Lesson Plan

Date: 12/4/2014

Grade and Period: 9th Grade Secondary I Honors (B2)

Strengths of the Class:

This is a small honors class of self-motivated students. They work especially well in teams.
Unique Needs of the Class:
A few students benefit from additional prompting for routines and prior warning if any routines are about to
changes
Subject: Sequences
Curriculum Standards:

F-IF.3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a

subset of the integers.

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 relation-ship, or two input-output pairs (include reading these from a table).

Lesson Topic: 1) Arithmetic Sequences 2) Recursive Sequences

Homework (if any) from previous day: 5.2.1 #50-55
Content and Learning Objectives for the Lesson:

Students will learn the vocabulary and notation for arithmetic sequences as they develop formulas for

the nth term.

Students will write sequences from recursive equations. They will write recursive equations for
arithmetic sequences, and convert between explicit and recursive equations for arithmetic sequences.

Language Objectives for Students:

Students will properly use the terms: term, term number, geometric sequences, arithmetic sequences, explicit
formula and recursive formula

Starter: As a class we review the terms introduced in the previous class (term, term number, arithmetic and
geometric sequences). In pairs, students will use reciprocal teaching to explain arithmetic and geometric
sequences.
Class Procedures:
Students will begin class by turning in their homework to their folders and filling out their homework sheets.
Resource managers will collect two textbooks for each table. As we work on problems together in teams,
facilitators will assign someone to read each question.
Class Work (Questions/Activities):
In this class we will cover two lessons at about 40 minutes each. In class we will cover all the core problems
and any additional problems as time permits.
After the reciprocal teaching introduction activity, groups will work on questions 56 and 57 from 5.2.2.
As a class we will discuss the meaning of t(0), t(1) and t(n). This will also be an opportunity to discuss any
issues that came up during group work.
Students will work on problems 58, 59, 63 and 64 as time permits.
Closure for 5.2.2: Discuss which of the multiple representations students used to write the formula for
arithmetic sequences
We will then move onto section 5.2.3 for recursive sequences
We will begin question 71 by allowing all students to think about the question for about 30 seconds (this will
allow students who need quiet processing time to think through the problem before other students give any
input). Then groups will do a teammates consult for one minute to brainstorm how to find the 10th term.
Students will work on questions 71-74 in their teams. If teams get stuck, students can do an I-Spy to another
team to observe their strategies.
We will close the lesson by journaling about recursive and explicit formulas.

At the end of the class I will pass back the midterms. Students will need to complete a corrective for all
questions they did not receive a 4 on. This will be due on Monday.
Plans for Assessment:
I will be observing the groups as they work on all the problems. I will use student questions and my
observations to gauge which questions and topics need to be covered more in depth as a class. Sequences will
be included on their quiz next week, which students are allowed to retake as many times as they desire.
Homework: 5.2.2, 5.2.3 and midterm corrective
Plans for Enrichment For example, those who complete lessons early
There are extra problems for teams to work on if they finish early. If a single student is moving faster than his
or her team, s/he can use it as an opportunity to work with the rest of the team.

Plans for Remediation For example, those in need of additional support

Groups have been chosen so that students needing additional support are paired with students who are patient
and can explain certain topics. I also devote extra time to teams with students who will benefit from the extra
attention. If a majority of students are stuck on a specific concept I will be sure to cover it with the entire class
before moving on.

Plans for English Language Learners

I will use colored markers at the board to show the common difference between each term of an arithmetic
sequence. I will also draw the sequence generator.
Vocabulary and terminology are especially important in this unit. Therefore I will encourage students to define
the terms in their own words and all terms will be well defined and copied into the notes section.
Reflection: