Reflection: Adjustments to Practice Exploring a Geometric Sequence - Different Dots - Section 3: Discussion


After teaching and reflecting on this full unit, I realize this lesson is a key piece in helping students begin to write explicit equations for geometric (and later exponential) functions. In my class this year, students had considerable difficulty writing explicit functions for geometric sequences even though they could easily identify the pattern. As a result, I think there are 2 key places to spend more time on (or revisit) in this lesson. The first is the number 3, where the pattern begins. Students need to recognize this point as the y-intercept or starting point of the function. The second point is really ensuring that students see the breakdown on the value in the out column as a result of repeatedly multiplying by 2. Even though this is covered in this lesson, I think my students ended up with a superficial understanding. If I had gone into greater depth initially, or maybe explored a follow up problem with them, I think they may have been able to carry a greater understanding forward in the unit.

  Focus Points for this Lesson
  Adjustments to Practice: Focus Points for this Lesson
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Exploring a Geometric Sequence - Different Dots

Unit 6: Arithmetic & Geometric Sequences
Lesson 2 of 10

Objective: SWBAT develop representations for geometric sequences including graphs, tables, recursive and explicit equations.

Big Idea: Doubling Dots: Students explore a geometric sequence and try to show its growth using multiple representations.

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