Īmong many types of sequences, it's worth remembering the arithmetic and the geometric sequences. A generic term in position n n n is a ( n + 1 ) a_ a ( n + 1 ) . Then, the first term of a sequence would be a 0 a_0 a 0 , followed by a 1 a_1 a 1 . The terms of a sequence are (usually) represented by the letter a a a followed by the position (or index) as subscript. Each term can be considered the output of a function where instead of an argument, we specify a position.The order in which the numbers appear matters.Play around with various sequences and once children start demonstrating confidence, ask them to make their own sequences and have you guess what their sequences are.A numerical sequence is an ordered ( enumerated) list of numbers where: Once they have their counters in the right place for the specified sequence, ask them to say the numbers aloud either skipping the numbers that are not part of the sequence or whispering them and saying the sequence numbers louder. does that counter look like it is in the right place?.The type of questions you want to ask are things like: Support children to place their counters in the right places and question them if or when they get confused or make an error. For example, ask them first to place counters showing a sequence of counting every second number (counting by twos). You will need a number of counters for this activity.Īsk your child(ren) to place counters on the numbers that show various counting sequences. It is good if they are clear and able to be seen through to begin with although having opaque counters will be useful as children develop greater confidence. Hundred grids are easily available for free download across many internet sites including here.įor this activity, you will need copies of the hundreds chart and some counters or place holders that students can use. Using a hundreds grid for counting helps to develop children's understanding and appreciation for patterns in numbers and for the place value system. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They find the total value of simple collections of Australian notes and coins. They perform simple addition and subtraction calculations, using a range of strategies. Students count to and from, and order numbers up to 1000. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Then moving to other sequences ( VCMNA103) Investigate number sequences, initially those increasing andĭecreasing by twos, threes, fives and ten from any starting point, The 2, 4, 6, 8 pattern of the even numbers is much more familiar than For example, when asked to start at 13Īnd count by twos students might say ‘I can’t’ or slip into a familiar Of the number they are counting by, they need to skip count from a Once students have learnt to count fluently starting with the multiples Alternatively, students may omit 100, sayingĪt an earlier stage, students may have difficulty crossing tens barriers Through the sequence as they realise they have already said some Some students will say: 120, 110, 190, 180, 170 … and stop part way Note also that bridgingĪcross barriers such as 100 may cause difficulties in skip counting.įor example, when asked to count backwards from 120 by tens, May experience difficulty counting backwards. Note that some students who are able to skip count forwards fluently, Support students to recognise, model and order numbers to at leastġ000 and use a variety of strategies to count efficiently, including skipĬounting forwards and backwards by twos threes, fives and tens, with
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