![]() Students mixed up where the zero term went and where the common difference/common ratio went. When students were working with arithmetic and geometric sequences separately, they did fine, but the wheels started falling off for some students when the sequences were mixed up. When students graphed the sequences, we also looked at the graph on Desmos and talked about how because we see a small portion of the graph, it may look linear, but when we look at more of the graph we see that it isn’t linear. Was it the best thing ever? No, but my students were able to come up with the formula for geometric sequences on their own after looking at this image.Īgain, we took notes on geometric sequences and did a couple examples together as a class. Last minute, I came up with the following and again had students notice and wonder things about it. I didn’t want to just give the formula to students and have them use it, but I couldn’t think of anything I felt was great. Next up was writing rules for geometric sequences. If you have thoughts on what I could do next time, please share! Was this the best solution? I don’t know, but it’s what I did. I also told them in the directions which term the first number given was. So after debating and overthinking, I decided to give students some examples where the first number given was the zero term and others where the first number given was the first term. Here’s how the standards define an arithmetic sequence:īut then in this example, unless I’m completely off track here -which could absolutely be the case, -1 would have to be the 1st term based on the answers given. However, I’ll admit I was a little bit perplexed by the standards and examples for arithmetic sequences, so if you’re a MN teacher reading this and can clarify for me, please do! I LOVE how she has combined the vocab allowed along with the examples given for each benchmark. Sara Van Der Werf’s “Sarified” standards have become my Bible for my state standards. We made the connection to common difference and the slope of a line as well as the zero term and the y-intercept. On day 2, we talked about writing the rule for the arithmetic sequences. The warm-up for day 2 was this Which one Doesn’t Belong? The link to my notes is at the bottom of this post. I used some of Sarah Carter’s notes found here and made others similar to hers after reading this post. We then took notes on arithmetic sequences, common differences, geometric sequences, and common ratios. ![]() Next time, do I keep the sequences color coded but have them random on the page rather than sorted with the line down the middle? Looking back on the unit, I’m surprised at how many students struggled with arithmetic sequences after having just spent so much time on linear functions.Īfter that we did Notice/Wonder using the following image. There were parts of this unit that I really liked, but there are definitely things I want to improve for next year. Arithmetic and geometric sequences was another unit where this was my first time teaching this when I was the one introducing this to students. ![]()
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