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
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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.

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2 teachers like this lesson
Math, recursively-defined functions, Algebra, tables, arithmetic patterns, Algebra 1, function, graph, sequences
  60 minutes
growing dots
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