Carnegie Texas Sample Unit Algebra 1 T2

Texas Algebra I: Module 1, Topic 2 Pacing Guide
*1 Day Pacing = 45 min. Session

Lesson # Lesson Title/MATHia Unit Lesson Subtitle/MATHia Workspace Highlights TEKS Pacing*
Module 1
Topic 2: Sequences
ELPS: 1.A, 1.C,1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
Given ten contexts or geometric patterns, students write a numeric sequence

to represent each problem. They represent each sequence as a table of
values, state whether each sequence is increasing or decreasing, and
1 Is There a Pattern Here? Recognizing Patterns and Sequences A.9A 2
describe the sequence using a starting value and operation. They determine
that all sequences are functions and have a domain that includes only
positive integers. Infinite sequence and finite sequence are defined.
Recognizing Patterns and Students determine the patterns in sequences and determine the next terms
MATHia Describing Patterns in Sequences A.12C 1
Sequences in sequences.
Given 16 numeric sequences, students generate additional terms and

describe the rule they used for each sequence. They sort the sequences into
groups based upon common characteristics and explain their rationale. The
terms arithmetic sequence, common difference, geometric sequence, and A.12A
2 The Password Is… Operations! Arithmetic and Geometric Sequences 2
common ratio are defined with examples. They then categorize the given A.12D
sequences based on the definitions and identify the common difference or
common ratio where appropriate. Students then practice writing sequences
with given characteristics.
Students sort numeric sequences by whether they are arithmetic, geometric,

Recognizing Patterns and or neither. They analyze the characteristics of graphs of arithmetic and
MATHia Graphs of Sequences A.12C 1
Sequences geometric sequences. Students match graphs of sequences to their numeric
representations.
Mid Topic Assessment 1
1
Texas Algebra I: Module 1, Topic 2 Pacing Guide
*1 Day Pacing = 45 min. Session
Lesson # Lesson Title/MATHia Unit Lesson Subtitle/MATHia Workspace Highlights TEKS Pacing*
Scenarios are presented that can be represented by arithmetic and

geometric sequences. Students determine the value of different terms in
Determining Recursive and Explicit each sequence. As the term number increases it becomes more time-
3 Did You Mean: Recursion? A.12D 2
Expressions from Contexts consuming to generate the term value, which sets the stage for explicit
formulas to be defined and used. Students practice using these formulas to
determine the values of terms in both arithmetic and geometric sequences.
Determining Recursive and Students determine if sequences are arithmetic or geometric and determine A.12C A.
MATHia Writing Recursive Formulas 1
Explicit Expressions recursive formulas for the sequences. 12D
Students are introduced to the process of mathematical modeling, with each

of the four activities representing a specific step in the process. Students are
invited to play a puzzle game, observe patterns, and think about a
mathematical question. Students then organize their information and pursue A.9D
4 3 Pegs, N Discs Modeling Using Sequences 2
a given question by representing the patterns they noticed using A.12D
mathematical notation. As a third step, students analyze their recursive and
explicit formulas and use them to make predictions. Finally, students test
their predictions and interpret their results.
Determining Recursive and Students determine if sequences are artihmetic or geometric and develop A.12C
MATHia Writing Explicit Formulas 1
Explicit Expressions the explicit formulas for the sequences. A.12D
End of Topic Assessment 1
2
Click here to view
Sequences TEKS and ELPS
Topic 2 Overview
ow is Sequences
H for arithmetic and geometric sequences.
organized? Students return to the scenarios from the first
lesson and write an arithmetic or geometric
In Sequences, students progress from
formula for each.
recognizing patterns of numbers, letters,
and shapes to identifying arithmetic and
In the final lesson of the topic, students are
geometric sequences. They explore sequences
introduced to the modeling process. Defined
represented as lists of numbers, in tables
in four steps—Notice and Wonder, Organize
of values, by equations, and as graphs on
and Mathematize, Predict and Analyze, and
the coordinate plane. The intent of this topic
Test and Interpret—the modeling process gives
is to move students from their intuitive
students a structure for approaching real-world
understanding of patterns to a more formal
mathematical problems. Throughout the final
approach of representing sequences as
lesson, students work through the process as
functions. In later modules, they will use the
they model situations using sequences.
connection between arithmetic sequences and
linear functions and between some geometric
sequences and exponential functions to hat is the entry point
W
examine the structure of each function family. for students?
Students have been analyzing and extending
As in Quantities and Relationships, students numeric patterns since elementary school.
begin Sequences by analyzing sequences They have discovered and explained features
presented in scenarios. They infer a rule for of patterns. They have formed ordered pairs
each sequence, identify additional terms, with terms of two sequences and compared
and represent the sequence as a table. They the terms. In middle school, students have
© Carnegie Learning, Inc.
explain why all sequences are functions and connected term numbers and term values as
differentiate between a finite sequence and the inputs and outputs of a function.
an infinite sequence. After articulating the
differences between different sequences, After analyzing and describing patterns in
students define arithmetic sequences as those various equations and graphs in Quantities
with a common difference and geometric and Relationships, they continue the process to
sequences as those with a common ratio. recognize patterns in sequences. In addition
They then match sequences to to describing patterns of numbers as they did
corresponding graphs. in grade 8, they will now write recursive and
explicit formulas for relationships. They will use
Once familiar with the structure of sequences, what they know about functions to recognize
students write recursive and explicit formulas that every sequence is a function.
TOPIC 2: Sequences • 1A
A1_TIG_TO_M01_T02.indd 1 9/9/20 12:57 PM

