F.IF.3 Recognize that In Algebra 1, students identified arithmetic sequences as linear See the skills and sequences are functions, functions and geometric sequences as exponential functions. knowledge that are sometimes defined stated in the Standard. recursively, whose domain is Students need to be able to identify arithmetic and geometric a subset of the integers. For sequences in both explicit and recursive forms. example, the Fibonacci sequence is defined Students should be able to see the relationships between linear recursively by f(0) = f(1) = 1, functions and arithmetic sequences. They should recognize that the f(n+1) = f(n) + f(n-1) for 1. domain of an arithmetic sequence is discrete, while the domain of a n ≥ (supporting/fluency) linear function is continuous. (cross-cutting) Note: Draw connection to Students should be able to see the relationships between F.BF.2, which requires exponential functions and geometric sequences. They should students to write arithmetic recognize that the domain of a geometric sequence is discrete, while and geometric sequences. the domain of a exponential function is continuous. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions.
F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1. (supporting/fluency) (cross-cutting) Note: Draw connection to F.BF.2, which requires students to write arithmetic and geometric sequences. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. See the skills and knowledge that are stated in the Standard. In Algebra 1, students identified arithmetic sequences as linear functions and geometric sequences as exponential functions. Students need to be able to identify arithmetic and geometric sequences in both explicit and recursive forms. Students should be able to see the relationships between linear functions and arithmetic sequences. They should recognize that the domain of an arithmetic sequence is discrete, while the domain of a linear function is continuous. Students should be able to see the relationships between exponential functions and geometric sequences. They should recognize that the domain of a geometric sequence is discrete, while the domain of a exponential function is continuous.
A2_UP_U3_Modeling_w_Functions.docx