![]() The following student continues the count from the number after the number that would have been said instead of “zapped” Students who are out remain in the circle and continue to say “zapped” whenever it is their turn.When the number sequence reaches twenty, the student who says “twenty” is zapped The students count in a forward number word sequence to twenty.This process continues until one student remains standing. Continue the activity with the students commencing the backward count from twenty again. He or she calls out “zero!” and sits down. When the number sequence reaches zero, the student who says “zero” is zapped. Have each student call out one number in the sequence. Instruct them to count backwards from twenty down to zero. MAe-8NA recognises, describes and continues repeating patterns How?Īrrange the students so that they are standing in a circle. MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0-20 MAe-3WM uses concrete materials and/or pictorial representations to support conclusions MAe-2WM uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM describes mathematical situations using everyday language, actions, materials and informal recordings The following activities provide opportunities for students to demonstrate progress towards the following outcomes. name the number before and after a given number within the range of 0-10 without dropping back to one.say the forward number word sequence to twenty or beyond.say the backward number word sequence from twenty or beyond.may be able to name the number before or after a given amount but starts back at one.say the forward number word sequence to 10. ![]() say the backward number word sequence from 10.The program should check if they have got the right answer or not. You can also adapt or even mix these techniques to create your own number sequences!Īdapt your scripts so that the program asks the end-user the question: “What number comes next in the sequence?” The user has to type their answer. Arithmetic sequences using a different starting number and increment,.The 8 is found by adding the two numbers before it (3+5)Įdit some of the above scripts to create other number sequences such as:.The 5 is found by adding the two numbers before it (2+3).The 3 is found by adding the two numbers before it (1+2).The Fibonacci Sequence is found by adding the two numbers before it together. This sequence is generated by adding an “increasing” number, that is a number that each time is incremented by 1 as we progress through the number sequence. This sequence consists of calculating the squares of whole numbers. When creating a geometric number sequence you have to decide of a starting number (e.g. “3”)Ī Geometric Sequence is made by multiplying by the same value each time. ![]() When creating an arithmetic number sequence you have to decide of a starting number (e.g. Let’s investigate the most widely used types of number sequences.Īn Arithmetic Sequence is made by adding the same value each time. There are different types of number sequences. Here are the last three challenges she has used with her class. We will use arithmetic operators such as +, – and * as well as for loops to repeat instructions.Ī primary teacher likes to start her maths lesson by displaying a number sequence maths challenge on the board. In this challenge we are going to apply our programming skills to perform some arithmetic operations.
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