Linear number sequences
Generate and describe linear number sequences, including those with negative and decimal steps; identify the term-to-term rule
Share and support
Teaching Table
Set out your lesson
Use a constant step to continue a sequence, including decimal and negative steps, and find a specified term.
Ask the learner to continue a simple repeated addition pattern and explain what repeats. Revisit the indexed Shape patterns source if the rule is unclear. Ask the learner to order −2, 0 and 2 from least to greatest. Expect −2, 0, 2. If negative values are unfamiliar, teach the short signed-number model below before the task; the separate Measuring temperature prerequisite is not available in the source index.
Check readiness directly. Prerequisite availability is not attainment.
Start with the readiness check. Use Show, then Guided, then a fresh Try. These linked lessons may need several short sessions; do not impose a speed target. Read the active sheet on screen and answer on plain paper or by typing. No printer, cutting, purchase or internet is needed. The adult may read the exact prompt. Record any hints, scribing or calculation help. Oral explanations are allowed but do not show independent reading or handwriting. Use as much space and time as needed; pause or split the lesson. Keep this adult guide and all keys private. Share only the active learner sheet. Before Try, put Show, Guided work and notes aside. Keep the fresh Try givens available. Give no answer or target method during the first attempt. If help is needed, give it and mark the attempt supported. Review the key after the attempt. Record the actual response and help; do not invent success or infer mastery from one attempt. These are fictional paper or oral mathematics tasks. No personal information, public sharing, purchase, physical experiment or real measurement is required.
Record the actual response and assistance. These tasks do not establish mastery.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
The necessary signed-number movement is taught here. No thermometer reading is assessed. Only stipulated arithmetic sequences are covered.
Record the actual response and assistance. These tasks do not establish mastery.
Compare teaching approaches
Teaching approaches
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1 approach
Use a constant step to continue a sequence, including decimal and negative steps, and find a specified term.
Use a constant step to continue a sequence, including decimal and negative steps, and find a specified term.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
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The teaching approach appears above.
Check understanding
- Continue the sequence 2.5, 4.0, 5.5, ... and state the rule as 'add 1.5'
- Generate terms of a sequence that crosses zero (e.g. 3, 1, −1, −3, ...)
- Describe the term-to-term rule for a given linear sequence and predict the 10th term
“If your child sees a number sequence like 3, 7, 11, 15… can they describe the rule, continue it, and predict what the 10th number will be?”
Curriculum record
- Type
- Procedural
- Subject
- Mathematics
- Domain
- Algebra
- Age range
- Ages 10–11