Syllabus content Pedagogy Teaching ideas€¦ · syllabus . It is important to note that many areas...

Welcome back This is our second issue of The Mathematical Bridge newsletter This issue continues our focus on the Number and Algebra strand and looks more closely at the progress of Patterns and Algebra Linear Relationships and Algebraic Techniques across Stage 3 and 4 Mathematics and the connections to other substrands We see these connections as important as these concepts become prerequisite knowledge for our students by the time they leave primary school

We hope you find these resources useful and we welcome any feedback andor suggestions

Nagla Jebeile and Katherin Cartwright Mathematics Advisors Australian curriculum

Plane sailing Locating coordinates in the primary syllabus It is important to note that many areas of mathematics in the primary syllabus sit in a variety of substrands As we progress through the syllabus and into Stage 4 many of these separate concepts come together One of the focuses in this issue is on Linear Relationships The beginnings of these relationships sit in Whole Numbers Patterns and

Algebra Two-Dimensional Space and Position in the K-6 syllabus

We start with Stage 2 Position 1 where coordinates are introduced as grid references on maps These skills incorporate visualising skills and spatial awareness Students who have developed a sense of the lsquogridrsquo in relation to arrays in multiplication and the area model will be able to use this lsquoacross and up or across and downrsquo visualisation technique to assist them

Many students will not have experienced this lsquobirdrsquos-eye viewrsquo of maps and may need to build some field knowledge by looking at and exploring examples of these prior to making their own maps Students also need to build knowledge of positional language that is used with coordinates

As students look at Linear Relationships in Stage 4 they also deal with transformations translations and rotations It is important to note that in K-6 mathematics these skills are developed in Stage 2 Two-Dimensional Space 2 This language builds on from Stage 1 where these are referred to as flip slide and turn There is also a focus on language of clock-wise anti-clockwise half-turns and quarter-turns from Stage 1 in the new syllabus

Syllabus content Pedagogy Teaching ideas

2011 Year 5 NAPLAN

Easter Show map

PUBLIC SCHOOLS NSW ndash LEARNING AND LEADERSHIP DIRECTORATE ISSUE APRIL 2014

2

In Stage 3 in Two-Dimensional Space 1 and 2 this focus on rotation is explored with rotating 2D shapes around a point

Rotation about a point- GeoGebra You will need to download GeoGebra to view this applet

In Stage 4 this point is then placed on the Cartesian Plane and the movement of the shape picture or object is described based on its x and y coordinates

It is important to note the connection between the Cartesian plane and the map of the globe We use coordinates to locate longitude and latitude in a similar way first horizontal then vertical You can imagine the flat plane stretched around the globe to form a circle It is not exactly the same as the longitude lines converge at a central point (the poles) but it is helpful for students to see the similarities

Maps courtesy of wwwtheodoracommaps used with permission

Linear relationships

The basis for teaching linear relationships starts with location of grid points on maps using the conventional grid reference system where the horizontal component direction is named first followed by the vertical component For example using grid references to describe position the butterfly is at A3

This is a precursor to introducing the Cartesian coordinate number system in Stage 3 where the horizontal coordinate is first followed by the vertical coordinate

The Cartesian plane is named after the French philosopher and mathematician Reneacute Descartes and consists of a coordinate system with ordered pairs (xy) describing the horizontal position x followed by the vertical position y

A linear relationship is a relationship of direct proportionality when plotted on a Cartesian plane produces a straight line

With a linear relationship any change to an independent variable will produce a corresponding change in the dependent variable Functions are used to represent the relationship Examples for linear relationships are the money Sam makes depending on how many hours he works speed which depends on distance travelled and time taken or conversion of one currency to another

Looking along the continuum of learning you can see Patterns and Algebra outcome MA3-8NA students locate points on a Cartesian plane students learn that a number plane is a visual way of describing location on a grid they recognise that the number plane consists of horizontal and vertical axes that meet at right angles at the origin

Students develop an understanding of the Cartesian coordinate system using all four quadrants plotting points on the number plane and understanding how to plot a sequence of coordinates to create a picture

2009 Year 3 NAPLAN


3

Progressing into Stage 4 students identify and label coordinates on the Cartesian plane whose coordinates are not whole numbers followed by investigating translations reflections in an axis and rotations of 900 multiples on the Cartesian plane

Shapes undergo transformations in various ways Transformations include enlargements reflections rotations and translations We encourage students to investigate reflection of points in the x-axis and the y-axis

Rotation

Further investigations for understanding translations involve shifting a figure in a plane without turning To describe a translation we say how far left or right and how far up or down a figure is moved We would like students to understand that all the points in a figure move the same distance in a translation

Translation

Activities include using the notation Prsquo to name the image after the transformation of a point P on the plane Students investigating and describing the relationship between the point P and Prsquo for example ldquothe x-coordinate has changed and the y-coordinate has the same magnitude but is opposite in signrdquo

Another activity is to ask students to translate triangle ABC 9 units down on the Cartesian plane

The translated image is shown below each point is moved 9 units down on the Cartesian plane

Students investigations for rotation include rotations of multiples of 900 on the Cartesian plane describing the relationship between the coordinates of P and Prsquo following a rotation of 1800 about the origin such as x and y coordinates having the same magnitude but opposite in sign

Students are also encouraged to conduct investigations which involve using a combination of translations and reflections to produce the same result as a single rotation

Rotation

Students modelling the concept of linear relationships

Many activities can be designed to develop the concept further

The following videos show strategies for teaching linear relationships with students as coordinates plotting themselves on a life size Cartesian plane

As the teacher changes the slope and y-intercept of the equation students position themselves to create the graph of the linear relationship

Linear Graphs Life-sized Coordinate Pairs (5 min)

Graphing Linear Equations Full

Body Style (5 min)

Find it Fast NumeracyStage 3 students locate positions on maps grid references and coordinates Teaching notes Smart notebook included Note these activities are linked to current syllabus outcomes


ISSUE 1 | FEBRUARY 2014

Continuum of learning Mathematics K-10 Number and Algebra Strand

Stage 2 Stage 3 Stage 4 Whole Numbers A student applies place value to order read and represent numbers of up to five digits

Whole Numbers A student orders reads and represents integers of any size and describes properties of whole numbers

Part 1 Count forwards and backwards by tens and hundreds from any starting point State the place value of digits in numbers of up to four digits Read write and order numbers of up to four digits Part 2 State the place value of digits in numbers of up to five digits Read write and order numbers of up to five digits Record numbers of up to five digits using expanded notation

Whole Numbers Part 1 Read write and order numbers of any size State the place value of digits in numbers of any size Record numbers of any size using expanded notation Determine factors and multiples of whole numbers Whole number Part 2 Recognise the location of negative numbers in relation to zero on a number line Identify and describe prime and composite numbers Model and describe square and triangular numbers

Patterns and Algebra A student generalises properties of odd and even numbers generates number patterns and completes simple number sentences by calculating missing values

Patterns and Algebra A student analyses and creates geometric and number patterns constructs and completes number sentences and locates points on the Cartesian plane

Algebraic Techniques A student generalises number properties to operate with algebraic expressions

Part 1 Identify continue create describe and record increasing and decreasing number patterns Identify odd and even numbers of up to four digits Part 2 Find missing numbers in number sentences involving addition or subtraction on one or both sides of the equals sign Investigate and use the properties of odd and even numbers Recognise continue and describe number patterns resulting from performing multiplication Find missing numbers in number sentences involving one operation of multiplication or division

Part 1 Identify continue create and describe increasing and decreasing number patterns with fractions decimals and whole numbers Find missing numbers in number sentences involving multiplication or division on one or both sides of the equals sign Part 2 Continue create record and describe geometric and number patterns in words Determine the rule for geometric and number patterns in words and use the rule to calculate values Locate and record the coordinates of points in all four quadrants of the Cartesian plane

Part 1 Use letters to represent numbers Recognise and use simple equivalent algebraic expressions Simplify algebraic expressions involving the four operations Part 2 Substitute into algebraic expressions Expand and factorise simple algebraic expressions


5

Stage 4 Stage 51 Stage 52 Stage 53 Indices A student operates with positive integer and zero indices of numerical bases

