Math 20-1 Sequences and Series Unit Plan

Sequences and Series
Tentative
Date
Topic Assignment Outcome
February 21
Investigating Patterns and
Sequences
Workbook pg. 6-11, #1-15
1, 4, 8
February 24 Arithmetic Sequences Workbook pg. 19-24, #1-20
2, 4, 7
February 25
Arithmetic Growth and
Decay
2, 3, 4, 7
February 26 Arithmetic Series Workbook pg. 37-42, #1-16
5, 6, 7
February 27
Arithmetic Sequences and
Series Review
Worksheet Problems
1, 2, 3, 4, 5,
6, 7
February 28
Quiz Arithmetic
Sequences and Series
Geometric Sequences
1, 2, 3, 4, 5,
6, 7,
8, 9, 10, 15
March 3
Geometric Growth and
Decay
9, 10, 11, 15
March 4 Geometric Series Workbook pg. 67-74, #1-20
11, 12, 15
March 5 Infinite Geometric Series Workbook pg. 79-84, #1-11
13, 14, 15
March 6 Review
Workbook pg. 85-90, #1-15 and
Written Response
1-15
March 7 Unit Exam
1-15

What you need to know:

Arithmetic Sequences and Series:
1. I can provide and justify an example of an arithmetic sequence.
2. I can derive a rule for determining the general term of an arithmetic sequence.
3. I can describe the relationship between arithmetic sequences and linear functions.
4. I can determine t1, d, n or tn in a problem that involves an arithmetic sequence.
5. I can derive a rule for determining the sum of n terms of an arithmetic sequence.
6. I can determine t1, d, n or Sn in a problem that involves an arithmetic series.
7. I can solve a problem that involves an arithmetic sequence or series.

Geometric Sequences and Series:
8. I can provide and justify an example of a geometric sequence.
9. I can derive a rule for determining the general term of a geometric sequence.
10. I can determine t1, d, n or tn in a problem that involves a geometric sequence.
11. I can derive a rule for determining the sum of n terms of a geometric series.
12. I can determine t1, d, n or Sn in a problem that involves a geometric series.
13. I can generalize a rule for determining the sum of an infinite geometric series.
14. I can explain why a geometric series is convergent or divergent.
15. I can solve a problem that involves an arithmetic sequence or series.

Math 20-1 Sequences and Series

General Outcome:
Develop algebraic and graphical reasoning through the study of relations.

Specific Outcomes:
9. Analyze arithmetic sequences and series to solve problems.
10. Analyze geometric sequences and series to solve problems.

Achievement Indicators:

Big Ideas:
Arithmetic sequences represent linear growth.
Geometric series represent exponential growth (many natural occurrences).
Recognizing patterns.

Timing:
11 lessons (80 minutes each)

Assessments:
Quiz: Arithmetic Sequences and Series
Project: Sequences or Series in the Real World (Examples are Fibonacci
sequence and Finance)
Unit Exam: Arithmetic and Geometric Sequences and Series

Differentiation:
For ELLs: Ensure to explain all definitions and instructions clearly and provide
explicit examples. Check for understanding often. Also, allow students to use
dictionaries or devices to translate definitions if necessary.

Date: ______________________
Lesson 1: Introduction to Patterns and Sequences

General Outcome:

Specific Outcomes:

Learning Objectives:
Students will investigate patterns and sequences.

Procedure:
Display Pre-Calculus Mathematics 11 Workbook on SMART Board.
Go through four investigations (in workbook, pg. 1-3) with the class.
Go through class example (in workbook, pg. 3) with the class.
Read through Types of Sequences (in workbook, pg. 4) with the class. Write
examples under headings to clarify.
Ask the class to classify the sequences on pg. 4. Give approximately 5 minutes
and then discuss as a class. Call on students to indicate which type of sequence
it is and explain why. Ask the rest of the class if they are in consensus.
Explain the difference between finite sequences and infinite sequences (in
workbook, pg. 4).
Explain domain and range of sequences (in workbook, pg. 5). Add examples
beside terms to clarify.
Ask the class to complete class exercise 3 (in workbook, pg. 5). Give
approximately 5-10 minutes and then discuss as a class. Call on students to
come up to the board and draw their graphs and classify their graph as either
linear or non-linear.
Complete class exercise 4 (in workbook, pg. 6) as a class. Call on students for
answers and ask the class if there is a consensus.

