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Students learn how to recognise and describe a number and picture sequence using a term-to-term and position-to-term rule. As learning progresses they find the nth term of a sequence and begin to plot sequences on a grid.

This unit takes place in Term 4 of Year 7 and is followed by Functions, Graphs and Equations.

- Use simple formulae
- Generate and describe linear number sequences
- Express missing number problems algebraically
- Find pairs of numbers that satisfy an equation with two unknowns

- A sequence or number pattern is an ordered set of numbers or diagrams that follow a rule.
- A term is a number or diagram in a sequence.
- A sequence can be described on a term-to-term basis or position to term.
- A formula can be used to calculate the term of a sequence when given its position number. n is often used to represent the position number for any term of the sequence.
- Linear sequences will appear as straight lines when drawn as a graph.

Develop fluency

- Select and use appropriate calculation strategies to solve increasingly complex problems
- Develop algebraic and graphical fluency, including understanding linear functions

Reason mathematically

- Identify variables and express relations between variables algebraically and graphically

Solve problems

- Begin to model situations mathematically and express the results using a range of formal mathematical representations
- Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

Algebra

- Substitute numerical values into formulae and expressions, including scientific formulae
- Understand and use standard mathematical formulae
- Recognise, sketch and produce graphs of linear functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane
- Generate terms of a sequence from either a term-to-term or a position-to-term rule
- Recognise arithmetic sequences and find the nth term
- Recognise geometric sequences and appreciate other sequences that arise.

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My experience as a Head of Mathematics going through the deep dive OFSTED inspection.

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How to use ratios and proportional reasoning as a model for finding the original amount after a percentage change.

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To find the area of compound shapes students need to understand what the word compound means.