Indices A student operates with algebraic expressions involving positive-integer and zero indices and establishes the meaning of negative indices for numerical bases

Indices A student applies index laws to operate with algebraic expressions involving integer indices

Surds and Indices A student performs operations with surds and indices

Use index notation for positive integral indices Express a whole number as a product of its prime factors Apply the order of operations to evaluate numerical expressions involving indices Determine and apply tests of divisibility Find square roots and cube roots Determine and apply the index laws for numerical expressions with positive-integer indices Determine and apply the meaning of the zero index

Apply the index laws to simplify algebraic expressions with positive-integer indices and the zero index

Convert algebraic expressions with negative indices to expressions with positive indices and vice versa Simplify algebraic expressions involving positive negative and zero indices

Define the system of real numbers and distinguish between rational and irrational numbers Perform operations with surds Convert between surd and index form and vice versa

Equations A student uses algebraic techniques to solve simple linear and quadratic equations

Equations A student solves linear and simple quadratic equations linear inequalities and linear simultaneous equations using analytical and graphical techniques

Equations A student solves complex linear quadratic simple cubic and simultaneous equations and rearranges literal equations

Solve simple linear equations using algebraic techniques Solve simple quadratic equations of the form x2 = c

Solve linear equations involving grouping symbols Solve linear equations involving algebraic fractions Solve quadratic equations of the form ax2 = c Solve quadratic equations of the form ax2 + bx + c = 0 (where a = 1) using factors Solve equations resulting from substitution into formulas Solve word problems using linear equations Solve linear inequalities Solve linear simultaneous equations using algebraic and graphical techniques

Solve complex linear equations involving two or more algebraic fractions Solve quadratic equations by factorising by completing the square or by using the quadratic formula Solve simple cubic equations of the form ax3 = k Rearrange literal equations Solve simultaneous equations where one equation is non-linear using algebraic and graphical techniques

Linear Relationships A students creates and displays number patterns graphs and analyses linear relationships and performs transformations on the Cartesian plane

Linear Relationships A student determines the midpoint gradient and length of an interval and graphs linear relationships

Linear Relationships A student uses the gradient-intercept form to interpret and graph linear relationships

Linear Relationships A student uses formulas to find midpoint gradient and distance on the Cartesian plane amp applies standard forms of the equation of a straight line

Locate and describe points on the Cartesian plane using coordinates Describe translations and reflections in an axis on the Cartesian plane Describe rotations of multiples of 90ordm on the Cartesian plane Recognise describe and record geometric and number patterns in words and algebraic symbols Plot linear relationships created from simple patterns and equations Solve simple linear equations using graphical techniques

Find the midpoint gradient and length of intervals on the Cartesian plane using informal strategies Graph linear relationships from equations Determine that parallel lines on the Cartesian plane have equal gradients

Apply the gradient-intercept form of the equation of a straight line to interpret and graph straight lines Apply the properties of the gradients of parallel and perpendicular lines on the Cartesian plane

Use formulas to find the midpoint gradient and length of intervals on the Cartesian plane Apply various standard forms of the equation of a straight line Solve problems involving straight lines on the Cartesian plane including parallel and perpendicular lines


6

Stage 3 Teaching Ideas- Cartesian Plane This lesson is an excerpt from the BOSTES sample unit Cartesian Plane (with adjustments) that can be found here httpsyllabusbosnsweduaumathematicsmathematics-k10programming under Samples in the sample units tab Strand Number and Algebra Substrand Patterns and Algebra 2 Outcomes MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-2WM selects and applies appropriate problem-solving strategies including the use of digital technologies in undertaking investigations MA3-3WM gives a valid reason for supporting one possible solution over another MA3-8NA analyses and creates geometric and number patterns constructs and completes number sentences and locates points on the Cartesian plane Activity 1 Creating a Colossal Cartesian Plane This activity is best completed on a large flat space such as the floor of the school hall or a playground A space that has a square-grid structure (eg the grout lines separating large square tiles) is preferable if available If the space to be used does not have a square-grid structure the teacher should create a square grid of 30 units times 30 units prior to the activity In addition construct a large-scale number line through the middle of the grid labelled from ndash15 to 15

bull Review the concept of positive and negative numbers (integers) and model the placement of integers on the large-scale number line

bull Call out numbers from ndash15 to 15 and have each student one by one find the specified position on the number line Continue until all students have a position on the number line Adjustment Reinforce associated terminology when discussing position on the number line through the use of lsquoleftrsquolsquonegativersquo and lsquorightrsquolsquopositiversquo

bull Explain that the number line allows us to identify a particular position on a single line using a number but that this limits us to describing position only on the one line Ask a few students to find a position nearby that is not on the line (include positions on both sides of the line)

bull Generate discussion about how the position of someone who is not on the line could be described Guide students to think of the important features needed to describe position accurately such as - side of the line - distance from the line

bull Guide student responses to the idea of two number lines placed at right angles to each other and intersecting at zero on each line Use masking tape or chalk to construct the second number line on the ground from (roughly) ndash15 to 15 using the same scale as on the first line

bull Introduce the term lsquonumber planersquo and inform students that Reneacute Descartes was one of the first mathematicians to represent position in two dimensions using this method hence the title lsquoCartesian planersquo

bull Introduce terminology associated with the Cartesian plane and use either large prepared labels or chalk to label these on the colossal Cartesian plane It is important that students realise that by convention mathematicians refer to the horizontal axis as the lsquox-axisrsquo and the vertical axis as the lsquoy-axisrsquo This allows a common understanding of the Cartesian plane in all parts of the world Terminology to be introduced includes

minus lsquohorizontal axisrsquo (lsquox-axisrsquo) lsquovertical axisrsquo (lsquoy-axisrsquo) lsquointersectrsquo the number plane is created using two axes the horizontal axis (x-axis) and the vertical axis (y-axis) which intersect at right angles

minus lsquopoint of intersectionrsquo lsquooriginrsquo the name given to the point of intersection of the axes of the Cartesian plane is the origin Students should be made aware that by convention the origin is denoted by the capital letter O


7

minus lsquoquadrantrsquo the axes divide the Cartesian plane into four quadrants (remind students of the word stem lsquoquad-rsquo meaning lsquofourrsquo and recall known words that use this stem eg lsquoquadrilateralrsquo)

bull With the aid of the labels and later without students practise responding to the terminology as the teacher asks all students (or a single student) to move to that feature of the Cartesian plane eg lsquoAli go to the originrsquo lsquoEveryone stand on the x-axisrsquo lsquoTam go to the point of intersection of the axesrsquo

bull Issue each student with a card marked with the coordinates of a point The set of points used should include points in each quadrant the origin and points on the x-axis and y-axis eg (2 5) (7 4) (ndash13 1) (ndash6 8) (5 ndash3) (12 ndash6) (ndash8 ndash10) (ndash1 ndash7) (0 3) (0 ndash14) (12 0) (ndash4 0) (10 12) (ndash10 12) (ndash6 ndash6) (7 ndash12) (0 2) (ndash10 0) (10 ndash10) (8 0) (ndash14 ndash8) (13 8) (0 12) (0 0) (0 ndash3) (3 ndash8) (ndash11 5) (ndash11 ndash5) (ndash4 ndash13) (ndash6 ndash2)

bull Explain the following minus Coordinates of the origin are (0 0) and all other points are located by starting

(originating) at the origin minus By convention a lsquopointrsquo on the Cartesian plane is recorded as a pair of numbers

separated by a comma in parentheses (brackets) minus By convention the first number in parentheses always refers to the lsquox-coordinatersquo of the

point and indicates the position that is moved to on the x-axis to the right (positive) or to the left (negative) of the origin ie the position moved to horizontally starting from the origin

minus The second number always refers to the lsquoy-coordinatersquo of the point and indicates the position that is moved to up (positive) or down (negative) from the origin ie the position moved to vertically

minus Note a useful memory aid for the order of the coordinates is that x comes before y in the alphabet and so the x-coordinate comes before the y-coordinate when we locate or record points on the Cartesian plane

