Date:
September 17-18, 2014
Lesson Focus:
Unit Name:
Objectives:
Patterns and Sequences
Demonstrating Patterns Using Multiple Representations
Students will be able to find and use rules that relate independent
and dependent variables or that predict change in one variable over
time.
ALGI.1A: Describe independent and dependent quantities in
functional relationships.
ALGI.1B Gather and record data and use data sets to determine
functional relationships between quantities and write a general
equation describing the functional relationship.
TEKS Standards:
Key Vocabulary: What key terms will my students need to understand?
Domain
Range
Independent Variable
Dependent Variable
Arithmetic Sequence
Geometric Sequence
Assessment Plan:
Check your Understanding
Lesson Cycle:
Engage and Connect: How will I engage my students in learning? How will I
lead my students to mastery?
The teacher/students will…
Do First:
_15__min
Materials:
projector,
laptop
What is the rule for this pattern?
5.4, 9.5, 13.6, 17.7…
What are the next three numbers in the pattern?
Introduce New Learning
The teacher will…(I do)
Explain that a pattern is an arrangement of objects that have a relationship.
The DO FIRST is an example of a pattern. The relationship is that each
number is 4.1 more than the previous number.
Mathematics is filled with patterns. The patterns can be numerical,
pictoral, or both.
A sequence is a set of numbers arranged in a special order or pattern. The
_20__min
Materials:
DO FIRST is also a sequence.
Like math, life is filled with patterns.
Open-Ended Question:
What are some patterns that you see in everyday life?
To extend a pattern, you must first find the rule of the pattern. Determine
the rule by finding the relationship among the numbers or shapes. The rule
must work for ALL terms in the pattern.
Patterns and Linear Functions Mini-Lesson
Go to GP 1
Notes on “Writing a Linear Function to Represent a Sequence”
Go to GP 2
Guided Practice:
The teacher/students will…(We do)
_15__min
Materials:
GP – 1: Work through Examples 1 & 2 with students.
GP – 2: Work through example with students.
Independent Practice:
The students will…(You do)
_30_min
Materials:
Work on a Group Activity – Patterns and Sequences Worksheet.
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I
group my students?
Varied sources of problems, difficulty levels.
Accommodations/Modifications:
Working in groups of two, peer tutoring, large print, reduced number of problems to
complete
Homework:
Number Patterns Worksheet