Maths help please!

[DeceitfulMummy]

Looking through DS's homework. The top one is correct - according to him he did it in class with the teacher. I don't see why it's correct but also can't figure out what it should be. And the others? What obvious thing am I missing? It's a long time since I did maths!

just asked dd who is in year 11 and going to do maths A level.
She got first and last ones. For the last one she said x 3 and then divide by 10 which is easier I think to understand than using n.

But she couldn't get the middle one.
and she has just pointed out that she is really good at n term sequences normally!

So that is really not a year 7 homework

@ReadyForPumpkins yes. Other side of worksheet. No he doesn't see the relations. Or fractions. He knows 2x5 =10 and 10/5=2 but can't relate that to 20x5=100 or what 1/5 of 100 would mean.

No, doesn't help him to see it. Believe me, I've tried everything! He refuses to bake because there are numbers involved and he thinks I'm trying to trick him into doing maths!

She also said - you are taught sequences by looking at the difference in the bottom set of numbers, so that fact that the set you have been given is not consecutive means that you cannot use the normal method to work it out. (in others words you are not given the first, second, third, fourth in the sequence, but the first, third, tenth and fiftieth)
This is not a set of numbers that you would be given at GCSE, because it cannot be easily solved using the methods that you are taught for GCSE.

I think just encourage him to play around with the numbers (if he's allowed to use a calculator it's much fairer) and try out different things.
Try adding / subtracting / timesing / dividing and see if you can find a rule which links the pairs of numbers together.
In many way the top one is the hardest since you need two operations to get from one number to the next.

When I looked at the question, like@Paperbagsaremine my first thought was whether OP’s DS knew that the entries in the top and bottom rows are meant to be related in the same way? OP, was that clear to you?

Because if DS couldn’t even verbalise this, and is perhaps unclear on what it might mean, then the concerns of this thread are secondary - except for the one about alerting his teacher to his confusion.

As a STEM academic I am no specialist in the appropriate teaching and learning techniques for DS but this task feels wrong in several important ways. And unnecessarily discouraging

Looking at this now, they are trying to show harder multiplication.
Of bigger numbers.

The first one is 2 times.plus 1
The third is 3 times, then he moves it back one decimal place.
The middle one is just the number times by it's, equals 120. So he needs to divide 120 by the number shown.
The problem is as you say the numbers mean nothing to him.
Tell his teacher and ask for more help.