(Assessment of Learning) attainment of this outcome? Given a situation in context, students should be able to create arithmetic and geometric sequences and corresponding functions as models. Students should be able to judge the reasonableness of their models and determine solutions that accurately address the restrictions of a situation. (i.e. integer quantities) Prior Knowledge Needed to Students need to know: Support This Learning how to write an arithmetic and geometric sequence from a list of terms. how to write linear, exponential, and step functions from given data. By hand for straightforward data. By regression for more complicated situations. how to set up and solve a system of equation by graphing. Method for determining student How will evidence of student prior knowledge be determined? readiness for the lesson Students will demonstrate prior knowledge through warm up activities leading up to culminating activities. Students will be able to successfully write linear and exponential functions when given data. Students will be able to set up a system of equations. What will be done for students who are not ready for the lesson? Students who have not demonstrated the prerequisite skills will be able to perform introductory components, such as completing the scaffolding and developing the sequences early in the lesson. Teachers may elect to have students complete each of the tables in an exploration 1 and then use small group instruction to move students from the table to the sequence. Students will then have several opportunities for guided practice and eventually independent work in the lesson. Students with some knowledge of step functions will be able to move ahead in Exploration 2, but teachers may find that many students will need a brief reminder of range values for step functions and the meaning of the graph. Several visual explanations of step functions are available on graphingstories.com and take only 3 minutes to view. Exploration 3 will be new to most students. Solving systems of nonlinear functions will likely need intensive guidance to remind students of solution strategies similar to those for systems of linear functions. Learning Experience
(Assessment of Learning) attainment of this outcome? Given a situation in context, students should be able to create arithmetic and geometric sequences and corresponding functions as models. Students should be able to judge the reasonableness of their models and determine solutions that accurately address the restrictions of a situation. (i.e. integer quantities) Prior Knowledge Needed to Support This Learning Students need to know: how to write an arithmetic and geometric sequence from a list of terms. how to write linear, exponential, and step functions from given data. By hand for straightforward data. By regression for more complicated situations. how to set up and solve a system of equation by graphing. Method for determining student readiness for the lesson How will evidence of student prior knowledge be determined? Students will demonstrate prior knowledge through warm up activities leading up to culminating activities. Students will be able to successfully write linear and exponential functions when given data. Students will be able to set up a system of equations. What will be done for students who are not ready for the lesson? Students who have not demonstrated the prerequisite skills will be able to perform introductory components, such as completing the scaffolding and developing the sequences early in the lesson. Teachers may elect to have students complete each of the tables in an exploration 1 and then use small group instruction to move students from the table to the sequence. Students will then have several opportunities for guided practice and eventually independent work in the lesson. Students with some knowledge of step functions will be able to move ahead in Exploration 2, but teachers may find that many students will need a brief reminder of range values for step functions and the meaning of the graph. Several visual explanations of step functions are available on graphingstories.com and take only 3 minutes to view. Exploration 3 will be new to most students. Solving systems of nonlinear functions will likely need intensive guidance to remind students of solution strategies similar to those for systems of linear functions. Learning Experience
A2_U3_LP_Modeling_with_Sequences.docx