**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): **

**Subject:**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.

**Title:** Numerical Analysis

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] DM1 (9-12) 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:**Numerical Analysis

**Description:**In this lesson, one of a multi-part 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

**Title:** Shedding the Light

**Description:**
In this four-lesson 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): **

[MA2015] DM1 (9-12) 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 four-lesson 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

**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.
**Standard(s): **

[MA2015] DM1 (9-12) 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

**Title:** Vigenere Cipher

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students learn about the polyalphabetic Vigenere cipher. They encode and decode text using inverse operations.
**Standard(s): **

[MA2015] AL1 (9-12) 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]

**Subject:**Mathematics

**Title:**Vigenere Cipher

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] AL1 (9-12) 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]

**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