Professional Documents
Culture Documents
1 3 4
If you add a negative number, the result is smaller. So, adding a negative
number is the same as subtracting a positive number. Level 5
If you subtract a negative number, the result is bigger. So, subtracting a
negative number is the same as adding a positive number. Level 5
You can use the sign change key,
into your calculator. Level 5
Level 5
I can add and
subtract positive
integers to/from
negative integers
Work out
a 2 5
b 8 4
c 8 4
d 5 7
e 5 7
f 1 1
g 1 1
h 3 10 2
Use the sign change key on your calculator to help with these calculations.
a 303 61
b 48 211
c 13 5
d 481.1 28.3
I can multiply
and divide a
negative number by a
positive number
Work out
2 5
= 10
a 2 5
b 3 4
c 12 3
d 12 3
e 15 5
f 12 6
g 24 3
h 3 12 4
add
divide
integer
multiply
negative
Level 5
Work out
a 13 3
e 3 8
b 4 5
f 15 16
c 1 5
g 2 2
d 19 11
h 5 11 2
On Monday night the temperature was 2C. By 4.30 a.m. Tuesday, the
temperature had dropped by 4 degrees. At 8 a.m. Tuesday, the temperature
was 1C.
a What was the temperature at 4.30 a.m.?
I can add or
subtract any
integers
Tip
Use a number line
to help you.
b What was the temperature change between 4.30 a.m. and 8 a.m.?
Work out
8 2
Level 6
=4
a 5 3
b 4 8
c 20 5
d 39 3
e 11 7
f 12 1
g 9 9
h 3 4 2
Learn this
16
c 72 8
e 19
9.5
I can multiply
and divide any
integers
8 48
d 21
f 12
60
I can evaluate
expressions with
negative numbers and
bracket
ii 2 (3 + 5) = 2 8 = 16
ii 2 (3 + 5) = 2 3 + 2 5 = 6 + 10 = 16
a 3 (4 7)
b 2 (10 3)
c 5 (2 4) d (3 8) 7
Pattern spotting
Power play
(1)2 1 1 1
Work out
a (1)3
b (1)4
c (1)7
d (1)10
e (1)17
Look for a rule for the value of (1)n, where n is any positive integer.
Write down your rule.
positive
sign
subtract
Watch out!
A positive integer
has two square roots, one
positive and one negative,
square
but by conventi
__ on the
the
to
rs
refe
sign
root
positive root only.
Level 5
___
a 64
b 25
c 32
d 112
e 100
f 92
g 1
h 36
i 72
j 25
___
____
___
15 = 3 5, so 152 = 32 52 = 9 25 = 225
152
a 142
b 162
c 202
A 16th-century writer
suggested that the
4th power should be
called zenzizenzic,
and the 8th power
should be called
zenzizenzizenzic!
d 212
to 3.
I can estimate
the square
roots of non-square
numbers
Estimate: 8 = 2.8.
__
___
___
___
a 11
b 17
c 32
d 74
cube
cubed
__
3
cube root (e.g. 8 )
index (indices)
Level 6
b 64
c 1000
d 10 000
e 1 000 000
Work out
___
a 121
d 49
____
b 3333
c 7777888
d 5552
Work out
a 43
___
3
c 27
b 23
I can rewrite
numbers using
index notation
_
3
e 1
d 103
c 93
b 83
3
a 9
___
d (0.1)3
____
3
b 21
Tip
0.1 1 10
I can estimate
the cube roots
of non-cube numbers
____
3
c 50
3
d 90
I can use
the index laws
for multiplying and
dividing numbers in
index form
I can use a
calculator to nd
squares, square roots,
cubes and cube roots
b 72 75
c 64 62
d 93 9
e 55 52
f 79 74
g 63 62
h 42 42
______
12 167
182
(5)3
___________
___
182 16
Level 7
a c6 c5
b d8 d 2
c z3 z4
d t5 t3 t6
e (r 3 r 5) r2
f (u9 u4) u2
Squared away
index law
index notation
inverse
power
Binary
square number
square root
The highest common factor (HCF) of two numbers is the highest number that is
a factor of them both. Level 5 & Level 6
You can write any number as the product of its prime factors.
For example 90 2 3 3 5 or 2 32 5. Level 6
You can use the prime factor decomposition to nd the HCF and LCM of two
numbers quickly. Level 6
24
The 20th-century
composer Messiaen
wrote a piece of
music that used
prime numbers to
create unpredictable
rhythms.
Level 5
Find all the factor pairs for these numbers.
a 56
b 72
c 48
d 120
I can nd the
HCF of two
numbers
b 27 and 45
c 18 and 66
d 96 and 144
Multiples of 9:
LCM = 63
a 12 and 20
I can nd the
LCM of two
numbers
63 ,
b 15 and 25
c 30 and 42
d 33 and 121
Level 6
18
3
10
6 2
2 3
of which is 1.
Circle the factor if it is a prime number.
Continue until no further factor pairs are possible.
