Standard(s): - F.IF.A.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
- F.BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
- F.LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Essential Question: - How can the relationship between quantities best be represented?
- In what ways can the problem be solved, and why should one method be chosen over another?
- When does a function best model a situation?
- In what ways can functions be built?
- How can I use algebra to describe the relationship between sets of numbers?
- In what ways can the choice of units, quantities, and levels of accuracy impact a solution?
Learning Target: - I can identify the pattern in a sequence. (Analyze)
- I can write a function rule for a sequence. (Synthesize)
- I can define explicit and recursive expression of a function. (Knowledge)
Warm-Up:Notes: Click on the image below for the PDF of the notes 3.5 Arithmetic Sequences as Linear Functions Video:Click below for the Classroom Lesson - 3.5 Arithmetic Sequences as Linear Functions Watch this video on Arithmetic Sequences as Linear Functions Activities:Click on the image below for the activity IXL - Arithmetic Sequences as Linear Functions Assessment/Homework:Day 1: pg. 191 8-17Day 2: pg. 191 18-23 |

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