Consolidating linear sequences and representing problems with algebra
Consolidating linear sequences and representing problems with algebra
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Key learning points
- 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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This content is made available by Oak National Academy Limited and its partners and licensed under Oak’s terms & conditions (Collection 1), except where otherwise stated.
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4 Questions
Q1.
3f + g = 15. Which of the following pairs of numbers would work?
f = 2, g = 10
f = 4, g = 2
f = 5, g = 1
Q2.
5a - 2b = 8. Which of the following pairs of numbers would work?
a = 3, b = 2
a = 4, b = 12
a = 5, b = 6
Q3.
3c + 2d = 20. Which pair of numbers does does NOT work with this equation?
c = 2, d = 7
c = 6, d = 1
Q4.
6m - 3n = 15. Which pair of numbers does does NOT work with this equation?
m = 3, n = 1
m = 5, n = 5
m = 7, n = 9
6 Questions
Q1.
What would be the next term in this sequence? 5.5, 5.75, 6, 6.25, 6.5, 6.75
6.5
7.25
7.5
Q2.
What is the term to term rule in this sequence? 9, 14, 19, 24
+ 3
+ 4
+ 6
Q3.
What would be the previous term in this sequence? 31, 36, 41, 46, 51
21
56
61
Q4.
Look at the following sequence, which term below can not be part of that sequence? 29, 34, 39, 44, 49
104
109
94
Q5.
If a represents the amount of apples. How could we represent double the amount of apples?
a - 2
a + 2
a2
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?
12b
b
b + 2