180 = 2 2 3 3 5 or 22 32 5
a 30
b 42
c 72
d 99
factor
I can nd
the prime factor
decomposition of a
whole number
Tip
Check a prime
tion by multiplying the
orisa
fact
factors back together.
index (indices)
index law
index form
Level 6
a 4 4
b 8 8
c 6 6
d (4 4 ) 4
e 34 35
f 72 73
g 56 54
h 25 22
42 = 2 3 7
154 = 2 7 11
HCF = 2 7 = 14
a 30 and 48
42 and 154
b 30 and 100
I can nd the
HCF of two
numbers using
their prime factor
decompositions
84 and 308
a 35 and 42
b 30 and 100
I can nd the
LCM of two
numbers using
their prime factor
decompositions
Level 7
b 10 10
10
c 10
10
I can understand
and use negative
indices
d 10 10
45 = 32 5 and 48 = 24 3
so 45 48 = 32 5 24 3 = 24 33 5
a 24 32
b 60 21
c 1500 75
Factor line
d 126 30
prime factor
Number b
30
42
30
100
180
210
HCF
ab
LCM
.4 Sequences
Generate and describe integer sequences
Generate and predict terms from practical contexts
Why learn this?
A term-to-term rule tells you what to do to each term to obtain the next
term in a sequence. Level 5
An arithmetic sequence starts with a number, a, and adds on or subtracts
a constant difference, d, each time. The numbers change in
equal-sized steps Level 5
Super fact!
The Fibonacci
sequence is a set of numbers
which appears all over nature. It can
be used to express the arrangement
of a pine cone or how fast some
species reproduce.
Level 6
Level 5
For each sequence, identify the term-to-term rule and write the next two terms.
3
10
13
c 5, 6.5, 8, 9.5,
e 2, 4, 8, 16,
f 1, 1, 1, 1,
h 9, 3, 1, _31 ,
I can continue or
generate a
sequence and use a
term-to-term rule
Watch out!
A term-to-term
rule could contain add,
subtrac t, multiply
or divide.
10
arithmetic sequence
difference pattern
flow chart
3, 5, 7, 9,
1, 4, 9, 16,
10, 7, 4, 1,
Is your
answer bigger
than 50?
Add 13
Yes
Level 5
Learn this
In an arithmetic
sequence, a is the
rst term and d is the
constant difference
that is added on each
time. If the sequence
is decreasing, d is a
negative number.
STOP
I can recognise
and describe an
arithmetic sequence
I can generate a
sequence from a
ow chart
I can recognise
and describe an
arithmetic sequence
I can generate
a sequence from
a practical context
No
1
6
1
1
Predict the number of squares on re for the 4th and 5th terms.
Draw the fourth term to test your prediction.
What is happening each time? Explain your answer.
Describe this sequence with a term-to-term rule.
Is this sequence arithmetic? If so, write down the values of a and d.
a 3, 4, 6, 9,
c 5, 7, 11, 17,
d 2, 8, 18, 36,
f 1, 8, 20, 37,
generate
predict
sequence
Level 6
I can continue a
non-arithmetic
sequence
Fired up
term
term-to-term rule
1.4 Sequences
11
.5 Generating sequences
using rules
Generate a sequence using a term-to-term rule
Generate a sequence using a position-to-term rule
The term number tells you the position of that term in the sequence. Level 5
A position-to-term rule tells you what to do to the term number to obtain
that term in the sequence. Level 5 & Level 6
A position-to-term rule can be written in words or in algebra.
For example, 3n 5: n is the term number, so to nd a term multiply its
term number by 3 and add 5. Level 5 & Level 6
Level 5
Each of the arithmetic sequences below has one mistake. Rewrite the sequence
correctly and identify a (the rst term) and d (the constant difference).
a
3, 7, 11, 16,
I can recognise
and describe an
arithmetic sequence
12, 10, 6, 3,
In an arithmetic sequence, the 3rd term is 15 and the 5th term is 23.
What are the values of a and d for this sequence?
In another arithmetic sequence, the 3rd term is 18 and the 7th term is 10.
What are the values of a and d for this sequence?
Use the position-to-term rules to nd the 1st, 2nd, 3rd and 10th terms of these
sequences.
Multiply the term number by 2. When term number = 1, term = 1 2 = 2.
When term number = 2, term = 2 2 = 4.
When term number = 3, term = 3 2 = 6.
When term number = 10, term = 10 2 = 20.
a Multiply the term number by 5.
b Multiply the term number by 3 and add 2.
Watch out!
Dont confuse
term-to-term and
position-to-term rules!
12
arithmetic sequence
I can nd a term
given its position
and a position-to-term
rule
decrease
generate
Level 6
Use the position-to-term rules to nd the 1st, 2nd, 3rd and 100th terms of these
sequences.
I can nd a term
given its position
and a position-to-term
rule using positive and
negative numbers
I can nd a term
given its position
and an algebraic
position-to-term rule
Use the position-to-term rules to nd the 1st, 2nd, 3rd and 7th terms of these
sequences.
5n 2
Tip
1st term = 5 1 + 2 = 7
2nd term = 5 2 + 2 = 12
3rd term = 5 3 + 2 = 17
7th term = 5 7 + 2 = 37
a 4n 3
b 100 n
c 7n 99
d 6n 8
e 3 2n
f n2
If the number
before n is positive, the
sequence is increasing. If it is
negative, the sequence is
decreasing.
4n 2
6n 1
3n 2
b What do you notice about the term-to-term rule and the position-to-term
rule in each case?
Match each term-to-term denition to a position-to-term denition.
Term-to-term
a Start at 3, add 2 each time.
Position-to-term
Multiply the term number
ii
by 4 and subtract 2.
Tip
Find the rst
few terms of each
sequence.
True or false?
a The sequence 7n produces the multiples of 7.
b Every term in the sequence 2n 3 is odd.
c The sequence 5 n is a decreasing sequence.
d The sequences 2(n 4) and 2n 8 are not the same.
e Every term in the sequence 3(100 n) is positive.
increase
position-to-term rule
sequence
term
13