Adjustment Some students may be provided with visual aids that include the coordinates of the given point and a description in words of the location of the point (incorporating the mathematical terms) eg (2 ndash4) is lsquo2 units to the right of the origin along the x-axis and 4 units down from the origin along the y-axisrsquo

bull One by one each student finds the point on the ground that corresponds to the point on his or her card and sits at that point Each student must start at the origin and walk to the number corresponding to the x-coordinate on the x-axis BEFORE considering the y-coordinate

bull Adjustment Some students may require modelling by the teacher andor peers first followed by guided practice with a teacherrsquos assistant or peer Some students may prefer to place an object rather than sit on the ground themselves

bull Once students are seated at their given points the teacher gives instructions that re-affirm the terminology associated with the Cartesian plane eg Stand up if your point is

minus on an axis minus on the x-axis (What do all of these points have in common) minus on the y-axis (What do all of these points have in common) minus at the origin minus in a quadrant minus a point with a y-coordinate of 12 minus a point with an x-coordinate of 0 minus a point with the same value for the

x-coordinate and the y-coordinate minus a point with a positive y-coordinate (Where are all of these points in relation to the

axes) minus a point with a negative x-coordinate (Where are all of these points in relation to the

axes) minus Adjustment Some students may require verbal prompting to ensure inclusivity


8

Lets Plot Points - Cartesian Plane | Stage 3 | Mathematics ndash Sample lesson by Caringbah PS

Lesson Overview

Students will understand and be able to correctly solve problems using coordinate geometry to describe spatial relationships They will specify locations using common language and geometric vocabulary using coordinate systems to specific locations while finding the distance between points along horizontal and vertical lines of the coordinate system Outcomes Assessment overview

Mathematics K-10 rsaquo MA3-8NA analyses and creates geometric and number

patterns constructs and completes number sentences and locates points on the Cartesian plane

rsaquo MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

rsaquo MA3-2WM selects and applies appropriate problem-

solving strategies including the use of digital technologies in undertaking investigations

Students plot points to successfully complete a coordinate picture or find a point on a coordinate grid Teacher observes and makes anecdotal notes

Language Number line -A line that shows numbers in order Positive numbers -Numbers greater than zero Negative numbers -Numbers less than zero Coordinate Plane [Rectangular Coordinate System] -Two number lines (including both positive and negative numbers) perpendicular to one another and intersecting at the zero point of both lines Coordinate Grid -A coordinate plane placed on graph paper Axes -The names given to the number lines that run horizontally (x) and vertically (y) on the coordinate plane X-axis -The horizontal line on a coordinate plane The positive numbers are located to the right of the origin and the negative numbers are to the left of the origin Y-axis -The vertical line on a coordinate plane The positive numbers are located above the origin and the negative numbers are below the origin Origin -The point where the x-axis and the y-axis intersect on the coordinate plane The coordinates of the origin are (00) Ordered Pair -A pair of numbers used to locate a point on a coordinate grid such as (5-2) The x-axis coordinate is always first because x comes before y alphabetically Coordinates -One of the numbers in an ordered pair The x value is the first coordinate of the pair and the y value is the second coordinate X-coordinate- Identifies the position of the point along the horizontal (x) axis Y-coordinate -Identifies the position of the point along the vertical (y) axis Quadrants -The four regions of the coordinate plane that the axes divide it into There are 4 quadrants labeled in counter-clockwise order with quadrant I in the upper right corner I (+ +) II (- +) III (--) IV (+-) The sign of the x-value and y-value are noted in the ordered pair (xy)


9

Content Teaching learning and assessment Resources Stage 3 - Patterns and Algebra 2 Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)

recognise that the number plane (Cartesian plane) is a visual way of describing location on a grid

recognise that the number plane consists of a horizontal axis (x-axis) and a vertical axis (y-axis) creating four quadrants recognise that the

horizontal axis and the vertical axis meet at right angles (Reasoning)

identify the point of intersection of the two axes as the origin having coordinates (0 0)

plot and label points given coordinates in all four quadrants of the number plane plot a sequence of

coordinates to create a picture (Communicating)

identify and record the

coordinates of given points in all four quadrants of the number plane recognise that the

order of coordinates is important when locating points on the number plane eg (2 3) is a location different from (3 2) (Communicating)

Introducing the Concept Distribute coordinate planes to the class Introduce or review the following vocabulary number line positive numbers negative numbers coordinate grid x-axis y-axis origin quadrants ordered pair coordinate x-coordinate and y-coordinate The handout Coordinate Geometry Vocabulary includes vocabulary and concepts students need to know in order to understand the coordinate system and can be distributed as a future reference Display a Cartesian Plane on the Smartboard and plot several points together as a class To help students plot points the following tips may be helpful To remember which axis is which remind the students that the bottom of the ldquoYrdquo goes up and down like the Y axis does To help students remember which coordinate comes first in an ordered pair remind them that x comes before y in the alphabet just like it does in an ordered pair Concept Development Reinforce the importance of the order of the x and y axis Graph (13) (24) and (35) on the coordinate grid Connect the points with a line Next graph (31) (42) and (53) on the same grid Connect these points with a different colour Discuss with the students what they observe To plot a point first start at the origin Look at the first coordinate in the pair If it is a positive number count over that many points to the right If it is a negative number count that many points to the left Next look at the second number in the ordered pair If it is positive go up that number of points from the point you are at on the x-axis If the number is negative go down that many points from your location to find the location Remember do not count the point you are on when you count the points (left or right and up or down) Strengthening the Concept Distribute a paper copy of a coordinate grid Provide the students with a set of points that will result in a picture when plotted The Coordinate Grid Pictures handout contains the coordinates for 4 pictures and the links include sources for additional coordinate grid pictures

Coordinate Grid Paper Coordinate Geometry Vocabulary Handout Coordinate Grid Pictures Handout Letrsquos Plot Points Rubric Battleship Grid Paper Coordinate Grid Paper httpwwwdonnayoungorgmathc-gridshtm Coordinate Grid Paper httpwwwprintfreegraphpapercom Coordinate Grid Paper httpthemathworksheetsitecomcoordinate_planehtml Battleship httpthemathworksheetsitecomcoordinate_planehtml Dinosaur Picture httpwwwmathsisfuncomt_rexhtml Cat Picture httpwwwmathcatscomcraftsgridscatgrid2html Ice Cream Sundae Picture httpwwwuenorgLessonplanpreviewcgiLPid=15431


10

Observations Modifications

Some of the students originally found the ldquoBattleshiprdquo activity challenging Using a PDF file with Smartboard Technologies Tools was not always user friendly Students became more confident with drawing the pictures by using the coordinates Likewise the more games of battleship they played the students began to correctly locate and describe coordinates

Make the ldquoBattleshiprdquo activity a ldquoGifted and Talentedrdquo activity Usehttpsmartboardstypepadcomsmartboardfilescoordinates1swf

to introduce Cartesian planes instead of the PDF file

Show httpwwwyoutubecomwatchv=T2-TO8XBNbU

to revise the concept of the Cartesian Plane Use the Rubric below to assess the studentsrsquo ability to plot points on a Cartesian Plane

Extension Activity Play the game Battleship on a coordinate grid Use the worksheet generator to make paper for the ldquoBattleshiprdquo game Each person will need a sheet of paper with two coordinate grids On the top grid you will plot your ships (Aircraft carrier-5 points long Battleship-4 points long Submarine-3 points long Destroyer-3 points long and PT Boat-2 points long) On the lower grid you will indicate where you have shot missiles trying to sink your partnerrsquos fleet Be sure to mark if part of one of your ships was hit and what boats you have hit The partners take turns calling out points (ie x-coordinate 5 y-coordinate -2) until one player has sunk all the parts of his partnerrsquos ships Since players must call out the coordinates of each point they wish to guess the game provides lots of practice using the coordinate grid It might be a good idea to write down the points each player calls in order to mediate possible disputes later

Lesson Wrap Up Discuss situations that require knowledge of coordinate grids We use a grid system when we search for a city on a road map Latitude and longitude lines that are used to find locations on maps work like a coordinate grid system The i-phone technology is based on a coordinate grid system

