Reflection: Discourse and Questioning Exploring an Arithmetic Sequence - Dots - Section 1: Opening


This task is also a great opportunity for students to practice SMP 3: Construct viable arguments and critique the reasoning of the others. In the Discussion section of this lesson, students will have the opportunity to share out how they see the pattern AND how they chose to represent it.  Students can extend this work to think about how many dots there will be after 100 minutes and can use their representations to support their answers.

  Incorporating the standards of mathematical practice
  Discourse and Questioning: Incorporating the standards of mathematical practice
Loading resource...

Exploring an Arithmetic Sequence - Dots

Unit 6: Arithmetic & Geometric Sequences
Lesson 1 of 10

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

Big Idea: How many dots at 100 minutes? Students explore their first arithmetic sequence and learn how to represent it in multiple ways including using recursive and explicit functions.

  Print Lesson
1 teacher likes this lesson
Math, recursively-defined functions, Algebra, tables, arithmetic patterns, Algebra 1, function, graph, sequences
  60 minutes
growing dots
Similar Lessons
Applications of Power Functions
Algebra II » Cubic Functions
Big Idea: The relationships between quantities in the real-world may be modeled mathematically with power functions.
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
Parking and Pencils: Step Functions and Piecewise Functions
12th Grade Math » Functioning with Functions
Big Idea: Model situations using unconventional (step and piecewise) functions.
Troy, MI
Environment: Suburban
Tim  Marley
Leap of Faith!
Algebra I » Bridge to 10th Grade
Big Idea: Students will find a linear relationship between the number of rubber bands and height.
Washington, DC
Environment: Urban
Noelani Davis
Something went wrong. See details for more info
Nothing to upload