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calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm 2) and square metres (m 2) and estimate the area of irregular shapes Hewitt, D. (2009) The role of attention in the learning of formal algebraic notation: the case of a mixed ability Year 5 using the software Grid Algebra, Proceedings of the British Society for Research into Learning Mathematics29(3) Joubert, M. (Ed.)

To solve the problems of number patterns, we need to first find the rule being followed in the pattern. If a programmer introduces a syntax error into a program, the compiler (or interpreter) will inform the programmer that the attempt to compile (or execute) failed at the given line number. This simplifies the job of finding the error immensely for the programmer.This builds on from previous work in the topic of Number - number and place value in Year 5. The non-statutory guidance for the topic in Year 5 states that pupils should recognise and describe linear number sequences (for example, 3, 3 , 4, 4 …), including those involving fractions and decimals, and find the term-to-term rule in words (for example, add ). This resource includes three differentiated worksheets, making it perfect for mixed ability groups. Each number pattern worksheet also includes an answer key, for self-assessment or to save you time grading papers. Watson, A. (2009) Key Understandings in mathematics learning, Paper 6: Algebraic reasoning (PDF), London: Nuffield Foundation In COBOL, line numbers were specified in the first six characters (the sequence number area) of punched cards. This was originally used for facilitating mechanical card sorting to assure intended program code sequence after manual handling. The line numbers were actually ignored by the compiler. Twinkl Tip: Laminate display resources to protect them from wear and tear. This will ensure that they can be used again and again, helping you to make the most efficient use of your planning and preparation allowance. What is a linear sequence?

Try to see the difference between consecutive numbers, it will help us understand the relationship between the numbers. This Teachers’ TV video is part of the ‘Hard to teach’ series and show how, at Henry Cort Community College it is not just the maths department that teaches quadratic functions.

Ronda, E. (2009) Growth Points in Students’ Developing Understanding of Functions in Equation Form, University of the Philippines, Mathematics Education Research Journal, Vol. 21, No. 1, 31-53 This is slightly beyond the scope of the KS3 Programme of Study statement about factorising by taking out a common factor. However, this video of Charlie and Alison from NRICH showing how expressions like x2 + 7x + 12 can be factorised using Multilink is very clever and engaging and will hopefully prompt you and your students to ask “could I do this with another example?” Quadratic Equations

The perimeter of a rectangle is 2 × (l + b), where l is the length and b is the breadth of the rectangle. The first ten slides in this resource contain a similar statement with a formula to be used in calculating the terms of a given sequence in this manner. You might like to give your pupils the opportunity to self-differentiate. Self-differentiation can be a fantastic way to empower children to reflect upon and take charge of their own learning journey. A simple star system is used to indicate the level of challenge on each worksheet. An answer sheet is also included for ease of marking. What other resources are available for this topic?The dB scale is a convenient way to represent both large and small numbers. For instance, 10000000000 = 100 dB while 0.0000000001 = -100 dB.