Lesson 7

Representing More Sequences

Lesson Narrative

In the lessons leading up to this one, students learned about arithmetic and geometric sequences, their links to linear and exponential functions studied in previous courses, and how to define sequences recursively using function notation. In this activity, students are introduced to the Information Gap cards routine, which offers them the opportunity for them to bring together what they have learned to solve a problem involving sequences. Thoughout the routine, there is a focus on using mathematically precise language as students request necessary information from their partner (MP6).

Since this routine may be new to students, this lesson gives extended time for an introduction to the routine.

Learning Goals

Teacher Facing

  • Determine what information is needed to represent a sequence in different ways. Ask questions to elicit information.

Student Facing

  • Let's learn about Info Gaps

Learning Targets

Student Facing

  • I can ask questions to get the information needed to represent a sequence in different ways.

CCSS Standards

Building On

Addressing

Glossary Entries

  • arithmetic sequence

    A sequence in which each term is the previous term plus a constant.

  • geometric sequence

    A sequence in which each term is a constant times the previous term.