|Lesson Plan ID:
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.
|ELA(9) ||14. Use the research process to locate, select, retrieve, evaluate, and organize information to support a thesis on a nonliterary topic. |
|TC2(9-12) Computer Applications||11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
|MA2010(9-12) Algebra||27. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. [F-IF3] |
|MA2010(9-12) Algebra||38. 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). [F-LE2] |
|MA2010(9-12) Discrete Mathematics||2. Determine characteristics of sequences, including the Fibonacci sequence, the triangular numbers, and pentagonal numbers. (Alabama) |
|MA2010(9-12) Discrete Mathematics||3. Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama) |
|MA2010(9-12) Algebra||35. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2] |
|ELA2010(9) ||26. Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.9-10.7] |
|ELA2010(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.9-10.8] |
|ELA2010(9) ||28. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.9-10.9] |
|Primary Learning Objective(s):
Students will express a pattern as a mathematical relation or function. Students will calculate specific terms of arithmetic and geometric sequences.
|Additional Learning Objective(s):
Students will list and describe proper eating habits during intense exercise.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Prentice Hall Algebra II with Trigonometry or other applicable textbook
|Technology Resources Needed:
Computer with Internet access, printer, projection system, spreadsheet software, desktop publishing software, presentation software
Prior knowledge should include basic problem-solving skills, presentation software experience, and research strategies.
1.)Have students brainstorm where patterns may arise in the real world.
)This is one of many search engines that students may use to explore patterns.
2.)Research examples of training regimens.
)This site provides information on various training programs.
3.)Research nutrition needs of athletes in training.
(Alabama Virtual Library
)This site provides online databases that have magazine, journal, and newspaper articles for research.
4.)Have students create a presentation using software such as Microsoft PowerPoint. Show students the attached presentation to illustrate this assignment. Discuss how the information gathered through research could be presented in patterns expressed in arithmetic or geometric sequences. The teacher may wish to spend a class period familiarizing students with the use of spreadsheet software for this function.
5.)Have students create a brochure using desktop publishing software such as Microsoft Publisher. Show students the attached brochure to illustrate this assignment.
6.)Have students present their presentations and brochures to the class. Discuss health and nutrition habits needed by athletes in training.
7.)Provide students with guided and independent practice of content skills using textbook.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Rubrics will be used to assess the presentation and brochure. A written test and quiz will be given. Daily informal checks for understanding will be used. Homework will be checked for accuracy and completion.
The teacher may need to provide keywords for Internet searches or bookmark collected websites for students needing extra assistance.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: