Lesson plan

Lesson 7: Representing More Sequences

teaches Alabama State Standards 8a-27.
teaches Alabama State Standards 8a-24.a.
teaches Alabama State Standards 8a-24.
teaches Arizona State Standards A2.F-BF.A.2
teaches Arizona State Standards A1.F-LE.A.2
teaches Arizona State Standards A1.F-IF.A.3
teaches Common Core State Standards MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards HSF-IF.A.3 http://corestandards.org/Math/Content/HSF/IF/A/3
teaches Common Core State Standards HSF-BF.A.2 http://corestandards.org/Math/Content/HSF/BF/A/2
teaches Common Core State Standards HSF-LE.A.2 http://corestandards.org/Math/Content/HSF/LE/A/2
teaches Common Core State Standards MP6 http://corestandards.org/Math/Practice/MP6
teaches Colorado State Standards HS.F-LE.A.2.
teaches Colorado State Standards HS.F-BF.A.2.
teaches Colorado State Standards HS.F-IF.A.3.
teaches Georgia State Standards MGSE9-12.F.LE.2.
teaches Georgia State Standards MGSE9-12.F.BF.2.
teaches Georgia State Standards MGSE9-12.F.IF.3.
teaches Kansas State Standards F.LQE.2.
teaches Kansas State Standards F.IF.3.
teaches Minnesota State Standards 9.2.2.5.
teaches Minnesota State Standards 9.2.2.4.
teaches Minnesota State Standards 9.2.2.2.
teaches Minnesota State Standards 9.2.2.1.
teaches Minnesota State Standards 8.2.2.5.
teaches Minnesota State Standards 8.2.2.4.
teaches Minnesota State Standards 8.2.1.5.
teaches Minnesota State Standards 8.2.1.4.
teaches Ohio State Standards F.LE.2.
teaches Ohio State Standards F.BF.2.
teaches Ohio State Standards F.IF.3.
teaches Pennsylvania State Standards CC.2.2.HS.C.5.
teaches Pennsylvania State Standards CC.2.2.HS.C.3.
teaches Pennsylvania State Standards CC.2.2.HS.C.1.

Lesson 7: Representing More Sequences

In the lessons leading up to this one, students learned about arithmetic and geometric sequences, their links to linear and exponential functions studied in previous courses, and how to define sequences recursively using function notation. In this activity, students are introduced to the Information Gap cards routine, which offers them the opportunity for them to bring together what they have learned to solve a problem involving sequences. Throughout the routine, there is a focus on using mathematically precise language as students request necessary information from their partner (MP6).

Since this routine may be new to students, this lesson gives extended time for an introduction to the routine.

Lesson overview

  • 7.1 Warm-up: Which One Doesn’t Belong: Recursive Definitions (5 minutes)
  • 7.2 Activity: Info Gap: Ways To Represent A Sequence (30 minutes)
    • Includes "Are you Ready for More?" extension problem
  • Lesson Synthesis
  • 7.3 Cool-down: It’s Geometric (5 minutes) 

Learning goals:

  • Determine what information is needed to represent a sequence in different ways. Ask questions to elicit information.

Learning goals (student facing):

  • Let's learn about Info Gaps

Learning targets (student facing):

  • I can ask questions to get the information needed to represent a sequence in different ways.

Required materials:

  • graph paper
  • Pre-printed slips, cut from copies of the blackline master

Standards:

  • This lesson builds on the standard:CCSS.HSF-IF.CMS.F-IFMO.A1.IF.C

 

 

 

 

 

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