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
Loading resource...

Push Ups - Practice with an Arithmetic Sequence

Unit 6: Arithmetic & Geometric Sequences
Lesson 3 of 10

Objective: SWBAT identify and represent an arithmetic sequence. SWBAT represent an arithmetic sequence using a table, graph, recursive equation, and explicit equation.

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.

  Print Lesson
1 teacher likes this lesson
Math, Algebra, recursively-defined functions, recursive representations, tables, multiple representations, arithmetic sequences, arithmetic patterns, graph, sequences
  60 minutes
push ups
Similar Lessons
Comparing Growth Models, Day 1
Algebra II » Exponents & Logarithms
Big Idea: What makes exponential growth "exponential"? A comparison with linear growth makes the answer clear.
Fort Collins, CO
Environment: Suburban
Jacob Nazeck
The Skyscraper Problem
12th Grade Math » Sequences and Series
Big Idea: Students investigate the cost to wash the windows of a skyscraper.
Troy, MI
Environment: Suburban
Tim  Marley
Graphing Linear Functions Using Given Information
Algebra I » Graphing Linear Functions
Big Idea: Students calculate slope and y-intercept before graphing a linear function on a coordinate plane.
Washington, DC
Environment: Urban
Noelani Davis
Something went wrong. See details for more info
Nothing to upload