Discuss the implications in real-world situations if either the directions were incorrect or unclear of if they were not followed properly (eg an engineer writing directions for a mechanic to build a machine the engineer designed an architect drawing plans for a builder to follow etc)


11

Further Resources on Cartesian Planes

Syllabus Bites Cartesian Coordinate system - httplrrpublicclidetnsweduaulrrSecureSitesLRRView1411614116_02htm

Billy Bug coordinate games- httpwwwoswegoorgocsd-webgamesBillyBugbugcoordhtml

nrichmathsorg activities

Attractive rotations- httpnrichmathsorg6987

Mirror mirrorhellip- httpnrichmathsorg5458

hellipOn the Wall- httpnrichmathsorg5459


12

Stage 4 Teaching ideas ndash Linear relationships

Strand Number and Algebra Substrand Linear Relationships

Outcomes A student MA4-9NA operates with positive integers and zero indices of numerical bases MA4-1WM communicates amp connects mathematical ideas using appropriate terminology diagrams amp symbols MA4-2WM applies mathematical techniques to solve problems MA4-3WM recognises and explains mathematical relationships using reasoning

Students Given coordinates plot points on the Cartesian plane and find coordinates for a given point (ACMNA178)

bull plot and label points on the Cartesian plane given coordinates including those with coordinates that arenot whole numbers

bull identify and record the coordinates of given points on the Cartesian plane including those withcoordinates that are not whole numbers

Describe translations reflections in an axis and rotations of multiples of 90deg on the Cartesian plane using coordinates (ACMMG181)

bull use the notation to name the image resulting from a transformation of a point on the Cartesian plane

bull plot and determine the coordinates for resulting from translating one or more timesbull plot and determine the coordinates for resulting from reflecting in either the x- or y-axisbull investigate and describe the relationship between the coordinates of and following a reflection in the

x- or y-axis eg if is reflected in the x-axis has the same x-coordinate and its y-coordinate has thesame magnitude but opposite sign (Communicating)

bull recognise that a translation can produce the same result as a single reflection and vice versa(Reasoning)

bull plot and determine the coordinates for resulting from rotating by a multiple of 90deg about the originbull investigate and describe the relationship between the coordinates of and following a rotation of 180deg

about the origin eg if is rotated 180deg about the origin the x- and y-coordinates of have the samemagnitude but opposite sign (Communicating)

bull recognise that a combination of translations andor reflections can produce the same result as a singlerotation and that a combination of rotations can produce the same result as a single translation andorreflection (Reasoning)

Student Activity Draw a polygon in the second quadrant and third quadrant label each coordinate Reflect each point in the y-axis Label all the points of the reflected image and determine the coordinates of each

GeoGebra ndash Reflection of a polygon httpwwwgeogebraorgenuploadfilesMickHReflection20of20Polygonshtml


13

Student Activity Draw a polygon in the first quadrant or second quadrant label your shape including the coordinates of each point Reflect the shape in the x-axis and label all the points of the reflected image Describe the relationship between the coordinates in the image (P) and the coordinate in the reflected image (Prsquo)

Student Activity Translate point P

a) What are the coordinates of P

b) Translate point P 7 units to the left What are the coordinates of Prsquo Did the x or y coordinate change

c) Translate point Prsquo 10 units down What are the coordinates of Prsquorsquo Did the x or y coordinate change

Students Activity Below is the link for a Learning object which demonstrates the transformation of a point

Syllabus Bites Speedy Sliding


14 Student Activity Draw a polygon in the fourth quadrant labelling each point and include the coordinate Translate the shape 9 units down on the Cartesian plane plot each translated point with its new coordinate and label the translated image

Student Activity Draw a polygon in the fourth quadrant labelling each coordinate translate the shape 12 units to the right on the Cartesian plane by plotting each translated point write the new coordinate and label the translated image


15

Below is a link to four learning objects Speedy sliding which was mentioned above Flipping and sliding Turbo turning and Mixing it up These contain digital student activities which can be completed as a whole class activity or in pairs Each area explore the ideas of reflection translation and rotation Following the link you will find a PDF of student activities which can be used by student as they progress through the digital learning object to record their answers

Rotation of a point about the origin Student Activity

Plot the point A (0 6) on the Cartesian plane Rotate point A 900 about the origin

What are the coordinates of Arsquo Rotate point A 1800 about the origin will the x coordinate or y coordinate change What are the coordinates of the rotated point

Internet research students investigate logos and graphic design icons which incorporate the reflection rotation or translation of a shape


16

Double click on the paperclip icon to view the entire Student Activity ndash Reflection of a Point which accompanies the Speedy Sliding Learning Object


Student Activity ndash Reflection of a Point

a) Watch a point be reflected httplrrclidetnsweduauLRRView1414714147_pop2htm

b) Reflect this point in the x-axis c) Reflect this point in the y-axis

bull What are the coordinates of the point before it was reflected bull What are the coordinates of the point after it was reflected bull Which coordinate changed The x-coordinate or the y-coordinate

d) Reflect this point in the x-axis e) Reflect this point in the y-axis


f) Reflect this point in the x-axis


g) Reflect this point in the y-axis


Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment
Reflecting a point - Stage 4 Linear relationshipspdf

17

Double click on the paperclip icon to view the entire Student Activity ndash Reflection of a Point which accompanies the Syllabus Bites learning object


Stage 4 Linear Relationships

Outcomes A student

bull communicates and connects mathematical ideas using appropriate terminology diagrams and symbols MA4-1WM3

bull recognises and explains mathematical relationships using reasoning MA4-3WM4 bull creates and displays number patterns graphs and analyses linear relationships and

performs transformations on the Cartesian plane MA4-11NA5

Content Describe translations reflections in an axis and rotations of multiples of 90deg on the Cartesian plane using coordinates (ACMMG1812)

This series addresses the following dot points The dot point(s) addressed in this Syllabus bite are shown in bold

bull use the notation P to name the image resulting from a transformation of a point P on the Cartesian plane

bull plot and determine the coordinates for P resulting from translating P one or more times

bull plot and determine the coordinates for P resulting from reflecting P in either the x- or y-axis

o investigate and describe the relationship between the coordinates of P and P following a reflection in the x- or y-axis eg if P is reflected in the x-axis P has the same x-coordinate and its y-coordinate has the same magnitude but opposite sign

o recognise that a translation can produce the same result as a single reflection and vice versa

bull plot and determine the coordinates for P resulting from rotating P by a multiple of 90deg about the origin

o investigate and describe the relationship between the coordinates of P and P following a rotation of 180deg about the origin eg if P is rotated 180deg about the origin the x- and y coordinates of P have the same magnitude but are opposite in sign

o recognise that a combination of translations andor reflections can produce the same result as a single rotation and that a combination of rotations can produce the same result as a single translation andor reflection

Working Mathematically This series addresses all five components of Working Mathematically In the earlier parts of the series the emphasis is on fluency and understanding Later parts emphasise reasoning communicating and problem-solving

Student Activity 1

1 Revise the directed number line o Work with a partner o Ask each other questions like lsquoWhat number is 6 units to the right of ndash3rsquo or

lsquoWhat number is 5 units to the left of +2rsquo o When you ask your partner a question make sure that the answer is between ndash

5 and 5 o When your partner asks you a question you may draw a number line or use

this interactive number line1 for help in finding the answer o After a while try to figure out some answers without needing to look at a

number line o As a bonus ask questions that have answers between ndash10 and 10

2 Revise the Cartesian plane2 3 Revise translations3

Interactive Number Line- httpwwwmathsisfuncomnumber-linehtml

Cartesian Plane- httplrrclidetnsweduauLRRView14116

Translations - httpwwwbbccoukbitesizeks3mathsshape_spacetransformations1revision3

Syllabus Bites ndash Speedy Sliding

httplrrclidetnsweduauLRRView1414614146_03htm

Student Activity 2

Question 1 ndash Translate the point 5 units to the right

Question 2 ndash Translate the point 3 units downward

Question 3

How many units would we need to translate (-31) to arrive at (-11)

Question 4

How many units would we need to translate (33) to arrive at (3 -4)

Question 5

Suppose we took the point (ndash14) and translated it 5 units to the right

a) Which coordinate would change The x-coordinate or the y-coordinate b) What is the result when we add 5 to that coordinate c) What will the new coordinates be