ow does a student
H Why is Sequences
demonstrate understanding? important?
How does a student
demonstrate understanding?
Students will demonstrate understanding of the As students deepen their understanding of

standards in Sequences if they can: functions throughout this course and beyond,
• Understand that a sequence represents a recognizing that all sequences are functions
relationship between term numbers (inputs) is an important building block. The study of
and term values (outputs). functions is a major focus throughout high
• State the appropriate domain for a sequence. school mathematics. A rich understanding of
• Distinguish between arithmetic and arithmetic sequences, including their graphical
geometric sequences. and algebraic representations, is the foundation
• Recognize that an arithmetic sequence has for linear functions. Likewise, it is important
a common difference between terms and for students to recognize that some geometric
a geometric sequence has a common ratio sequences represent exponential functions, and
between terms. that their graphs and equations have the defining
• Determine the common difference between characteristics of that function family. Examining
two terms in an arithmetic sequence and patterns in numbers and the structure of
the common ratio between two terms in a their representations will help students to use
geometric sequence represented in tables functions to model real-world phenomena.
and graphs.
• Describe the graph of an arithmetic and Finally, as students gain experience with more
geometric sequence. complex functions, the modeling process will
• Explain that a recursive formula tells you how help them to approach and solve problems that
to determine the next value of a sequence they encounter in the real world. By recognizing
from the previous value. structure in sequences of numbers, they will be

• Explain that an explicit formula tells you how to more aware of the possible functions that can
determine any value given the term number. model a scenario, which in turn allows them to
• Distinguish between explicit and solve more complicated problems.
recursive formulas.
• Write recursive and explicit formulas for any
How do the activities
sequence, including those presented as
in Sequences promote
real-world scenarios.
student expertise in the
How do the activities in XXX promote
student expertise in the
• Translate between explicit and

mathematical practice standards?
recursive formulas. mathematical process

• Decide when real-world problems model an standards?
arithmetic or geometric sequence. All Carnegie Learning topics are written with
• Utilize a modeling process to analyze and the goal of creating mathematical thinkers
solve problems. who are active participants in class discourse,
1B • TOPIC 2: Topic Overview
A1_TIG_TO_M01_T02.indd 2 9/9/20 12:57 PM

so elements of habits of mind should be geometric sequences. They examine the structure
evident in all lessons. Students are expected of these sequences to recognize key and defining
to make sense of problems and work towards characteristics. Finally, students use the modeling
solutions, reason using concrete and process to solve a real-world sequence problem.
abstract ideas, and communicate their
thinking while providing a critical ear to the Materials Needed
thinking of others.
Glue
Quarters, nickels, and dimes (optional)
Students use tools—tables, graphs, and
Scissors
equations—to model situations as arithmetic and
New Notations
A recursive formula expresses each new term of a sequence based on the preceding term in
the sequence. The recursive formulas to determine the nth term of an arithmetic sequence and a
geometric sequence are shown.
Arithmetic Sequence Geometric Sequence
nth common nth common

