## Reflection: Intervention and Extension Push Ups - Practice with an Arithmetic Sequence - Section 3: Discussion

I find I need to do some scaffolding around writing explicit equations from the recursive equation that can start in this lesson. For some of my students, it is difficult to see a starting value in addition to the constant difference and how those go together to write the explicit equation.  Rather than focus on the starting value, I like to focus on the constant difference and show students that as long as you're repeatedly adding the same number in the out column of a table, that number has to go in front of the coefficient in the explicit equation (we can talk about repeated addition as multiplication here). From there, I ask students how they can adjust their equation by adding or subtracting a number to make the values in their table work. I realize that this focuses more on strategy and procedural fluency rather than building conceptual understanding, but for some students I think this is a better starting point and their understanding can build from here.

Scaffolding the Explicit Equation
Intervention and Extension: Scaffolding the Explicit Equation

# Push Ups - Practice with an Arithmetic Sequence

Unit 6: Arithmetic & Geometric Sequences
Lesson 3 of 10

## Big Idea: Scott is getting buff! How many push ups will he do on day n? Students explore an arithmetic sequence and solidify their understanding of how to represent it.

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Standards:
Subject(s):
Math, Algebra, recursively-defined functions, recursive representations, tables, multiple representations, arithmetic sequences, arithmetic patterns, graph, sequences
60 minutes

### Amanda Hathaway

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