Date:
September 19, 2014
Lesson Focus:
Unit Name:
Objectives:
Recognizing Sequences as Functions
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…
Students will be given a sequence and will determine the next three
terms of the sequence.
1) 3, 8, 13, 18, 23, . . .
2) 1, 2, 4, 8, 16, . . .
3) 24, 12, 6, 3, 3/2, 3/4, . . .
4) 55, 51, 47, 43, 39, 35, . . .
5) 2, 5, 10, 17, . . .
6) 1, 4, 9, 16, 25, 36, . . .
_15__min
Materials:
projector,
laptop
Introduce New Learning
The teacher will…(I do)
_20__min
Materials:
Introduce Geometric and Arithmetic Sequences.
Guided Practice:
The teacher/students will…(We do)
_50__min
Materials:
Work through Explorations 1 through 5.
-Comparing the patterns of change in tables and graphs for sequencing
rules.
1.) For each rule in the set, students will produce a table of (𝑥, 𝑦) values
with integer values with integer values of 𝑥 and graphs of (𝑥, 𝑦)
values for 𝑥 between -5 and 5
2.) Record the table patterns and sketches of the graphs in the notes
3.) Compare the tables, graphs, and symbolic rules in the exploration.
Students will note similarities and differences, and connections
between the symbolic rules and the table and graph patterns
4.) Students will try to explain why the observed connection between
rules and table/graph patterns make sense.
Independent Practice:
The students will…(You do)
_10_min
Materials:
Complete the practice section on their own.
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:
Practice Section if not completed in class.