Question 6

Suppose we took the point (ndash23) and translated it 6 units downwards

bull Which coordinate would change The x-coordinate or the y-coordinate bull What is the result when we subtract 6 from that coordinate bull What will the new coordinates be

Student Activity 3 ndash Label the translated point Prsquo on each plane

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1

a) What are the coordinates of point P b) Translate the point P 3 units to the left and 4 units downwards the result of the

translation is point P lsquo mark P lsquo on the Cartesian Plane c) Find the coordinates of point P rsquo

Question 2

a) What are the coordinates of point P b) Translate the point P 4 units to the left and 2 units upwards the result of the


Geogebra Activity

File Attachment
Translation of a point - Stage 4 Linear Relationshipspdf

18

Stage 3 Teaching ideas ndash Pre- Algebraic Techniques Patterns and Algebra Note In Stage 3 students learn about completing a table of values for geometric and numerical patterns and describing the rule In Stage 4 students create algebraic expressions for these patterns using pronumerals Students then learn to plot these points on a Cartesian plane

Click on the paperclip image below to view a few lessons on geometric patterns and tables These lessons are from the Talking about Patterns and Algebra resource that can be downloaded HERE


Stag

e 3

amp Algebra

TalkingaboutPatterns

copy State of New South Wales through the NSW Department of Education and Training 2010 112

Whatrsquos this table

Key ideaBuild simple geometric patterns involving multiplesComplete a table of values for geometric and number patternsDescribe a pattern in words in more than one way

MaterialsNone

Draw the following table on the board leaving out the title and row headings Ask the students to suggest titles for the table and headings for the rows and to justify their suggestions

1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70

Row headings in the above table could includeNumber of weeks and Number of daysNumber of heptagons and Number of sidesNumber and Number multiplied by 7

Have the students create their own tables omitting headings for others to complete

Repeat the activity with sequences of decreasing numbersFor example

Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra



Other outcomes addressedNS33 Selects and applies appropriate strategies for multiplication and division

Stag

e 3

amp Algebra



Houses


MaterialsNone

Draw the following diagram of a house on the board and ask the students How many lines are there

Record the number six below the diagram Draw another house beside the first one and ask If I drew two houses how many lines would I draw altogether Record the number 12 below the second diagram

Have the students continue the sequence to the tenth term and record it in a tableFor exampleNumber of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 12 18 24 3 36 42 48 54 60

Ask the students to describe the sequence in different ways

Ask questions such as the followingHow many lines would there be if there were 25 houses How did you work it out

Stag

e 3

amp Algebra



If there were 330 lines altogether how many houses would there be How did you work it out How does the table help determine the relationship between the number of houses and the number of lines

Have the students investigate number sequences based on the total number of sides of repeating two-dimensional shapes and record the data in a table For example the following letters could be investigated

Hexagons Octagons Decagons Dodecagons


Stag

e 3

amp Algebra



Decimal sequences

Key ideaComplete a table of values for geometric and number patternsDescribe a pattern in words in more than one way

MaterialsCalculators

In an untitled table record the following sequence of numbers

Term in the sequence 1 2 3 4 5022 044 066 088

Ask the students to determine the fifth number in the sequence then check the answer using a calculator Have the students share their strategies for determining the answer and discuss any errors

Ask the students to label the second row in the table and give the table a title Ask them to determine a rule for the relationship between the top and bottom rows and then to use the rule to find the tenth term in the sequence

Have the students generate other sequences of decimals using a calculator to check their calculations

Stag

e 3

amp Algebra



Polygons and triangles


MaterialsNone

Have the students investigate and discuss the least number of triangles needed to form a quadrilateral Have the students continue their investigations with other polygons

Ask the students to record their findings in a table beginning with a triangleFor exampleForming polygons from trianglesNumber of sides 3 4 5 6 7 8 9Number of triangles 1 2 3 4 5 6 7

If the students are having difficulty with the task suggest that they use the diagonals of each shape

Using the tables that the students have created ask them to describe the relationship between the number of sides of a polygon and the least number of triangles needed to form it

Stag

e 3

amp Algebra



Other outcomes addressedSGS32a Manipulates classifies and draws two-dimensional shapes and describes side and angle properties

Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone

Draw the following diagram on the board

Ask the students to identify how many lines you have drawn Record the numeral 6 below the diagram Draw five more lines to create a second house joined to the first one

Ask the students to identify how many lines have been drawn altogether then record the numeral 11 below the diagram

Repeat for a third house

Have the students continue the sequence up to ten houses and record it in a table

For exampleRow of houses

Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51

Have the students describe the sequence and write a rule to determine the number of lines for any number of houses

Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone

Draw the first house on the board and tell the students that it is the first house in a row of terrace houses Ask How many windows can be seen

First house

Record the number of windows in a table as belowAdd an adjoining house and ask How many windows can be seen Record the total number of windows in the table

Continue adding up to five houses and record the cumulative number of windows

Terrace house windowsNumber of terrace houses Total number of windows

1 52 83 114 145 17

Enric

hmen

t

amp Algebra



Have the students describe the sequence of numbers in each column and write a rule to determine the total number of windows for any number of houses

tpa_all

Main Contents S3

12

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Main Contents Enrich

Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment
panda table lessonspdf

19

Additional Resources for Patterns and Algebra

This activity is from the Red Dragonfly Mathematics challenge book that can be downloaded as a pdfHERE


20

Stage 4 Teaching ideas ndash Algebraic Techniques

Outcomes

A student

MA4-1WM communicates and connects mathematical ideas using appropriate terminology diagrams and symbols MA4-2WM applies appropriate mathematical techniques to solve problems MA4-3WM recognises and explains mathematical relationships using reasoning MA4-8NA generalises number properties to operate with algebraic expressions

Students

Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)

-substitute into algebraic expressions and evaluate the result -calculate and compare the values of x2 for values of x with the same magnitude but opposite sign (Reasoning) -generate a number pattern from an algebraic expression eg

Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)

-expand algebraic expressions by removing grouping symbols eg

connect algebra with the distributive property of arithmetic to determine that(Communicating)

Factorise algebraic expressions by identifying numerical factors (ACMNA191)

-factorise a single algebraic term eg -factorise algebraic expressions by finding a common numerical factor eg

check expansions and factorisations by performing the reverse process (Reasoning)

Factorise algebraic expressions by identifying algebraic factors

-factorise algebraic expressions by finding a common algebraic factor eg


21

Teaching Algebraic Techniques using guided practise and formative assessment

The video below demonstrates how teacher Carl Munn uses the Cornell Note Taking strategy to develop critical thinking and individual mini whiteboards for guided practise to develop fluency and understanding Students are given immediate feedback develop skills methodically and build self-confidence through successful accomplishment of meaningful tasks the strategy allows teachers to assess students and students to assess themselves

Algebra Tools The Distributive Property (518 min) further information on the Cornell note taking strategy

The video below demonstrates how Teacher Leah Alcala uses Formative Assessment when teaching Algebraic techniques by analysing common algebraic mistakes with students during warm up lessons

My Favourite No Learning from mistakes (546 min)

The video below takes us into Mr Sinivirta classroom in Finland We see how he connects with his students respects and encourages them so they discover answers by themselves Promoting good questioning techniques and allowing students time to discover reasonable solutions to problems Finland is the top performing country in mathematics for the international PISA

Finland The Human Factor in Math (14 min)


22

Stage 4 Number Patterns

1 Draw the following table on the board leaving out the title and row headings Ask the students to suggest titles forthe table and headings for the rows and to justify their suggestions

1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70

Row headings in the above table could include

Number of weeks and Number of days Number of heptagons and Number of sides Number and Number multiplied by 7

2 Have the students create their own tables omitting headings for others to complete

3 Repeat the activity with sequences of decreasing numbers

For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10

1 Look at number pattern A are the numbers increasing or decreasing in the pattern

2 Determine a rule in words to describe the pattern relating the position in the pattern to the value of the term

3 Graph the following number patterns Determine whether the number patterns below form a linear or non-linearrelationship

Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25

1 Look at number pattern B are the numbers increasing or decreasing in the pattern




23

Families of Linear Relationships

1 Compare the following linear graphs list all the similarities and differences in the table below

Write a statement about the similarities and differences you found in this family of graphs ___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________


Write a statement about the similarities and differences you found in this family of graphs _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Graphs Similarities Differences

y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24


Explain how the graphs above are similar or different Which features of the linear equation determine the shape ___________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4 Are all graphs linear relationships What makes a graph non-linear Write a description about the graphs you see


y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25

Relevance of Linear Relationships

Linear relationships are best taught within a context which has meaning to students Linear relationships are common in mathematics and science The graph of two quantities can lead to a direct relationship or an inverse relationship Direct relationships represent situations where one quantity increases as another increases for example a mobile phone call cost increases with the length of the call An inverse relationship represents situations where one quantity decreases as another increases

Linear Relationships

Situation Write the equation

Jasmin prints calendars she charges $3 per item printed

Write a linear equation to represent the cost of printing calendars

Graph the linear relationship on the Cartesian plane using a table of values

Find the slope and y-intercept of the linear relationship

Define your variables x and y

Write your equation

Table of Values

x

y

Graph the linear relationship on the Cartesian Plane


26



Jay is a taxi driver He charges $4 plus $2 per km for the distance travelled

Write a linear equation to represent the total cost of the taxi service




Write your equation

Table of Values

x

y



27

Stage 3 and 4 NAPLAN teaching strategies for Patterns and Algebra

Click on the paperclip image below to open the pdf file of lesson activities


Stages Quick LinksIWB Numeracy ResourcesiPhoneiPad Numeracy AppsTable of Similar Numeracy Questionsfor Patterns and Algebra

NAPLAN 2012 TEACHING STRATEGIES raquo numeracy raquo Patterns and algebra raquo raquo Overview

teaching strategies overview

Patterns and Algebra mdash Overview

Patterns and Algebra has been incorporated into the primary curriculum to demonstrate the importance of early numberlearning in the development of algebraic thinking In the primary curriculum the emphasis is on number patterns and numberrelationships leading to an investigation of the way that one quantity changes relative to another In the secondary curriculumstudents will continue to develop knowledge skills and understanding in patterning generalisation and algebraic reasoning

Teaching Strategies for this strand include a range of engaging interactive activities for stages 1 to 5 to support thedevelopment of skills in this strand Teachers may adapt many of these resources to suit specific needs

sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes

PAS31a Records analyses anddescribes geometric and numberpatterns that involve one operationusing tables and words

Newmanrsquos analysis

Numeracy apps

Notebook (IWB) files

Items2012 3q15 3q33 5q26 5q297CAq24 7NCq14 9NCq05 9NCq22

Item DescriptorContinues a geometric pattern to findthe next valueFinds the next term in a geometricpatternInterprets a rule to determine the firstvalue in a patternContinues a number pattern byapplying a given ruleFinds the higher term in a sequencerepresenting a geometric patternCompletes a rule in word form todescribe a linear pattern given in atable

Statements of Learning forMathematicsp 20

Quality Teaching FrameworkIntellectual Quality - deepunderstanding

NAPLAN 2012 TEACHING STRATEGIES raquo numeracy raquo Patterns and algebra raquo Number Patterns raquo 3


Patterns and Algebra - Number Patterns

StrategiesStudents can

recognise a number pattern involving one operationbuild a table of valuesdetermine the rule to describe a patterncontinue a number pattern to determine a higher term

Activities to support the strategiesAt this Stage students should be given opportunities to discover and create patterns and to describe in their own wordsrelationships contained in those patterns Students need to develop skills in organising their information into tables andordering the information to assist in determining a rule for the pattern

Activity 1 - Number patterns

Provide students with popsticks or matchsticks Ask them to make a series of rhombuses from the sticks Students keep arecord of how many sticks they have used altogether after each rhombus is added Record the number of rhombuses theyconstruct

As a class create a table and record the data in the table

Ask studentsCan you work out how many popsticks you would need if you wanted to make 15 rhombusesWhat are some different ways you can work this outDoes the table help you work this outIf I used 80 popsticks how many rhombuses could I make

Activity 2 - Table of values

The following activities address essential learning for students which includereading the title of a tablereading headings for rows and columnsinterpreting information presented in the rows and columnscompleting a table of values for a geometric pattern or a number pattern

1 Prepare a table of values which shows a number pattern similar to the example below

Discuss the information in the table with the students Ask students what number patterns they can see Identifythe rule to describe each row eg

Top row 1 2 3 4 5 6 (rule is +1)

Bottom row 6 12 18 24 30 36 (rule is + 6)

Describe the number pattern in a variety of ways and record the descriptions in words eg It looks like the 6 timestableLook at the relationship between the top row and the bottom row in the tableDetermine a rule to describe the pattern from the table eg You multiply the top number by the six to get thebottom numberDisplay the table below on a classroom wall the table should not have a title or column headings Students look atthe numbers in the first column and compare to the numbers in the second column Students write their

sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5

suggestions for a title and column headings on paper

view and print

Discuss giving reasons to justify their suggested title and headings eg number of fingers on a hand number ofsides of a pentagon

2 Give students a copy of the table below The table has the title and headings only

view and print

Students suggest data which could go in each column to match the column headings Ask students for reasons tojustify the data they have suggestedPose this problem for the class to solveHow many numbers are in the following number pattern

The first 4 numbers and the last number have been given 8 16 24 32 144

Discuss the strategies the students used Ask students to draw a table to demonstrate how the problem can besolvedAsk What is the relationship between each number and the position of the number in the pattern

Repeat for other number patterns Continue the pattern by adding 5 more terms Students determine what the lastnumber would be 8 16 24 32 144 ___ ___ ___ ___ ___

Activity 3 ndash Guess my rule game

This is a fun way for two or more students to learn to find patterns and practise finding rules

1 Play Guess my rule One student thinks of a rule about numbers and the other students take turns to guess the rule

Ask for students to volunteer to play Sally Sam or Paul in the following scenario Have the students read the scenario infront of the class to model playing Guess my rule

view and print

The game can be played as a whole class or in small groups Students take turns to be the person thinking of the ruleEach person should keep a record of the pairs of numbers to assist in checking that no mistakes are made

Have groups discuss their strategies and write down a list of hints

2 Students use the Nutty Learning Object to explore patterns This interactive resource generates random numberpatterns for students to explore interpret and determine terms in the sequence Instant feedback enables students tocorrect errors Included are print activities solutions learning strategies and a game

Online resources

Teacher resourcesCLICTaLEThe Learning Federation- Learning Objects through TaLeMusical number patterns problem-solving assessmenthttptlfdlrdetnsweduaulearningobjectsContentL9835objectindexhtml

Sites2See Number for PrimaryhttplrrdlrdetnsweduauLRRView10287

Sites2See Primarily Patterns These sites link to Multiplication skills involving skip counting httplrrdlrdetnsweduauLRRView10286

Red Dragonfly Mathematics Challenge pdf excerpt httpsdetwwwdetnsweduaucurr_supportmathsreddragonfly

Other Online ResourcesNrich website

Maths Problems Patterns activities for Stage 3

httpnrichmathsorgpublicsearchphpsearch=patternsampfilters[ks3]=1

Curriculum SupportTalking about Patterns and Algebra NSW Department of Education and Training 2005 p72

CD-Rom Talking About Patterns and Algebra Curriculum Kndash12 Directorate NSW Department of Education and Training 2005

Curriculum Support websitehttpwwwcurriculumsupporteducationnswgovausecondarymathematicsyears7_10teachingalgebrahtm

httplrrdlrdetnsweduauLRRView1028610286_00htm

Lesson Plans and ActivitiesThe number patterns encourage students to look carefully at the differences between the numbers in the sequence and usethat information to work out what comes next or to fill in the gaps Includes worksheetshttpwwwteachingideascoukmathsnopgeneralhtm

