Lesson plan

Lesson 10: Situations and Sequence Types

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 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 MP1 http://corestandards.org/Math/Practice/MP1
teaches Common Core State Standards MP5 http://corestandards.org/Math/Practice/MP5
teaches Common Core State Standards MP2 http://corestandards.org/Math/Practice/MP2
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
teaches Minnesota State Standards
teaches Minnesota State Standards
teaches Minnesota State Standards
teaches Minnesota State Standards
teaches Minnesota State Standards
teaches Ohio State Standards F.LE.2.
teaches Ohio State Standards F.BF.2.
teaches Pennsylvania State Standards CC.2.2.HS.C.5.
teaches Pennsylvania State Standards CC.2.2.HS.C.3.

Lesson 10: Situations and Sequence Types

The purpose of this lesson is for students to practice writing equations to define sequences given tables or visual patterns. The problems in this lesson are relatively unscaffolded compared to the work up until this point, which gives students ample opportunities to persevere in problem solving (MP1) and use appropriate tools strategically (MP5). For example, given a visual pattern students are asked to write definitions for two different sequences within the pattern, but they are not given any direct guidance on how to start. This leaves the choice to make a table or graph, or use another method to make sense of the relationship, up to the student. Students also translate between their equations and the situations to answer questions beyond the scope of the provided representations (MP2).

Technology isn't required for this lesson, but there are opportunities for students to choose to use appropriate technology to solve problems. We recommend making technology available.

Lesson overview

  • 10.1 Warm-up: Describing Growth (5 minutes)
  • 10.2 Activity: Finding Population Patterns (15 minutes)
  • 10.3 Activity: Finding Square Patterns (15 minutes)
    • Includes "Are you Ready for More?" extension problem
  • Lesson Synthesis
  • 10.4 Cool-down: Two Bacteria Populations (5 minutes) 

Learning goals:

  • Create equations for sequences representing situations.

Learning goals (student facing):

  • Let’s decide what type of sequence we are looking at and how to represent it.

Learning targets (student facing):

  • I can define a sequence using an equation.


  • This lesson builds on the standards: CCSS.HSF-IF.CMS.F-IFCCSS.HSF-LE.A.1MS.F-LE.1CCSS.HSF-LE.A.1.cMS.F-LE.1cMO.A1.IF.CMO.A1.LQE.A.1aMO.A1.LQE.A.1b






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