Reflection: Exit Tickets Arithmetic Sequences - Section 3: Closure


I was happy to see that all students were able to come up with an arithmetic sequence for this ticket out the door.  At the same time, all students were able to come up with the common difference for their sequence (of course, these two go hand in hand).  Not all students were able to determine the constant that should be added to the formula to ensure that it works for all terms in the sequence.  

The biggest confusion for students during this lesson was the input vs. the output.  If a student saw that a1=5 they did not know whether to plug in the 5 or the 1 for n.  For some students I began to write the terms in function notation (e.g. a(1)=5) or even list the terms in a table:

a   an

1    5

2    8

3    11


This helped more of the students to visualize the role that the sub-script was playing in this notation.  However, this will be something that we certainly have to revisit in the next lesson.

  Exit Tickets: Closure-Reflection
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Arithmetic Sequences

Unit 2: Linear Functions
Lesson 2 of 19

Objective: SWBAT find the explicit formula for an arithmetic sequence.

Big Idea: Students will discover that as long as they know at least two terms in an arithmetic sequence they can determine an explicit formula.

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Math, Algebra, Graphing (Algebra), sequence, rate of change, function, arithmetic patterns, arithmetic progressions
  40 minutes
arith sequence investigation image
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