1. Topic-
|
|
2. Content-
|
arithmetic sequence, geometric sequence, common difference, common
ration |
|
|
3. Goals: Aims/Outcomes-
|
1. SWAT differentiate between arithmetic and geometric sequences
2. SWAT determine a formula for both an arithmetic and geometric sequence
3. SWAT calculate an nth term in a sequence using the derived formula |
|
|
4. Procedures/Methods-
|
A. Introduction-
Warm-Up:
Can you think of the rule that made this equilateral triangle into
a snowflake? Show beginning picture of equilateral triangle and finished
snowflake |
|
|
B. Development-
1. Defining arithmetic and geometric sequence
2. Providing examples of arithmetic and geometric sequences
3. Modeling how to determine the relationship between the first two
terms and second and third terms
4. Demonstrating how to recognize the relationship as a common difference
or common ration
5. Explain the meaning of the formula and how to assign the values
appropriately
|
|
|
C. Practice-
1. Go through Example one in NOTES
2. Go over Example 3: A,B |
|
|
D. Independent Practice-
1. Students will work independently to complete Example 2 in NOTES
- call on students to go through the six terms
2. Students will work independently to completed Example 3: C,D in
NOTES - call on 4 different students (2 for arithmetic/geometric,
2 for formula) |
|
|
E. Checking for understanding-
1. Go over 6 problems from Practice 31 on whiteboard.
2. Ask for any questions to clarify and confusion
3. |
|
|
F. Closure-
1. Review a geometric Vs arithmetic sequence and components of each
- r:common ration, d: common difference
2. Referring back to the snowflake example, can you write a recursive
formula for the number of vertices for each step. What is the formula?
Can you tell me how many vertices the next snowflake would have?
3. Give homework: p.233 1-12 |
|
|
7. Evaluation-
|
1. Students will correctly identify a geometric/arithmetic sequence
and justify identification
2. Students will correctly provide a formula for determining the nth
term in the sequence |
|
|