Reflection: Flexibility Sequences Gallery Walk (Day 1 of 2) - Section 3: Gallery Walk


As I write this reflection, my students are coming off two weeks of school in which we had five snow days, a two-hour delay, various exams pulling groups of kids out of class and other interruptions to our normal routine.  As anyone in my school community would say, it was tough to get in any sort of flow for these last few weeks, and if that's hard for adults to navigate, you can imagine what it's like for freshmen.  What I'd planned to be done with two weeks ago sort of dangled out there as unfinished business throughout the inconsistent days.

And: it's been great!  Of course I wish that I'd been able to stick to the plan, and I look forward to teaching this unit every year because I love it, but part of teaching is understanding that there are all sorts of forces beyond our control.  So for these last few weeks, the Sequences Gallery Walk has been up in my classroom, and students have been able to dig into it on their own pace.  Rather than being a two-day activity that starts and ends cleanly, we've had opportunities to dig a little deeper.  One day, for example, when just half my class was present, I gave all students the opportunity to improve their grades on SLT 3.1: I understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, by creating graphs of every sequence for which they were responsible, then telling me about what they see.  Interrupted days are great for review, remediation, and having 1-on-1 conversations with kids to see what they know.

On another day with low attendance, I led students on an informal exploration of Pascal's Triangle.  I showed them how to start it, and then we discussed some patterns within it.  There's the geometric sequence (powers of 2) that you get by summing each row of the triangle, there's the diagonal sequence of triangular numbers (which kids have seen as "Sequence C"), and there's even a way to see the Fibonacci numbers.

Speaking of the Fibonacci numbers (here, it's "Sequence H"), we also spent more time with those than I'd planned - recognizing that successive differences are the numbers themselves, and seeing how the sequences tends toward being geometric with a common ratio of phi.  

Were the last few weeks ideal?  I guess it just depends on how you look at it! 

  Snow days might interrupt us, but...
  Flexibility: Snow days might interrupt us, but...
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Sequences Gallery Walk (Day 1 of 2)

Unit 8: Linear and Exponential Functions
Lesson 3 of 19

Objective: SWBAT distinguish between arithmetic sequences and geometric sequences. They will also be able to write explicit formulas and recursive rules to describe each kind of sequence.

Big Idea: Use a Gallery Walk to turn the tedium of a worksheet into an opportunity to interact throughout the classroom space.

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u4 l3 gallery walk
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