Student resourcesNutty Learning Object

back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40

Patterns and Algebra - Stage 3 - Worksheet 1

Hours in weekNumber of days Number of hours



4Stages

STAGE 4

Syllabus Outcomes

PAS45 Graphs and interprets linearrelationships on the number plane


Numeracy apps


Items2012 7NCq29

Item DescriptorIdentifies the statement to match datain a linear graph


Quality Teaching FrameworkIntellectual quality ndash MetalanguageSignificance ndash Inclusivity

NAPLAN 2012 TEACHING STRATEGIES raquo numeracy raquo Patterns and algebra raquo Linear Relationships raquo 4


Patterns and Algebra - LinearRelationships


interpret linear relationships created from simple number patterns and equations

Activities to support the strategies1 Students match cards to align the features of linear graphs with the feature of their algebraic representation including

those related to slope intercepts and the coordinates of points on the line

view and print

2 Students use a graphics calculator graphing software or spreadsheet software to graph and investigate a range of linearrelationships

sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources

Teacher resourcesCurriculum SupportLinear Relationshipshttpwwwtaleeduautalecomponentsincludestraphtmluid=NjgyN0BUYUxFXzIwMDVfREVUTFJNX1Yyampmuid=411534amptaleUserId=339458555ampuserType=uampusername

Geogebra

Interactive Whiteboard ActivitiesAn interactive whiteboard lesson which is designed to help students understanding of how to find the equation of the linelinking any two points

webpage

httplincsskooolcoukcontentkeystage4mathspclessonsuk_ks4_equation_lineindexhtm

Student resources

httpilluminationsnctmorgActivityDetailaspxID=10

back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4

The gradient of the line is 1

The y-intercept of the line is 0




The y-intercept of the line is ndash4

xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept

of the line is ndash3

xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1






The y-intercept of the line is -1

xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment
panda naplan teaching stratspdf

28

Stage 3 Teaching Ideas- Fractions and Decimals Note In Stage 3 students are not required to learn the difference between terminating and reoccurring decimals (this is investigated in Fractions Decimals and Percentages in Stage 4) However in Fractions and Decimals 2 in Stage 3 students multiply and divide decimals by whole numbers that result in terminating decimals It would be a good investigation with Stage 3 students to look at terminating (and possibly reoccurring) decimals as a lsquofield buildingrsquo activity prior to solving problems with decimals using money or measurement units

Strand Number and Algebra Substrand Fractions and Decimals

Outcomes A student

MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

MA3-2WM selects and applies appropriate problem-solving strategies including the use of digital technologies in undertaking investigations

MA3-3WM gives a valid reason for supporting one possible solution over another MA3-7NA compares orders and calculates with fractions decimals and percentages

Stage 3 ndash Converting fractions to terminating decimals

Terminating decimals video to use as stimulus in class this video references the US monetary system but still provides information in lsquocentsrsquo This is one of 5 videos in the sequence on converting decimals There is another video titled lsquoConverting a fraction to a terminating decimal with one- or two- digitsrsquo that is also useful

httplearnzillioncomlessons4437-convert-challenging-fractions-to-terminating-decimals-using-visual-representations


29

Stage 3 Teaching Ideas- Decimals

A great resources for teaching decimals is the Teaching and Learning about Decimals CD-ROM by Vicki Steinle Kaye Stacey and Dianne Chambers from the University of Melbourne There is a sample of the resources on the website hyperlinked to the image below You can purchase the CD-ROM directly from The University of Melbourne (Ms Pam Firth pfirthunimelbeduau)

The curriculum support Counting On website also has advice and support for teaching decimals It includes the diagnostic short decimal test from the Teaching and Learning about decimals CD-ROM


30

Stage 4 Teaching ideas ndash Rational and Irrational Numbers

Strand Number and Algebra Substrand Indices


Stage 4 - Rational and Irrational Numbers

Lesson openers short YouTube clips for class discussion or homework viewing

Rational and Irrational Numbers (640 min) httpwwwyoutubecomwatch

v=q_wstDWjnKQ

Converting terminating decimal numbers to fractions (338 min) httpwwwyoutubecomwatchv=qyTFvx_ZVOs

Stage 5 ndash Converting repeating decimal numbers to fractions

Converting repeating decimal numbers to fractions (826 min) httpwwwyoutubecomwatch

v=xX1sqV1nSAQ


31

Reasoning

How many different ways are there to answer a question There is more than one path to do mathematics students are encouraged to think about the various ways a problem can be solved and reasoning to convince us of the strategy they are using

UPS Method ndash is all about developing a logical thinking process communicating and writing mathematical ideas

httpswwwteachingchannelorgvideosups-problem-solving-strategyfd=1

Understand ndash understand the problem and put it in your own words Plan ndash deductive reasoning to plan the steps to get to the answer Solve ndash statement and reasoning using formulas definitions theorems

UPS can be used for groups of students to collaborate and solve Geometry problems see the clip below of UPS in action in the mathematics classroom


32

Syllabus PLUS Series Recordings

Syllabus PLUS K-6 Maths series one and two recordings can be viewed here httpwwwcurriculumsupporteducationnswgovauprimarymathematicsprolearnworkshopsindexhtm

Syllabus PLUS 7-10 Maths series one two and three recordings can be viewed here httpwwwcurriculumsupporteducationnswgovausecondarymathematicsprolearnworkshopsindexhtm


33

Subscription link DEC Mathematics Curriculum network Click on this image to be added to our network list for all newsletters and professional learning information

Syllabus PLUS Keep an eye out for the Syllabus PLUS Maths K-6 and 7-10 flyers in SchoolBiz Term 2 week 1

Resources Scootle

MANSW

GeoGebra InstituteGeoGebra applets and teaching ideas

Conferences

Further information Learning and Leadership Directorate

Primary Mathematics AC Advisor KatherinCartwrightdetnsweduau

Secondary Mathematics AC Advisor NaglaJebeiledetnsweduau

Secondary Mathematics Advisor ChristopherRobertsondetnsweduau

Level 3 1 Oxford Street Sydney NSW 2000

9266 8091 Nagla Jebeile 9244 5459 Katherin Cartwright

copy April 2014 NSW Department of Education and Communities

COMING


Science and Technology Syllabus PLUS

PUBLIC SCHOOLS NSW ndash EARLY LEARNING AND PRIMARY EDUCATION 3032014 WWWSCHOOLSNSWEDUAU

SyllabusPLUS K-6 Science and Technology Series 1

Adobe Connect professional development series

The aim of the series is to introduce the Science K-10 (incorporating Science and Technology K-6) Syllabus and highlight the expectations of this new document

SyllabusPLUS K-6 Science and Technology Series 1 Each session is 30 minutes and will run from 330pm ndash 400pm Adobe Connect can be accessed via any computer with an internet connection Sessions will be recorded and a link to these recordings will be shared with enrolled participants

Schools are to nominate one teacher as the school contact for Syllabus PLUS This contact person must enrol in each session via the appropriate link below Session information will be emailed to this person for distribution to other staff

For teachers to have their professional learning recorded in MyPLEdu enrolments will need to occur at the school level The principal (or a delegated staff member) must schedule an event for each session using the session name or Course Code details below Teachers should then enrol in the event scheduled by their school The principal will need to confirm teacher enrolment and mark completion once evaluations have been submitted online through MyPLEdu

Adobe Connect Room connectschoolsnsweduauscitechk-6

Thursday 1 May 330pm ndash 400pm

Session 1 Syllabus introduction (Course Code NR05990)

Overview of syllabus structure

Relationship between Science and Technology

Similarities and differences between the old and new syllabuses

Contact person enrol link httpswwwdetnsweduaudocprspublicViewEventdoeventId=77888


Session 2 Working Scientifically (Course Code NR05991)

What is Working Scientifically

Outcomes emphasis and classroom ideas

Contact person enrol link

httpswwwdetnsweduaudocprspublicViewEventdoeventId=77969


Session 3 Working Technologically (Course Code NR05992)

What is Working Technologically

Quality design tasks

Contact person enrol link httpswwwdetnsweduaudocprspublicViewEventdoeventId=77973 Thursday 22 May 330pm ndash 400pm Session 4 Material World (Course Code NR05989)

