Reflection: Staircase of Complexity Arithmetic Sequences Day 3 - Section 3: Closure


Students showed a great deal of creativity with this ticket out.  While some students had to "mimic" the problems that I put up as exemplars, others were able to come up with unique problems.   To create a question like this, students really need to have the common difference in mind.  No students came out with a non-integer common difference which shows that they understood the concept of having the number of jumps be a factor of the difference between the two known terms.

Determining the explicit formula was not as much of an issue at the end of class as it was at the start.  This shows that the practice and instruction around writing functions is starting to pay-off. 

  Staircase of Complexity: Closure-Reflection
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Arithmetic Sequences Day 3

Unit 2: Linear Functions
Lesson 4 of 19

Objective: SWBAT determine an explicit rule for an arithmetic sequence.

Big Idea: Given any two terms in an arithmetic sequences students can use patterns to find the explicit formula.

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3 teachers like this lesson
Math, Algebra, Graphing (Algebra), arithmetic patterns, arithmetic progressions, sequences
  40 minutes
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