The arithmetic IF statement branches to line 4 on a negative value, line 3 on zero, and again line 3 on a positive value. Gould, L., Ikhinmwin, S., Walley, A., Clark-Wilson, A., & Hoyles, C. (2013). Embedding dynamic technologies in the key stage 3 curriculum – The Cornerstone Maths approach. Mathematics Teaching, 235, 44-47. Pupils learn to create and solve their own equations, where the unknown appears once. Building equations is easier than solving them because it postpones the second difficulty and so is an easier place to start. Evaluating Algebraic Expressions A4 This video shows the start of a mathematics lesson at Kingsfield School where pupils are presented with data giving hints regarding a function which they then make conjectures about. Factorising with Multilink

model situations or procedures by translating them into algebraic expressions or formulae and by using graphs

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In this short and very readable article, Jenny Murray explains what algebra actually is, why it is important, and how one can make really secure links from informal algebra at the primary stage to the more formal algebra of the secondary curriculum.

When we ask the general question: How many times is one power level greater than another? The answer to this can be expressed in dB. As well, in reverse, dB can be converted to times. To solve the problems of number patterns, we need to first find the rule being followed in the pattern. Line numbers could also be assigned to fixed-point variables (e.g., ASSIGN i TO n) for referencing in subsequent assigned GO TO statements (e.g., GO TO n,(n1,n2,...nm)). There is a strong case for arguing that the application of relational thinking in arithmetic is linked to the development of algebraic thinking. In this paper Max Stephens looks at the design and implementation of a questionnaire used in three countries to examine students’ capacity to use relational thinking to solve different types of number sentences. He finds that while some students appear to rely solely on computational methods, others were able to demonstrate clear use of relational strategies. Write down a few more calculations like this (and the answers to them) which use the same idea. Be creative!

What is a linear sequence?

While QBASIC does make use of structured programming and thus doesn't need line numbers, it is still possible to run code with line numbers in QBASIC. Using a spreadsheet in Computing lessons will involve using and constructing formulae and generating sequences, functions and graphs.

The National Curriculum guidance gives ordinality its own strand (but it doesn’t use the term itself); reference to the linear number system appears in each year group. In Year 2, for example, the guidance states that children should be able to ‘Reason about the location of any two-digit number in the linear number system, including identifying the previous and next multiple of 10.’ How can you teach it? Use this Missing Numbers worksheet for independent study and to support your class' knowledge on this topic.Mathsmutt Ok, this is just like your homework. Let's make some pretty patterns! Ta da! My patterns are always 3 wide, with 2 tiles on the top. And the number of tiles at the bottom of each one increases by the same amount each time. See? 5 tiles, 8 tiles, 11 tiles, 14 tiles. Do you see a pattern? The perimeter of a rectangle is 2 × (l + b), where l is the length and b is the breadth of the rectangle. Watson, A. (2009) Key Understandings in mathematics learning, Paper 6: Algebraic reasoning (PDF), London: Nuffield Foundation