term difference term ratio
an 5 an 2 1 1 d gn 5 gn 2 1 ? r
previous previous
term term
The explicit formula represents the sequence as a function. The explicit formulas to determine
the nth term of an algebraic sequence and a geometric sequence are shown.
Arithmetic Sequence Geometric Sequence
nth common nth

term difference term previous
term number
an 5 a1 1 d(n 2 1) gn 5 g1 ? r n 2 1
previous common
1st 1st
term number ratio
term term
TOPIC 2: Sequences • 1C
A1_TIG_TO_M01_T02.indd 3 9/9/20 12:57 PM

The Modeling Process
Notice and Wonder
Gather information, notice patterns, and
formulate mathematical questions about
what you notice.
Organize and Mathematize

REPORT
Organize your information and represent
NOTICE | WONDER it using mathematical notation.
Predict and Analyze

ORGANIZE | MATHEMATIZE
Extend the patterns created, complete
operations, make predictions, and
analyze the mathematical results.
Test and Interpret

TEST | INTERPRET Interpret your results and test your
mathematical predictions in the real
world. Make adjustments necessary.

PREDICT | ANALYZE
Assessments
There are two assessments aligned to this topic: Mid-Topic Assessment and End of Topic Assessment.
1D • TOPIC 2: Topic Overview
A1_TIG_TO_M01_T02.indd 4 9/9/20 12:57 PM

Sequences Summary
KEY TERMS
• sequence • geometric difference
• term of a sequence • common ratio
• infinite sequence • recursive formula
• finite sequence • explicit formula
• arithmetic sequence • mathematical modeling
• common difference
LESSON
Is There a Pattern Here?

1
A sequence is a pattern involving an ordered arrangement of numbers, geometric figures, letters,
or other objects. A term in a sequence is an individual number, figure, or letter in the sequence.
Many different patterns can generate a sequence of numbers.
A sequence that continues on forever is called an infinite sequence. A sequence that terminates is
called a finite sequence.
For example, consider the situation in which an album that can hold 275 baseball cards is filled
with 15 baseball cards at the end of each week. A sequence to represent how many baseball cards
can fit into the album after 6 weeks is 275 cards, 260 cards, 245 cards, 230 cards, 215 cards, and
200 cards. This sequence begins at 275 and decreases by 15 with each term. The pattern cannot
continue forever since you cannot have a negative number of cards, so this is a finite sequence.
TOPIC 2: SUMMARY • M1-1

LESSON
The Password Is . . . Operations!

2
An arithmetic sequence is a sequence of numbers in which the difference between any two
consecutive terms is a constant. This constant is called the common difference and is typically
represented by the variable d. The common difference of a sequence is positive if the same positive
number is added to each term to produce the next term. The common difference of a sequence is
negative if the same negative number is added to each term to produce the next term.
1 1 1
For example, consider the sequence 14, 16__ __ __
2 , 19, 21 2 , … . The pattern of this sequence is to add 2 2
to each term to produce the next term. This is an arithmetic sequence, and the common difference
1
d is 2__
2.
A geometric sequence is a sequence of numbers in which the ratio between any two consecutive
terms is a constant. The constant, which is either an integer or a fraction, is called the common
ratio and is typically represented by the variable r.
1 1
For example, consider the sequence 27, 9, 3, 1, __ __
3 , 9 . The pattern is to multiply each term by the
1
same number, __
3 , to determine the next term. Therefore, this sequence is geometric and the
1
common ratio r is __
3.
LESSON
Did You Mean: Recursion?

