Common Core Aligned Lesson Plan
Subject: Algebra II
Unit: Arithmetic and Geometric Sequences
Week: 2
Teacher: Mr. Ives
LESSON ELEMENT: Slope and Arithmetic Sequences Pt. II
Common Core Learning Standards Addressed:
Grade:
11-12
Day: 2
Rocinante High School
STUDENT-FRIENDLY TRANSLATION
A-SSE.4 (Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage
payments.*), F-IF.3 (Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.)
F-BF.1a (Determine an explicit expression, a recursive process, or steps for calculation from a context.)
F-BF.2 (Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★)
F-LE.2 (Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include
reading these from a table).)
Learning Goals and Objectives: (What will students know & be able
to do as a result of this lesson?)
The student will review prerequisite skills on slope and the slope
formula
the student will understand how to derive a common difference formula
in an arithmetic sequence.
I can use the slope formula
and derve a formula for an
arithmetic sequence.
Vocabulary Support: (What vocabulary will student need for this
lesson?)
slope, function notation, and arithmetic sequence
I understand the definitions
of slope, function notation,
and arithmetic sequence.
Formative Assessment Criteria for Success: (What does success on
this lesson’s outcomes look like?)
The student will be able to find the slope of a line given two
points.
the student will be able to find a common difference in an
arithmetic sequence.
The student will complete the assignment with a rubric of 7 or
higher.
All notes and diagrams will be complete in their data folder.
I will be able to find a
slope given two points and
identify a common arithmetic
difference formula.
Activities/Tasks: (What learning experiences will students engage in?)
Slideshow on visual illusions
Six step vocabulary graphic organizer
Guided / independent practice slope problems
Agile mind animation on arithmetic sequence with class / small group participation
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
A combination of :
Agile Mind software and resources
Technology / Science / mathematics slideshow
Education Youtube videos
Glencoe Geometry textbook and resources
Glencoe Algebra II textbook and resources
Holt Algebra I Textbook and resources
manipulatives and Puzzles
Geometric Templates and drawing tools
laptop computer
pencil and paper
Data folder and formula sheet
Actual Lesson Timeline:
1. Show slideshow on visual illusions.
2. Six Step Vocabulary Graphic Organizer
3. Prerequisite Skills: Using the Slope formula - Guided Independent Practice
4. Postrequisite Skills: Finding a common difference in an arithmetic sequence and determining
the formula for finding the nth term in the sequence - classroom / small group participation.
5. Student Summary of learning.
Modifications/Accommodations: What curriculum modifications and classroom accommodations will you
make for Students with Disabilities in your class?
Extended time for completion of assignments or tests.
Additional time for reading assignments.
Time for repeated drill and review.
small groups.
Data folders with study sheets, vocabulary sheets, and other supplemental aids.
Visual demonstrations which include the presentation of material in small steps.
Multisensory materials and activities (written, spoken, demonstration, kinesthetic.)
Mneumonic devices and aids.
Word processor with spell checker and calculator as well as graphing calculator.
Assisted note-taking and note-taking guidelines.
Credit for participation, effort and attendance as well as completed work.
One-to-one teacher contact daily.
Assistance with organization and planning as well as organized classroom procedures and
materials.
Peer / pair tutoring and cooperative learning.
Emphasis on success.
Seating to reduce distractions.
Clearly defined limits and classroom procedures.
Cooling off periods and concrete, positive re-enforcement.
 Does this lesson reflect one of the Common Core shifts in instruction (See: Common Core Shifts
EngageNY.org)
 In addition, please choose ONE question below to respond to after you have taught the lesson
OR create your own question and respond to it after you have taught the lesson.
1. How did this lesson support 21st Century Skills?
2. How did this lesson reflect academic rigor?
3. How did this lesson cognitively engage students?
4. How did this lesson engage students in cooperative learning and cooperative learning skills?
5. How effective was the work in this lesson?
Common Core Aligned Lesson:
Reflection
+ slope lesson went well. use distance Formula as a jump off point for finding rise over run.
- Arithmetic sequences make sense to the students, but the algebraic representations do not.
∆ I will spend more time explaining what the parts of the arithmetic sequence forulas do.