Understanding By Design Unit Template Title of Unit Curriculum Area Developed By

Sequences and Series Algebra 2 Sarah DiMaria

Grade Level Time Frame

11th 2 weeks

Identify Desired Results (Stage 1) Content Standards

A-SSE.4 . Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. F-BF.1 . Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. c. (+) Compose functions. F-BF.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.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).

Understandings
Overarching Understanding

Essential Questions
Overarching Topical

Students will be able to recognize patterns in a list of numbers and generate a model for the pattern. Students will be able to manipulate sequences of numbers to fit a model. Students will develop methods to describe patterns across sequences and series. Students will be able to evaluate sums of finite and infinite sequences and series.
Related Misconceptions

Incorrectly identify the pattern across a sequence. Confuse geometric and arithmetic sequences (which formula to use when, common difference verses common ratio, multiplication verses addition, mean equations,

What is this problem asking us? What other ideas do we need to keep in mind? How are these equations similar to equations we have used before? What pattern can we notice here? What does evaluating mean?

What defines a sequence as arithmetic? What defines a sequence as geometric? What defines a series as geometric? What defines a series as arithmetic? Whats the difference between a series and a

etc) Difference between evaluating a series and evaluating for one specific term of the sequence or series. Difference between an explicit and recursive formula and how to use them.

Is there more than one way to solve this? What are other ways we can think about this problem? Which model fits best here? What can I do when I get stuck?

sequence? Where do sequences and series show up in real life? When is it better to use a recursive or an explicit formula? How do we know if an equation is recursive or explicit? Is there a common difference or a common ratio here?

Knowledge
Students will know

Objectives Skills
Students will be able to

The differences between series and sequences. The differences between geometric and arithmetic sequences/series. How to calculate the arithmetic and geometric means. How to detect a pattern in a strand of numbers. A method to model real life sequence and series situations.

Model a sequence with the proper equation. Evaluate a sequence with the proper equation. Correctly identify between arithmetic/geometric sequences/series. Generate a sequence/series from an equation. Correctly use vocabulary when identifying a sequence/series.

Assessment Evidence (Stage 2) Performance Task Description

Goal Role Audience Situation Product/Performance Standards

Successfully evaluate and manipulate sequences and series Test Sarah DiMaria Duration of the class period Completion of in-class work and Test A-SSE.4 . Derive the formula for the sum of a finite geometric series (when the

common ratio is not 1), and use the formula to solve problems. F-BF.1 . Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. c. (+) Compose functions. F-BF.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.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).

Other Evidence
Warm up and exit slips. Homework collection for correctness. Conceptual questions will be asked in class. Students will respond to questions and give reasoning behind their answers.

Learning Plan (Stage 3)

Day in Unit 1 Lesson Topic 11.2 Arithmetic Sequences Lesson Learning Objective Identifying and Generating Arithmetic Sequences (explicit formula, recursive formula, arithmetic mean) Description of how lesson contributes to unit-level objectives Introduction to lists of numbers with patterns. Identification of arithmetic sequences builds new classification. Helps students to put sequences into a category to later generate models for sequences. Assessment activities

11.3 Geometric Sequences

Identifying and Generating Geometric Sequences

Warm-up: Baseball Task. In class group work and response to class discussion. (Get a sense of how students process a real world problem and what knowledge they will use to complete the task. Also wanting students to ask Is there an easier/ shorter/quicker way to complete the task?) Identification of geometrics In class group work and sequences builds new response to class classification. Helps discussion. Will be able to

(explicit formula, recursive formula, geometric mean) 3 11.4A Arithmetic Series Writing and Evaluating Arithmetic Series (Sum of a finite arithmetic series formula) - Writing and Evaluating Arithmetic Series - Using Summation Notation (Evaluation of arithmetic series) -Evaluating a Finite Geometric Series -Evaluating an infinite Geometric Series (formulas for sums infinite and finite geometric series, converging, diverging) - Evaluating a Finite Geometric Series - Evaluating an infinite Geometric Series (formulas for sums infinite and finite geometric series, converging, diverging) Review learned material for Test

11.4B Arithmetic Series

11.5A Geometric Series

11.5B Geometric Series

Homework collectionrandom assignment is collected for correctness of selected problems and completed notes. In class group work and response to class discussion. Completion of homework. Generate and evaluate Warm up: Geometric sums of sequences of Series. In class group work numbers in the geometric and response to class category. Evaluate discussion. Completion of different types of finite and homework. infinite series. Comprehensive review of full unit material Student work day on review. In class group work. Exit slip: What do

students to put sequences into two categories to later generate models for sequences. Generate and evaluate sums of sequences of numbers in the arithmetic category. Gives a way to make sense of a category of sequence. Generate and construct sums of sequences of numbers in the arithmetic category. New notation to display series and later evaluate them. Evaluate sums of sequences of numbers in the geometric category. Gives a way to categorize multiple types of series.

see if students are tracking with the class during the lesson. Completion of homework. Warm-Up: Arithmetic and Geometric sequence review. In class group work and response to class discussion. Completion of homework. Warm up: Arithmetic Series. In class group work and response to class discussion. Completion of homework.

Review

Review

Review learned material for Test Assess current Knowledge of Ch11 material

Comprehensive review of full unit material Assess current Knowledge of Ch11 material

Test

you still need to reviewto help me center the review the next day to what the students need. Completion of homework. Open question time for first part of the class. Small in-class partner review assignment. In-class Test