extension Worksheet continued (Level 6)
Supplementary Activity
Support Worksheet (Level 3) Answers
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
50, 60, 70, 80, 90, 100, 110, 120, 130, 140
90, 100, 110, 120, 130, 140, 150, 160, 170, 180,
110, 120, 130, 140, 150, 160, 170, 180, 190, 200
54, 64, 74, 84, 94, 104, 114, 124, 134, 144,
56. 66, 76, 86, 96, 106, 116, 126, 136, 146
73, 83, 93, 103, 113, 123, 133, 143, 153, 163
87, 97, 107, 117, 127, 137, 147, 157, 167, 177
92, 102, 112, 122, 132, 142, 152, 162, 172, 182
135, 145, 155, 165, 175, 185, 195, 205, 215, 225
171, 181, 191, 201, 211, 221, 231, 241, 251, 261
Support Worksheet (Level 4) Answers
1) 2, 4, 6, 8, 10, 12, 14
15) 22, 19, 16, 13, 10, 7, 4
2) 5, 7, 9, 11, 13, 15, 17
16) 15, 13, 10, 6, 1, -5, -12
3) 7, 10, 13, 16, 19, 22, 25
17) 7, 5, 3, 1, -1, -3, -5
4) 5, 9, 13, 17, 21, 25, 29
18) 8, 8, 7, 5, 2, -2, -7
5) 3, 8, 13, 18, 23, 28, 33
19) 5, 2, -2, -7, -13, -20, -28
6) 3, 12, 21, 30, 39, 48, 57
20) -1, -2, -4, -7, -11, -16, -22
7) 3, 4, 6, 9, 13, 18, 24
8) 5, 5, 6, 8, 11, 15, 20
9) 5, 7, 11, 17, 25, 35, 47
10) 2, 3, 5, 8, 12, 17, 23
11) 20, 21, 23, 26, 30, 35, 41
12) 3, 5, 8, 12, 17, 23, 30
13) 15, 13, 11, 9, 7, 5, 3,
14) 20, 20, 19, 17, 14, 10, 5
Main Worksheet (Level 5) Answers
Q1a) 11, 13
Q5a) 37, 43
Q9a) 13, 15
Q1b) add two
Q5b) add 6
Q9b) add 2
Q1c) 2n -1
Q5c) 6n + 1
Q9c) 2n + 1
Q2a) 17, 20
Q6a) 37, 42
Q2b) add three
Q6b) add 5
Q3c) 3n -1
Q6c) 5n + 7
Q3a) 25, 29
Q7a) 18, 21
Q3b) add 4
Q7b) add 3
Q3c) 4n + 1
Q7c) 3n – 3
Q4a) 36, 42
Q8a) 36, 41
Q4b) add 6
Q8b) add 5
Q4c) 6n
Q8c) 5n + 6
Extension Worksheet (Level 6) Answers
a)
b)
c)
d)
e)
f)
g)
199 rule n + (n-1)
Each number is the sum of the two numbers immediately above it.
Next two rows are 1, 7, 21, 35, 35, 21, 7, 1, and 1, 8, 28, 56, 70, 56, 28, 8, 1
Row number
1
2
3
4
5
6
7
8
Sum of numbers in row
1
2
4
8
16 32 64 128
20 21 22 23
24 25 26 27
Sum of the number in the nth row is 2n-1
The sum of the numbers in the 21st row is 220 or 1 048 576
In letters this represents NOW MAKE
The numbers in the sequence are powers of 11
The formula for the nth number is 11n-1
The 10th number in the sequence is 119 or 2 357 947 691
In letters this represents FAST RETURN
Supplementary Activity Answers
a)
In the first section press 17 four times and 16 twice.
It helps to generate sequences of multiples. For example, for the first section
16 32 48 64 80 96
17 34 51 68 85
23 46 69 92
24 48 72 96
39 78
Scan the sequences to identify a pair of multiples with a sum of 100
b i.
b ii)
In the second section press 18 four times and 28 once.
In the third section press 13 six times and 11 twice.
Targets
• I am working at Level 3. To move to the next level I must be
able to write the next two numbers in a sequence.
• I am working at Level 4. To move to the next level I must be
able to describe what is happening in a sequence in words.
• I am working at level 5. To move to the next level I must be able
to find the nth term rule of a sequence.
• I am working at Level 6. To move to the next level I must be
able to use the nth term rule to find any term in a sequence.
Plenary
Why do you think we are working
in this way in maths lessons?
Maths plays a vital part in
communications. Which methods
of mathematical communication
have we used in this Skills Unit
Homework
Choose either the easier task or the harder
task. (Graphs.)
Due in …………………………………..
Don’t forget to put your name
on your sheet!
Homework Task (Easier)
The Army claim that the Aliens behave less aggressively when it is raining.
The class have decided to check the amount of rainfall each day over the
last week, and the number of Alien attacks to see if this is correct.
These are the results for the amount of rain fall last week.
If the Army are correct, on which day should there have been the most Alien
attacks?
Homework Task (Harder)
Homework Task Easier (Answers)
a) (See graph.)
b) Tuesday
c) 4mm
d) Saturday
e) 3mm
f) 23mm
g) It did not rain much
Saturday
Homework Task Harder (Answers)
Q1) Correct Graph
Q2a) 9.20
Q2b) 7.30 and 8.00
Q2c) 50 litres at the Motorway Service Station and 25 litres at the Car Park.
He bought more fuel at the Motorway Service Station
Q2d) 75 litres
Q2e) 35 litres
Optional News Flash!!!!!
(4 Minutes)
• Open the Globe News folder
• Click on the start icon
• Click on Lessons
• Select Lesson 4
• Select Video 4.5 Globe News.
L5 Levelled Assessment Lesson.
Reflect, assess, target.
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
Additional Activity
Levelled Assessment Lesson.
• The next four slides can be printed onto
A4 and then photocopied onto double
sided A3.
• Pupils can ask one another and the
teacher for help.
• This is not a test.
• Calculators are allowed!
Level 3
Level 4
Level 5
Level 6
L6 Portfolio Lesson
Reflect, assess, target.
Come in calmly
Get books out
Planners out
Take window down
RAG
10/04/2017
L1 Map Reading
L2 Averages
Scale,
Grid
Reference
Loci
SU1
Alien-Invasion
Mathematical
Communication
L3 Graphs
Mean, Median, Mode,
Range, Average
Speed
L4 Sequences
Describe,
Interpret,
Variable,
Sketch
Axis
Position, Term, nth
Term, Formula
Completing your Portfolio
In this skills unit, all of you will have used some of the skills listed below. Some of you will have used
all of them.
Skills
Read and plot coordinates,
Use grid references
Estimate and calculate using measures in everyday situations,
Convert one metric unit to another, (e.g. cm, metres, km)
Use and interpret maps and scale drawings,
Solve problems involving ratio and direct proportion,
Solve problems involving loci,
Find and describe the nth term of a sequence,
Formulate and solve linear equations,
Discuss and interpret graphs of real life situations,
Use the mean, median, mode and range.
In your portfolio describe how you used these.
For example
‘I used the mean average to calculate the average walking speed of the group.
Then I estimated how long it would take the group to reach the Muster Point.’