Assessment:
Assign workbook questions, pg. 6-11, questions 1-15 for homework. If there is
time in class, allow students to begin working on assignment.

If there is extra time:
Complete group investigation activity (in workbook, pg. 12). Use meter sticks to
form a 3x3 square and ask for eight student volunteers to act out the situation.
Get the rest of the class to assist the students in determining their moves.
Get the class to come to a consensus for the answer to question (a). Try several
moves in the grid to ensure the students have found the smallest number of
moves.
Ask the students to classify as either an arithmetic or geometric sequence.
Get students to consider question (b). Discuss as a class.

Materials:
SMART Board
Workbook
Meter Sticks
Date: ______________________
Lesson 2: Arithmetic Sequences

General Outcome:

Specific Outcomes:

Students will derive a rule for determining the general term of an arithmetic sequence.
Students will determine t1, d, n or tn in a problem that involves an arithmetic sequence.

Procedure:
Read through Arithmetic Sequences (in workbook, pg. 15) with the class. Ask
the class to assist me in completing the sequence on the board. Fill in the blanks
for the questions as a class.
Complete class exercises 1, 2 and 3 as a class (in workbook, pg. 15-16).
Explain terminology for first term (t1 or a) and common difference (d).
Ask class to complete the investigation activity (in workbook, pg. 16). Give
approximately 5 minutes and then discuss as a class. Call on students to come
up to the board and write answers. Ask class if there is a consensus.
Derive a formula for the general term of an arithmetic sequence with the class
(in workbook, pg. 16).
Ask class to complete class exercises 4 and 5 (in workbook, pg. 17). Give
approximately 5 minutes and then discuss as a class. Call on students to write
their answers on the board. Ask the class if there is a consensus and if anyone
had an alternative way for finding the solution.
Allow students approximately 5-10 minutes to begin workbook questions, pg.
19-21, #1-10. Get them to do a few of each question (i.e. only (a) and (f), not all
parts (a)-(f)). Circulate around class to answer questions.
Read through Arithmetic Means (in workbook, pg. 17).
Complete class exercise 6,7 and 8 (in workbook, pg. 17-18) as a class.
Ask class to complete class exercise 9 (in workbook, pg. 19). Give
answers on the board. Ask the class if there is a consensus and if anyone had an
alternative way for finding the solution.

Assessment:

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ______________________
Lesson 3: Arithmetic Growth and Decay

General Outcome:

Specific Outcomes:

Students will describe the relationship between an arithmetic sequence and a linear
function.

Procedure:
Complete class exercise 1 (in workbook, pg. 25) as a class.
Ask class to complete class exercise 2 (in workbook, pg. 26). Give
answers on the board. Ask the class if there is a consensus and if anyone had an
alternative way for finding the solution.

Assessment:

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ______________________
Lesson 4: Arithmetic Series

General Outcome:

Specific Outcomes:

Students will derive a rule for determining the sum of n terms of an arithmetic
sequence.
Students will determine t1, d, n or Sn in a problem that involves an arithmetic series.

Procedure:
Read through Arithmetic Series (in workbook, pg. 33) with the class. Fill in
the blank for the question as a class. Clarify the difference between sequence
and series.
Complete the investigation activity (in workbook, pg. 33) as a class and derive
the formula for the sum of an arithmetic series.
Complete class exercises 1, 2, 3 and 4 (in workbook, pg. 35) as a class.
Allow students approximately 5-10 minutes to begin workbook questions, pg.
37-39, #1-6. Get them to do a few of each question (i.e. only (a) and (f), not all
parts (a)-(f)). Circulate around the class to answer questions.
Complete the second investigation activity (in workbook, pg. 36) as a class.

Assessment:

Have students review independently/in groups for quiz.
Complete review questions on SMART Board.

Materials:
SMART Board
Workbook

Date: ____________________________
Lesson 5: Arithmetic Series Continued
Arithmetic Sequences and Series Review

General Outcome:

Specific Outcomes:

function.
sequence.