New syllabus content and classroom ideas


Further information

Early Learning and Primary Education Level 3 1 Oxford St Darlinghurst 2010

Tanya Coli T 92668054 Tanyacolidetnsweduau

Yvonne Hughes T 9266 8534 Yvonnehughesdetnsweduau

copy March 2014

NSW Department of Education and Communities

File Attachment
Flyer syllabusPLUS science and technology series 1 (3)pdf

Plane sailing Locating coordinates in the primary syllabus



Continuum of learning

Stage 3 Teaching Ideas- Cartesian Plane

Lets Plot Points - Cartesian Plane Stage 3

Resources on Cartesian Planes


Stage 3 Teaching ideas ndash Pre- Algebraic Techniques







Stage 3 Teaching Ideas- Fractions and Decimals

Stage 3 Teaching Ideas- DecimalsA


Reasoning


Subscription linkDEC MathematicsCurriculum network

2

In Stage 3 in Two-Dimensional Space 1 and 2 this focus on rotation is explored with rotating 2D shapes around a point

Rotation about a point- GeoGebra You will need to download GeoGebra to view this applet

In Stage 4 this point is then placed on the Cartesian Plane and the movement of the shape picture or object is described based on its x and y coordinates

It is important to note the connection between the Cartesian plane and the map of the globe We use coordinates to locate longitude and latitude in a similar way first horizontal then vertical You can imagine the flat plane stretched around the globe to form a circle It is not exactly the same as the longitude lines converge at a central point (the poles) but it is helpful for students to see the similarities

Maps courtesy of wwwtheodoracommaps used with permission


The basis for teaching linear relationships starts with location of grid points on maps using the conventional grid reference system where the horizontal component direction is named first followed by the vertical component For example using grid references to describe position the butterfly is at A3

This is a precursor to introducing the Cartesian coordinate number system in Stage 3 where the horizontal coordinate is first followed by the vertical coordinate

The Cartesian plane is named after the French philosopher and mathematician Reneacute Descartes and consists of a coordinate system with ordered pairs (xy) describing the horizontal position x followed by the vertical position y

A linear relationship is a relationship of direct proportionality when plotted on a Cartesian plane produces a straight line

With a linear relationship any change to an independent variable will produce a corresponding change in the dependent variable Functions are used to represent the relationship Examples for linear relationships are the money Sam makes depending on how many hours he works speed which depends on distance travelled and time taken or conversion of one currency to another

Looking along the continuum of learning you can see Patterns and Algebra outcome MA3-8NA students locate points on a Cartesian plane students learn that a number plane is a visual way of describing location on a grid they recognise that the number plane consists of horizontal and vertical axes that meet at right angles at the origin

Students develop an understanding of the Cartesian coordinate system using all four quadrants plotting points on the number plane and understanding how to plot a sequence of coordinates to create a picture

2009 Year 3 NAPLAN


3



Rotation


Translation






Rotation







Body Style (5 min)
















5
























6












7



















8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

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Button 74

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Button 75

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Page 113

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Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

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Button 80

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Button 81

Page 149

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Content Enrich

Page 149

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File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



3



Rotation


Translation






Rotation







Body Style (5 min)
















5
























6












7



















8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning
















5
























6












7



















8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



6












7



















8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



7



















8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



8


Lesson Overview










9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



9














10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



10











11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



11









12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

2

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



12


















13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

7

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



13












15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

0

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning






15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


9

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



15







16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

0

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



16













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning













Student Activity

Question 1

Question 2

Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 3

Question 4

Question 5

File Attachment

17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



17




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning




Outcomes A student















Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Student Activity 1












Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Student Activity 2



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 3


Question 4


Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 5



Question 6




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning




Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 7

Question 8

Question 9

Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Student Activity 4

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Question 4

Question 5

Question 6

Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Student Activity 5

Question 1



Question 2



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Geogebra Activity

File Attachment

18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



18




Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra





MaterialsNone


1 2 3 4 5 6 7 8 9 107 14 21 28 35 42 49 56 63 70




Position 1 2 3 4 5 6 7 8 9 10 11 12Number 19 18 17 16

Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra




Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra



Houses


MaterialsNone




Number of lines 6 12 18 24 3 36 42 48 54 60



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra







Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra



Decimal sequences








Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra





MaterialsNone





Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Stag

e 3

amp Algebra




Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Enric

hmen

t

amp Algebra



Row of houses


MaterialsNone







Number of houses 1 2 3 4 5 6 7 8 9 10

Number of lines 6 11 16 21 26 31 36 41 46 51


Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Enric

hmen

t

amp Algebra



Terrace houses


MaterialsNone


First house




1 52 83 114 145 17

Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Enric

hmen

t

amp Algebra




tpa_all

Main Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 74

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Button 75

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130

Contents S3

Page 112

Page 113

Page 114

Page 115

Page 127

Page 129

Page 130


Page 149

Page 150

Page 151

Button 80

Page 149

Page 150

Page 151

Button 81

Page 149

Page 150

Page 151

Content Enrich

Page 149

Page 150

Page 151

File Attachment

19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



19




20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



20


Outcomes

A student


Students












21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



21









22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



22



1 2 3 4 5 6 7 8 9 10

7 14 21 28 35 42 49 56 63 70





For example

Position 1 2 3 4 5 6 7 8 9 10

Number 19 18 17

Think pair share

Number pattern A

x 0 1 2 3 4

y -2 -4 -6 -8 -10




Number pattern B

x 1 2 3 4 5

y 1 4 9 16 25





23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



23




___________________________________________________________________________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________


y = 3x

y = 3x + 2

y = 3x -2


y = 3x

y = 2x

y = x


24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



24





y = -x

y = -2x

y = 2x + 2

y = -2x + 2

_______________________________________

_______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

_______________________________________

_______________________________________

_______________________________________


25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



25










Write your equation

Table of Values

x

y



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



26








Write your equation

Table of Values

x

y



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



27










sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning









sitemap

1 2 2 2 3 3 4 4 5 4 4 4

4-5 5

3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



3Stages

STAGE 3

Syllabus Outcomes



Numeracy apps




















Top row 1 2 3 4 5 6 (rule is +1)



sitemap

1 2 2 2 3 4 4 5 4 4 4

4-5 5


view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning




view and print



view and print









view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



view and print




Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Online resources














back to top

Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Title __________________________

Heading __________________________

Heading __________________________

1 52 103 154 205 256 307 358 40





4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning






4Stages

STAGE 4

Syllabus Outcomes



Numeracy apps


Items2012 7NCq29











view and print


sitemap

1 2 2 2 3 3 4 4 5 4 4

4-5 5

Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



Online resources


Geogebra


webpage


Student resources


back to top

5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



5

50 x

y 5

50 x

y 5

50

y

x

y = x y = x + 4 y = x ndash 4







xy

-1 0 1

-1 0 1

xy

-1 0 1

3 4 5

xy

-1 0 1

-5 -4 -3

5

50 x

y

y = 2x

xy



-1 0 1

-2 0 2

y = x + 3 y = x ndash 3

5

50

5

50

y y

x




The y-intercept


xy

-1 0 1

2 3 4

xy

-1 0 1

-4 -3 -2

5

50

5

50

5

50x x x

y y y

y = 4x y = 3x + 2 y = 4x - 1







xy

-1 0 1

-4 0 4

xy

-1 0 1

-1 2 5

xy

-1 0 1

-5 -1 3

nn_paal

nn_paal_o

nn_paalpdf

nn_paal_s3a_12

nn_paal_s3a_12_w1

nn_paal_s3a_12_w2

nn_paal_s3a_12_w3

nn_paalpdf

nn_paal_s4e_12

nn_paalpdf

nn_paal_s4e_12_w1

File Attachment

28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



28



Outcomes A student








29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



29





30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



30







v=q_wstDWjnKQ




v=xX1sqV1nSAQ


31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



31

Reasoning







32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



32





33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning



33



Resources Scootle

MANSW


Conferences








COMING






























Further information




copy March 2014


File Attachment



















Reasoning






























Further information




copy March 2014


File Attachment



















Reasoning



Syllabus content Pedagogy Teaching ideas€¦ · syllabus . It is important to note that many areas...

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Transcript of Syllabus content Pedagogy Teaching ideas€¦ · syllabus . It is important to note that many areas...