3
A recursive formula expresses each new term of a sequence based on a preceding term of the
sequence. The recursive formula to determine the nth term of an arithmetic sequence
is an 5 an21 1 d. The recursive formula to determine the nth term of a geometric sequence
is gn 5 gn21 ? r. When using the recursive formula, it is not necessary to know the first term of
the sequence.
1
For example, consider the geometric sequence 32, 8, 2, __
2, . . . gn 5 gn21 ? r
1
__
with a common ratio of 4 . The 5th term of the sequence can be g5 5 g4 ? r
1 1
determined using the recursive formula. g5 5 __
2?4
__
1
1 g5 5 _8_
The 5th term of the sequence is __
8.
M1-2 • TOPIC 2: SEQUENCES

An explicit formula for a sequence is a formula for calculating each term of the sequence using
the index, which is a term’s position in the sequence. The explicit formula to determine the nth term
of an arithmetic sequence is an 5 a1 1 d(n 2 1). The explicit formula to determine the nth term of a
geometric sequence is gn 5 g1 ? r n21.
For example, consider the situation of a cactus that is currently an 5 a1 1 d(n 2 1)

1 1
3 inches tall and will grow __
4 inch every month. The explicit formula a12 5 3 1 __
4 (12 2 1)
for arithmetic sequences can be used to determine how tall the a12 5 3 1 __
1
4 (11)
cactus will be in 12 months. 3
a12 5 5_4_
3
In 12 months, the cactus will be 5__
4 inches tall.
LESSON
3 Pegs, N Discs
4
A process called mathematical modeling involves explaining patterns in the real world based
on mathematical ideas. The four basic steps of the mathematical modeling process are Notice and
Wonder, Organize and Mathematize, Predict and Analyze, and Test and Interpret.
For example, consider a theater that has 25 rows of seats. The first three rows have 16, 18, and 20
seats, respectively. The ushers working at this theater need to know how many seats their sections
have when they are directing people.
The first step of the modeling process, Notice and Wonder, is to gather information, look for
patterns, and formulate mathematical questions about what you notice. In the example, each row
seems to have 2 more seats than the previous row.
The second step of the modeling process, Organize and Row Number of Seats
Mathematize, is to organize the information and express any 1 16
patterns you notice using mathematical notation. A table can
2 18
be used to represent the given information about the first three
3 20
rows in the theater. The recursive pattern shown in the table
can be expressed as Sn 5 Sn21 1 2.
The third step of the modeling process, Predict and Analyze, is to analyze the mathematical notation
and make predictions. The fourth row will have 22 seats and the fifth row will have 24 seats. The
pattern can be expressed using the explicit formula Sn 5 16 1 2(n 2 1).
TOPIC 2: SUMMARY • M1-3

The fourth and final step of the modeling process, Test and y
Interpret, is to test and interpret the information. A graph
can be constructed for the explicit formula. The graph is 24
discrete because rows and seats are integer values.
22
This information can be used to determine that an 20

usher working in rows 15 and 16 will have 44 and
18
46 seats, respectively.
16
Number of Seats
14
12
10
2
x
0 1 2 3 4 5
Rows
M1-4 • TOPIC 2: SEQUENCES

1
Is There a MATERIALS
None
Pattern Here?
Recognizing Patterns and Sequences
Lesson Overview
Students begin by exploring various patterns in Pascal’s triangle. Sequences and term of a sequence are
defined. Given ten geometric patterns or contexts, students write a numeric sequence to represent
each problem. They are guided to represent each sequence as a table of values and conclude
that all sequences are functions. Students then organize the sequences in a table, state whether
each sequence is increasing or decreasing, and describe the sequence using a starting value and
operation. They determine that all sequences have a domain that includes only positive integers.
Infinite sequence and finite sequence are defined and included as another characteristic for students to
consider as they write sequences.
Algebra 1 Exponential functions and equations

(9) The student applies the mathematical process standards when using properties of exponential
functions and their related transformations to write, graph, and represent in multiple ways
exponential equations and evaluate, with and without technology, the reasonableness of their
solutions. The student formulates statistical relationships and evaluates their reasonableness
based on real-world data. The student is expected to:
(A) determine the domain and range of exponential functions of the form f(x) 5 ab  x and
represent the domain and range using inequalities;
Algebra 1 Number and algebraic methods

(12)The student applies the mathematical process standards and algebraic methods to write, solve,
analyze, and evaluate equations, relations, and functions. The student is expected to:
(A) d
ecide whether relations represented verbally, tabularly, graphically, and symbolically define a
function;
(D) write a formula for the n  th term of arithmetic and geometric sequences, given the value of
several of their terms;
ELPS
1.A, 1.C, 1.E, 1.F, 1.G, 2.C, 2.E, 2.I, 3.D, 3.E, 4.B, 4.C, 5.B, 5.F, 5.G
LESSON 1: Is There a Pattern Here? • 1
A1_TIG_M01_T02_L01_LO_TEA.indd 1 9/9/20 11:15 PM

Essential Ideas
• A sequence is a pattern involving an ordered arrangement of numbers, geometric figures, letters,
or other objects.
• A term of a sequence is an individual number, figure, or letter in the sequence.
• A sequence can be written as a function. The domain includes only positive integers.
• An infinite sequence is a sequence that continues forever, or never ends.
• A finite sequence is a sequence that terminates, or has an end term.
Lesson Structure and Pacing: 2 Days

Day 1
Engage
Getting Started: A Pyramid of Patterns
Students explore various patterns in Pascal’s triangle. They first explore patterns on their own
and then are guided to recognize and explain specific patterns.
Develop
Activity 1.1: Patterns to Sequences to Tables
Students are given the definitions of sequences and term of a sequence. Given ten geometric
patterns or contexts, students describe each pattern, determine the next few figures or numbers
in the patterns, write a numeric sequence for each pattern, and represent each sequence using a
table of values.
Day 2
Activity 1.2: Looking at Sequences More Closely
Students organize sequences in a table, state whether each sequence is increasing or decreasing
and describe the sequence using a starting value and operation. Infinite sequence and finite
sequence are defined, and examples are provided.
Demonstrate
Talk the Talk: Searching for a Sequence
Students are provided characteristics, including the newly defined terms infinite and finite, to
build sequences.
2 • TOPIC 2: Sequences

Getting Started: A Pyramid of Patterns ENGAGE
Facilitation Notes
In this activity, students identify patterns using the first 7 rows of
Pascal’s triangle.
Have students work with a partner or in a group to complete Questions 1

through 5. Share responses as a class.
Questions to ask
• How is each row of Pascal’s Triangle generated?
• What pattern exists in the diagonals of the triangle?
• Explain the symmetry in the triangle.
• How is each row related to the power of 2?
Differentiation strategy
To extend the activity, have students research Pascal’s Triangle to
discover other patterns such as the hockey stick pattern, parallelogram
pattern, and Fibonacci numbers. Explain that Pascal’s triangle will be
revisited because of its connections to higher mathematics.
Summary
Pascal’s Triangle is a famous geometric and numeric figure that generates
many patterns.
Activity 1.1 DEVELOP

Patterns to Sequences to Tables
Facilitation Notes
In this activity, students are given the definitions of sequences and term of
a sequence. Given ten geometric patterns or contexts, students describe
each pattern, determine the next few figures or numbers in the patterns,
write a numeric sequence for each pattern, and represent each sequence
using a table of values.

As students work, look for
• Arithmetic errors that prevent may prevent them from
recognizing patterns.
• Language that demonstrates a generalization of patterns.

Questions to ask for Positive Thinking
• How do the number of dots in each figure compare to the number of
dots in the figure before it?
• How does the sequence relate to the diagram?
• Why can all sequences be represented by a table of values?
Questions to ask for Family Tree
• How do the number of parents in one generation compare to the
number of parents in the generation that follows it?
• How many parents do you think are in the 5th generation? Why?
• How does this sequence relate to the family relationships?
• How is this pattern different than the one in the Positive
Thinking problem?
Questions to ask for A Collection of Squares
• How do the number of squares in figure 1 compare to the number of
squares in figure 2? Figure 2 to figure 3? Figure 3 to figure 4?
• Explain how the pattern in this sequence is different than the
patterns in the other problems.
Questions to ask for Al’s Omelets
• How does the number of eggs left after making 1 omelet compare to
the number of eggs left after making 2 omelets? 2 omelets compare
to 3 omelets? 3 omelets to 4 omelets?
• How does the sequence relate to the scenario?
• Out of the sequences you have written, what sequence has a pattern
most similar to this one? Explain why.
Questions to ask for Donna’s Daisies
• How do the number of daisies in the 2nd column compare to the
number of daisies in the 1st column? The 3rd column to the 2nd
column? The 4th column to the 3rd column?
• What is the total number of daisies in the 8th column? 9th column?
10th column? Why?
• Explain the pattern in the sequence in words.
• How does the pattern in this sequence compare to the others you
have written?
Questions to ask for Troop of Triangles
• How do the number of shaded triangles in figure 2 compare to the
number of shaded triangles in figure 1? Figure 3 to figure 2? Figure 4
to figure 3?
• What sequence would represent the number of white triangles?