Procedure:
Display opening activity on SMART Board. Give students 3 minutes to solve the
problem and then go over solution.
Return to page 36 of workbook and re-complete Investigation #2 using a given
sequence of numbers, rather than an expression with n.
Review questions on arithmetic sequences and series.

Assessment:
Assign workbook questions, pg. 37-42, questions 1-16 for homework. Allow
students to continue working on assignment in class. (Formative)
Worksheet review questions. (Formative)

Have students review independently/in groups for quiz.

Materials:
SMART Board
Workbook
Review Worksheet

Date: ____________________________
Quiz: Arithmetic Sequences and Series

General Outcome:

Specific Outcomes:

function.
sequence.

Assessment:
Quiz: Arithmetic Sequences and Series (Summative)

Short amount of time: MATHO
Long amount of time: Begin next lesson

Materials:
Quiz
SMART Board
Workbook
MATHO sheets

Date: ____________________________
Lesson 7: Geometric Sequences

General Outcome:

Specific Outcomes:

Students will provide and justify an example of a geometric sequence.
Students will derive a rule for determining the general term of a geometric sequence.
Students will determine t1, d, n or tn in a problem that involves a geometric sequence.
Students will solve a problem that involves an arithmetic sequence or series.

Procedure:
Display opening activity on SMART Board.
Complete Warm Up activity (in workbook, pg. 43) as a class.
Read through Geometric Sequences (in workbook, pg. 43) with the class. Fill
in the blank for the question as a class. Clarify the difference between
arithmetic sequences and geometric sequences.
Complete class exercises 1 and 2 (in workbook, pg. 43) as a class.
Allow students approximately 10 minutes to begin workbook questions, pg. 47-
48, #1-4. Get them to do a few of each question (i.e. only (a) and (f), not all parts
(a)-(f)). Circulate around the class to answer questions.
Complete the investigation activity (in workbook, pg. 44) as a class and derive
the formula for the general term of a geometric sequence.
Complete class exercises 3 and 4 (in workbook, pg. 45) as a class.
Allow students approximately 10 minutes to begin workbook questions, pg. 48-
49, #5-10. Get them to do a few of each question (i.e. only (a) and (f), not all
parts (a)-(f)). Circulate around the class to answer questions.
Read through Geometric Means (in workbook, pg. 46) with the class.
Complete class exercises 5, 6 and 7 (in workbook, pg. 46) as a class.

Assessment:
time in class, allow students to begin working on assignment. (Formative)

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ____________________________
Lesson 8: Geometric Growth and Decay

General Outcome:

Specific Outcomes:

Students will provide and justify an example of a geometric sequence.
Students will derive a rule for determining the general term of a geometric sequence.

Procedure:
Display opening activity on SMART Board and give students approximately 5
minutes to work through it. Go through solution as a class.
Go through Pre-Calculus Mathematics 11 Workbook on SMART Board.

Assessment:

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ____________________________
Lesson 9: Geometric Series

General Outcome:

Specific Outcomes:

Students will derive a rule for determining the sum of n terms of a geometric series.
Students will determine t1, d, n or Sn in a problem that involves a geometric series.

Procedure:

Assessment:

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ____________________________
Lesson 10: Infinite Geometric Series

General Outcome:

Specific Outcomes:

Students will generalize a rule for determining the sum of an infinite geometric series.
Students will explain why a geometric series is convergent or divergent.

Procedure:

Assessment:

Begin next lesson.

Materials:
SMART Board
Workbook

Date: ____________________________
Lesson 11: Arithmetic and Geometric Sequences and Series Review

General Outcome:

Specific Outcomes:

function.
Students will derive a rule for determining the sum of n terms of a geometric series.
Students will determine t1, d, n or Sn in a problem that involves a geometric series.
Students will generalize a rule for determining the sum of an infinite geometric series.
Students will explain why a geometric series is convergent or divergent.

Procedure:
Review questions on arithmetic and geometric sequences and series.
(Workbook Practice Test and Review Worksheet) Allow students to work
independently or in groups and complete questions on the board, as requested.

Assessment:
Assign workbook questions, pg. 85-90, questions 1-15. Allow students to
continue working on assignment in class. (Formative)
Worksheet review questions. (Formative)

Have students review independently/in groups for exam.

Materials:
SMART Board
Workbook
Review Worksheet

Math 20-1 Sequences and Series Unit Plan

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