A sequence where the difference between successive terms is a constant.

Checking and securing understanding of plotting coordinates generated from a rule

Maths

In this unit, pupils saw that an arithmetic sequence can be represented graphically and that this is a linear relationship. Any point on the line satisfies this relationship. In the future unit, pupils learn how to find a value that satisfies the relationship when the second value is known, without the aid of the graph.

The sequences unit allowed pupils to explore different ways of generating sequences and then representing an arithmetic sequence graphically. This served as an introduction to this unit on graphical representations of linear equations.

Graphical representations of linear equations

This table of values tells us the {{ }} to plot the relationship $$y=3x+4$$.

The line should extend to the edges of the grid.

There shouldn't be a line through the points.

What is wrong with this plotting of the arithmetic sequence $$2n−1$$?

Which of these arithmetic sequences could this graph represent?

What are the two missing $$y$$ coordinate values for this linear rule?

This is a table of values for a linear rule but there is an error. Which value is the error?

For the linear rule $$y=13−2x$$ what is the $$y$$ coordinate when $$x=−5$$?

Which of these words describes the sequence $$11,15,19,23, ...$$?

What are the first three terms of the arithmetic sequence $$10n−2$$?

Add $$3$$ to $$n$$ and then multiply $$5$$.

Match the verbal description to the $$n^{\text{th}}$$ term expression.

Which of these coordinates fits the rule $$y=7−2x$$?

Which rule links $$n$$ to $$T$$ in this arithmetic sequence?

This lesson will be removed by end of Summer Term 2025.

Checking and securing understanding of plotting coordinates generated from a rule

Lesson outcome

This lesson will be removed by end of Summer Term 2025.