## A Maths Starter of The Day

Memorise:

• 10
• 14
• 18
• 22
• 26

• 6
• 9
• 12
• 15
• 18

• 7
• 9
• 11
• 13
• 15

There will be a quick quiz in a few minutes:

1. What was the largest number?
2. What number is to the left of the 26 in the top row?
3. What number is directly above the 11 in the bottom row?
4. Starting from the 7 in the bottom row. What number is two up and two to the right?
5. What is the difference between the numbers above and below the 6 in the middle row?

1. What was the largest number? 26
2. What number is to the left of the 26 in the top row? 22
3. What number is directly above the 11 in the bottom row? 12
4. Starting from the 7 in the bottom row. What number is two up and two to the right? 18
5. What is the difference between the numbers above and below the 6 in the middle row? 3
• 10
• 14
• 18
• 22
• 26

• 6
• 9
• 12
• 15
• 18

• 7
• 9
• 11
• 13
• 15

Share
• Transum,
•
• Think of this starter as an exercise in remembering number patterns rather than trying to remember 15 numbers which is very difficult. Please let us know if you think this starter is too difficult!
• Mr J, Essex
•
• I always give the pupils a chance to memorise three rows by writing only 2 bits of information for each row. this forces them to write the start number and the difference between each number. Makes a nice intro to sequences and the term to term rule.

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Hannah Fry takes us on a tour of the good, the bad and the downright ugly of the algorithms that surround us. In Hello World she lifts the lid on their inner workings, demonstrates their power, exposes their limitations, and examines whether they really are an improvement on the humans they are replacing. more...

 Teacher, do your students have access to computers?Do they have iPads or Laptops in Lessons? Whether your students each have a TabletPC, a Surface or a Mac, this activity lends itself to eLearning (Engaged Learning).

Transum.org/go/?Start=November27

Here is the URL which will take them to a related student activity.

Transum.org/go/?to=memory

For Students:

For All: