Reflection: Developing a Conceptual Understanding The Skyscraper Problem - Section 1: Launch and Explore


One aspect of this lesson that is very challenging is to push students to dive deeper into the problem even after they found the correct answer. This occurred when several students found the correct cost using sigma notation and then plugging it into their calculator. It is great that they know how to use this tool, but I also wanted them to understand how to solve it without a calculator.

It can be a struggle, but I try to stress that I want them to have a conceptual understanding in addition to be able to use more efficient tools. Mathematics is more than just a destination of a right answer; it is the journey of logic and reasoning that allows us to reach our desired outcomes.

  Developing a Conceptual Understanding: Pushing Students who Have the Right Answer
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The Skyscraper Problem

Unit 9: Sequences and Series
Lesson 1 of 18

Objective: SWBAT find the partial sum of an arithmetic sequence.

Big Idea: Students investigate the cost to wash the windows of a skyscraper.

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12 teachers like this lesson
Math, Precalculus and Calculus, Geometry, Algebra 2, arithmetic sequence, Series, Sequences and Series
  50 minutes
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