Lesson 3 algebra 1 generatesequences from practical contects
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The document provides instructions and examples for students to practice generating sequences from patterns and describing rules to find future terms. Students are asked to draw the next pattern in a sequence, describe the sequence rule, and calculate the 10th and 20th terms without drawing the patterns. Examples include sequences where the number of matches or blocks increases by a constant amount each time. An extension task presents more complex patterns where the increase is not constant.
Lesson 3 algebra 1 generatesequences from practical contects
- 1. Entry Activity Count on and back in steps of 0.1, 0.2, 0.25, ½, ¼, ... 0
- 2. Entry Activity Count on and back in steps of 0.1, 0.2, 0.25, ½, ¼, ... 0
- 3. Today I will learn to: Generate sequences from practical contexts and describe the rule Level 5 Challenge Objective: To find a term in a sequence from the rule Level 6 Key Words Sequence, Generate, Term, Common, Describe, nth term
- 4. Check: All will draw the next pattern in a sequence Most will describe the sequence Some will generate a future term without drawing the sequence
- 5. Count the number of matches in each drawing below, can you see a pattern?
- 6. Can we predict what the next pattern will look like? How many matches will there be?
- 7. Now we know the pattern, how can we find out how many matches will be in pattern 10?
- 8. Level 5 drawing and describing Level 6 finding 10th and 20th pattern from the rule
- 9. Answers 1 10th pattern 31 matches, 20th pattern 61 matches 2 10th pattern 51 matches, 20th pattern 101 matches 3 10th pattern 32 matches, 20th pattern 62 matches 4 10th pattern 41 matches, 20th pattern 81 matches 5 10th pattern 42 matches, 20th pattern 82 matches 6 10th pattern 42 matches, 20th pattern 82 matches
- 10. Using your planners show me how you found this
- 11. Today I will learn to: Generate sequences from practical contexts and describe the rule Level 5 Challenge Objective: To find a term in a sequence from the rule Level 6 Key Words Sequence, Generate, Term, Common, Describe, nth term
- 12. Check: All will draw the next pattern in a sequence Most will describe the sequence Some will generate a future term without drawing the sequence
- 13. Look at the following pattern, how is it different to the last few we have looked at? What is the difference between each pattern? What is the next pattern? What is the rule? How many blocks are in pattern 10?
- 14. Extension Task – These patterns are a bit more tricky!
- 15. Answers 1 a 25 b 100 2 a 15 b 55 3 a 30 b 110
- 16. Using your planners show me how you found this
- 17. Today I will learn to: Generate sequences from practical contexts and describe the rule Level 5 Challenge Objective: To find a term in a sequence from the rule Level 6 Key Words Sequence, Generate, Term, Common, Describe, nth term
- 18. Check: All will draw the next pattern in a sequence Most will describe the sequence Some will generate a future term without drawing the sequence
- 19. Plenary Pick a box from below to copy and complete in your book Today the most One thing I need to important thing I have remember from today's learned is... lesson is... Next time I do a this One thing I have found topic I will make sure I... hard today is...
- 20. To print out if wanted as a worksheet
- 21. Level 5 drawing and describing Level 6 finding 10th and 20th pattern from the rule
- 22. Extension Task – these patterns are a bit more tricky!
Editor's Notes
- #2: This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). Talk to the class about how there are 10 sections, imagine that we are going up in 1’s, what would half way up be (show them visually where you mean). Do a few simple examples with the group, 5’s, 2’s. Ask if half way is 50 what are we going up in. Move on to counting on in 0.1, 0.2...
- #3: This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). On this example O is in the middle this will help for counting backwards. Again start with basic numbers to check the whole class understand the task, counting from 0 in 1’s upwards and then from 0 down to -5. Once students are happy count ask questions.
- #6: Get the student’s to count the matches in each pattern. This is a great whiteboard activity or can be done using Q&A or in their books.
- #7: Get the students to predict what the pattern will look like and how many matches there will be. This is a great activity for the whiteboards or getting students to do in their books and come up to the board to draw the next pattern.
- #8: As a class discuss how we can find out how many matches would be in pattern 10 and how they could calculate it. Get them thinking about finding a general rule or nth term if able.
- #9: This would make a great worksheet to be given to the students (much easier for them than copying out from the board).
- #10: Get students to mark work and put a face to describe how they have found the task. This will help you when you are marking their books.
- #11: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #14: Discuss with the class how this pattern is different. Get the class to come up with a rule and how they could draw the next few. Can they predict pattern 10?
- #16: Get students to mark work and put a face to describe how they have found the task. This will help you when you are marking their books.
- #17: To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
- #20: Students choose 1 box to put in their book and complete. Get the class to share what they have written.
- #22: This would make a great worksheet to be given to the students (much easier for them than copying out from the board).