Mathematics Vision Project - Secondary Math Course 1
Alum Rock School District
2014-2015
(D) Develop Understanding Task, (S) Solidify Understanding Task, (P) Practice Understanding Task
Module 3: Arithmetic and Geometric Sequences
Suggested Pacing: October 20, 2014 – November 21, 2014
Task
(D) 3.1
Growing Dots
(D) 3.2
Growing, Growing Dots
(S) 3.3
Scott’s Workout
(S) 3.4
Don’t Break the Chain
Core Standard(s) Focus
F.BF.1 a, F.LE.1 a & b, F.LE.2,
F.LE.5
Represent arithmetic
sequences with equations,
tables, graphs, & story context
F.BF.1a, F.LE.1 a & c, F.LE.2,
F.LE.5
Represent geometric
sequences with equations,
tables, graphs, & story context
F.BF.1 a, F.LE.1 a & b, F.LE.2,
F.LE.5
Solidify understanding that
arithmetic sequences have a
constant difference between
consecutive terms
F.BF.1a, F.LE.1 a & c, F.LE.2,
F.LE.5
Solidify understanding that
geometric sequences have a
constant ratio between
consecutive terms
Ready, Set, Go
R: Exponents, substitution,
function notation
S: Completing a table for a
given situation
G: Setting up a good viewing
window
R: Finding values for a
pattern
S: Evaluate exponential
equations
G: Solve multi-step equations
R: Find slope between 2
points
S: Find terms for a given
sequence
G: Rewrite equations in slopeintercept form
R: Write the equation of a line
given 2 points
S: Write recursive & explicit
functions for arithmetic
sequences; Graph
G: Write recursive & explicit
functions for geometric
sequences; Graph
Materials
Graph paper, rulers, colored
pencils
Graphing Calculator for “Go”
Graph paper, rulers, colored
pencils
Graph paper, rulers, colored
pencils
Graph paper, rulers, colored
pencils
Graphing Calculator
Task
(S) 3.5
Something to Chew On
Core Standard(s) Focus
F.BF.1 a, F.LE.1 a & b, F.LE.2,
F.LE.5
Compare increasing &
decreasing arithmetic
sequences
(S) 3.6
Chew On This
F.BF.1a, F.LE.1 a & c, F.LE.2,
F.LE.5
Compare rates of growth in
arithmetic & geometric
sequences
(S/P) 3.7
What Comes Next? What
Comes Later?
F.BF.1 a, F.LE.1, F.LE.2
Write recursive & explicit
formulas for arithmetic &
geometric sequences from
tables
(S) 3.8
What Does It Mean?
A.REI.3
Use rate of change to find
missing terms in an arithmetic
sequence
Assessment Book page 67 56
Ready, Set, Go
R: Find missing terms and
state the constant difference
for each arithmetic sequence
S: Given 2 consecutive terms
in an arithmetic sequence,
find constant difference &
recursive equation
G: Evaluate using function
notation
R: Find missing terms and
state the constant difference
or ratio for each arithmetic or
geometric sequence
S: Determine whether a
situation represents an
arithmetic or geometric
sequence & find recursive &
explicit equation for each
G: Solve systems of linear
equations
R: Find the constant ratio for
a given geometric sequence
S: Complete tables and write
recursive & explicit equations
G: Graph linear equations and
label windows
R: Compare arithmetic &
geometric sequences
S: Find missing terms for
arithmetic sequences
G: Determine if a sequence is
arithmetic, geometric, or
neither & write recursive &
explicit equations
Sequences 3.1 – 3.10
Materials
Graph paper, rulers, colored
pencils
Graph paper, rulers, colored
pencils
Optional: Graphing calculator
for “Go”
Student copies of assessment.
Task
(S) & (P) 3.9
Geometric Meanies
(P) 3.10
I Know … What Do You
Know?
Standard(s)
A.REI.3
Use a constant ratio to find
missing terms in a geometric
sequence
F.LE.2
Develop fluency with
geometric & arithmetic
sequences
Ready, Set, Go
R: For each set of sequences,
find first 5 terms; Compare
arithmetic and geometric
sequences
S: Find missing terms in a
geometric sequence
G: Determine an explicit
equation for a geometric
sequence
R: Compare linear equations
& arithmetic sequences
S: Use given information to
complete the other
representations for an
arithmetic sequence
G: Given the recursive
equation for an arithmetic
sequence, write the explicit
equation
Materials