Monday / Tuesday / Wednesday / Thursday / Friday
Standard / -F-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situation, and translate between two forms. / -F-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situation, and translate between two forms. / -F-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situation, and translate between two forms. / -F-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situation, and translate between two forms. / -F-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situation, and translate between two forms.
Learning Goal / -How can I determine what an arithmetic sequence is?
-I can identify the common difference in an arithmetic sequence. / -How can I determine what an arithmetic sequence is?
-I can determine the nth term in a sequence using the arithmetic sequence formula. / -How can I determine what an arithmetic sequence is?
-I can determine which group I need to be in to strengthen my arithmetic sequence skills. / -How can I determine what an arithmetic sequence is?
-I can prepare my question to teach my peers. / -How can I determine what an arithmetic sequence is?
.-I can teach my question to my peers.
Activator / -Bell Ringer: Students will determine the rule and next 3 terms in given sequences. / -Bell Ringer: Students will identify if a sequence is arithmetic and the common difference. / -Go over groups/activities / -Assign Questions / -Review concerns
Teaching Strategy / -Bell Ringer
-PowerPoint: Arithmetic Sequence / -Bell Ringer
-Arithmetic Sequence Foldable
-Independent Practice / -Group 1: More practice with teacher.
-Group 2: More Independent practice
-Group 3: Ready for a challenge / -Assign Questions
-Prepare to teach / -Students teach study guide
Summarizer / -Review vocabulary and how to find the common difference. / -Students will turn in independent practice. / -Discuss each group’s activities. / -Students will write on a sticky not what they are concerned about to teach. / -Review questions over quiz.
Area of Focus: Questioning / -How do you identify the common difference in a sequence? What makes a sequence arithmetic? How do you use the common difference to determine more terms? / -How do you use the arithmetic sequence formula to determine a future term in the sequence? What parts of a sequence do you need to complete the formula? / -How do I identify the parts needed to do the arithmetic sequence formula? How do I tell if a sequence is arithmetic? How do I find the common difference? / -How do I use the knowledge I have learned to prepare my questions to teach? How do I explain each step of solving a problem? / -How do I explain my work to my peers? How can I take what I know and teach it?
*Lesson Plan may change depending on students’ needs