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Title: Marathon Math
Description:
This unit on sequences and series is intended to help students make the connection from math to real life situations. Developing a marathon training program for a beginner runner is one simple way that students may use patterns in real life. The total mileage per week usually creates a pattern over time. Mathematical operations on patterns, sequences, and series enable students to do the calculations necessary for exploring the pattern. Students also explore nutrition information needed for a training program as proper nutrition is an important part of sports training.
Standard(s): [ELA2013] (9) 28: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.910.9] [ELA2013] (9) 27: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.910.8] [ELA2013] (9) 26: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.910.7] [TC2] CA2 (912) 11: Critique digital content for validity, accuracy, bias, currency, and relevance. [ELA] (9) 14: Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama) [MA2013] DM1 (912) 2: Determine characteristics of sequences, including the Fibonacci sequence, the triangular numbers, and pentagonal numbers. (Alabama) [MA2013] AL1 (912) 38: 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). [FLE2] [MA2013] AL1 (912) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [FBF2] [MA2013] AL1 (912) 27: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [FIF3]
Subject: English Language Arts (9), or English Language Arts (9), or Mathematics (9  12), or Technology Education (9  12)
Title: Marathon Math
Description: This unit on sequences and series is intended to help students make the connection from math to real life situations. Developing a marathon training program for a beginner runner is one simple way that students may use patterns in real life. The total mileage per week usually creates a pattern over time. Mathematical operations on patterns, sequences, and series enable students to do the calculations necessary for exploring the pattern. Students also explore nutrition information needed for a training program as proper nutrition is an important part of sports training.
Thinkfinity Lesson Plans
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Title: Armstrong Numbers
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In this Illuminations lesson, students explore Armstrong numbers, identify all Armstrong numbers less than 1000, and investigate a recursive sequence that uses a similar process. Throughout the lesson, students use spreadsheets or other technology. There are also links to online activities and other related resources.
Standard(s): [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama)
Subject: Mathematics Title: Armstrong Numbers
Description: In this Illuminations lesson, students explore Armstrong numbers, identify all Armstrong numbers less than 1000, and investigate a recursive sequence that uses a similar process. Throughout the lesson, students use spreadsheets or other technology. There are also links to online activities and other related resources. Thinkfinity Partner: Illuminations Grade Span: 6,7,8,9,10,11,12
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Title: Vigenere Grid
Description:
This reproducible transparency, from an Illuminations lesson, depicts a Vigenere Grid, which is used for encoding a message using a polyalphabetic cipher.
Standard(s): [MA2013] AL1 (912) 27: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [FIF3] [MA2013] AL2 (912) 46: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [SCP9] [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama) [MA2013] AL1 (912) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [FBF2]
Subject: Mathematics Title: Vigenere Grid
Description: This reproducible transparency, from an Illuminations lesson, depicts a Vigenere Grid, which is used for encoding a message using a polyalphabetic cipher. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: Vigenere Cipher
Description:
In this lesson, one of a multipart unit from Illuminations, students learn about the polyalphabetic Vigenere cipher. They encode and decode text using inverse operations.
Standard(s): [MA2013] AL1 (912) 27: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [FIF3] [MA2013] AL2 (912) 46: (+) Use permutations and combinations to compute probabilities of compound events and solve problems. [SCP9] [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama) [MA2013] AL1 (912) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [FBF2]
Subject: Mathematics Title: Vigenere Cipher
Description: In this lesson, one of a multipart unit from Illuminations, students learn about the polyalphabetic Vigenere cipher. They encode and decode text using inverse operations. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: Shedding the Light
Description:
In this fourlesson unit, from Illuminations, students investigate a mathematical model for the decay of light passing through water. The goal of this investigation is a rich exploration of exponential models in context. Students examine the way light changes as water depth increases, conduct experiments, explore related algebraic functions using an interactive Java applet and analyze the data collected.
Standard(s): [S1] PHS (912) 9: Compare methods of energy transfer by mechanical and electromagnetic waves. [S1] PHY (912) 6: Describe wave behavior in terms of reflection, refraction, diffraction, constructive and destructive wave interference, and the Doppler effect. [S1] PHY (912) 7: Describe properties of reflection, refraction, and diffraction. [MA2013] AL1 (912) 12: Create equations and inequalities in one variable, and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. [ACED1] [MA2013] AL1 (912) 23: Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.* [AREI11] [MA2013] AL1 (912) 31: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.* [FIF7] [MA2013] AL1 (912) 32: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. [FIF8] [MA2013] AL1 (912) 39: Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. [FLE3] [MA2013] AL1 (912) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [SID6] [MA2013] ALC (912) 3: Use formulas or equations of functions to calculate outcomes of exponential growth or decay. (Alabama) [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama)
Subject: Mathematics,Science Title: Shedding the Light
Description: In this fourlesson unit, from Illuminations, students investigate a mathematical model for the decay of light passing through water. The goal of this investigation is a rich exploration of exponential models in context. Students examine the way light changes as water depth increases, conduct experiments, explore related algebraic functions using an interactive Java applet and analyze the data collected. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12
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Title: Numerical Analysis
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In this lesson, one of a multipart unit from Illuminations, students use iteration, recursion, and algebra to model and analyze a changing fish population. They use an interactive spreadsheet application to investigate their models.
Standard(s): [MA2013] AL1 (912) 22: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). [AREI10] [MA2013] AL1 (912) 27: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [FIF3] [MA2013] AL1 (912) 34: Write a function that describes a relationship between two quantities.* [FBF1] [MA2013] ALC (912) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama) [MA2013] DM1 (912) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama) [MA2013] AL1 (912) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [FBF2]
Subject: Mathematics,Science Title: Numerical Analysis
Description: In this lesson, one of a multipart unit from Illuminations, students use iteration, recursion, and algebra to model and analyze a changing fish population. They use an interactive spreadsheet application to investigate their models. Thinkfinity Partner: Illuminations Grade Span: 9,10,11,12

