Name: Angela Doyle
Subject: Algebra II – Word Problems for sequences and series
Period: Third and Sixth
Approximate Time: 50 minutes
Objective: We will
 Solve real-world problems using arithmetic and geometric sequences. Algebra II 1.e [STAI 1]
Materials: [STAI 3] overhead projector, transparency, pencil, paper, bag of rice, pair of blue jeans, pack
of gum, deck of cards, pack of straws
Warm Up: Explain in words how you would try to find the 17th term of the following sequence: 3, 6,
12, 24...
Set: Last class period we mentioned that interest rates on a bill or loan are a geometric series. Can you
think of anything else that will change by a constant amount over time? Maybe Bubble gum flavor? paint
coming off of a paint brush when you dip it in water? Making cookies if every 10
minutes you make a dozen cookies? What did you learn yesterday about geometric sequences? Today
we will use that knowledge and our knowledge of arithmetic sequences to answer real-world problems.
State Objectives.
Procedure: [STAI 2]
A. The teacher will work a word problem on the overhead with student help, encouraging the Explore, Plan, Solve, Evaluate process.
B. The teacher will then display two more word problems on the overhead. Students in the class
will solve the two problems at their seats. While the students are working, the teacher will give
students stickers to fashion 5 different mixed ability groups [STAI 5] (according to performance
on these desk problems). Student volunteers will present the two answers to the class.
C. Word Problem Stations! Students will join their groups (by sticker) and will rotate among the
5 stations: one with a bag of rice, one with a deck of cards, one with straws, one with a pair of
blue jeans, and one with a pack of chewing gum. Word problems with each type of manipulative
will be placed at each station. [STAI 7] Groups will have 5 minutes at each station to solve the
problems written at that station.
D. For the last 10 minutes, the teacher will lead a discussion about the station answers and ask for
student volunteers to explain and show how these answers were arrived at.
Closure: So do we have any ideas on more sequences or series in real life? What have you learned today
about solving these problems? Restate Objectives. Tomorrow we’ll learn other methods of arranging
numbers to solve real world problems like: if you have three pairs of pants and two shirts, how many different outfits can you make?
Homework: p601 #46-47; p614 #42-43
Assessment/Evaluation: [STAI 4]
Informal: The teacher will monitor practice problems about solving real-world problems using
arithmetic and geometric sequences by walking up and down the aisles and around the work stations (M) to see if the students are solving real-world problems using arithmetic and geometric
sequences correctly (C).
Formal: Homework, which requires solving real-world problems using arithmetic and geometric
sequences, will be assigned and collected (M) to see if the students are correctly solving realworld problems using arithmetic and geometric sequences (C). Grades will be recorded in the
grade book (D).