Questions to ask for Gamer Guru
• Why did it make sense that the first term of the sequence is 550
rather than 500?
Questions to ask for Polygon Party
• What makes a figure a polygon?
• What is the name of each polygon based on its number of sides?
• What is the term used for a polygon that has all sides the same
length and all angles the same measure?
Questions to ask for Pizza Contest
• Create a diagram and demonstrate how the sequence is generated.
• What would the sequence be if the terms represented the number
of slices rather than the size of the slice?
Questions to ask for Coin Collecting
• Compare this sequence to the other increasing sequences. Which
ones have a growth pattern similar to this one? How would you
describe the growth pattern?
Differentiation strategies
• To support students who struggle, demonstrate how any sequence
can be converted into a table of values. Allow tables to be set up
horizontally or vertically.
Term number 1 2 3 4
Term value 25, 21, 17, 13,
• To assist all students with Polygon Party, accept non-regular

polygons with the correct number of sides or demonstrate how to
sketch regular polygons by making a circle, placing points relatively
equidistant around the circle, and then connecting consecutive
points with line segments.
• To extend the activity
• Have students revisit Troop of Triangles. Ask them to write a
sequence for the total number of the smallest triangles in each
figure, explain the pattern, and connect the pattern to the
pattern in A Collection of Squares.

• Have students revisit Troop of Triangles. Ask them to write a
sequence for the total number of triangles of any size in each
figure and explain the pattern.
Summary
All numeric sequences can be represented as a function. The independent
variable is the term number beginning with 1, and the dependent variable is
the term of the sequence.
Activity 1.2
Looking at Sequences More Closely
Facilitation Notes
In this activity, students organize sequences in a table, state whether each
sequence is increasing or decreasing, and describe the sequence using a
starting value and operation. Infinite sequence and finite sequence are defined,
and examples are provided.

Questions to ask
• How many sequences could be described as increasing? Decreasing?
• How many sequence patterns involve multiplication or division?
• How many sequence patterns involve addition or subtraction?
• Can any of the sequences be described as an even or odd sequence?
Why or why not?
• Do any of the sequences begin at zero?
• Can you think of a sequence that would begin at zero? What is
an example?
• What determines the first term of a sequence?
• Is the last term of the sequence the end term of the sequence? Why
or why not?
• Are all numbers divisible by 4? Explain why or why not.
Ask a student to read the definitions and example following Question 5

aloud, then complete Question 6 as a class.
Questions to ask
• What is the difference between an infinite sequence and a
finite sequence?
• How can you determine whether a sequence is infinite or finite?

• Are all sequences either infinite or finite? Why or why not?
• What is another example of an infinite sequence? A finite sequence?
• Is it possible to visually represent zero blocks?
Summary
The domain of a sequence is the set of term numbers, and the range of a
sequence is the set of term values. A sequence that continues on forever
is called an infinite sequence, and a sequence that terminates is called a
finite sequence.
Talk the Talk: Searching for a Sequence DEMONSTRATE

Facilitation Notes
In this activity, students build sequences to fit given criteria.

and 2. Share responses as a class.
Questions to ask
• What is the definition of a sequence?
• Why do all sequences have the same domain?
• Does every sequence contain term numbers and term values?
Explain.
• Does each term number of a sequence correspond to a unique
term value?
• Can you create a different sequence that meets these criteria?
• How did you demonstrate a sequence that is decreasing
by multiplication?
• What is another way to demonstrate decreasing by multiplication?
To extend the activity, have students create their own sequences. Have
the class categorize them by increasing or decreasing, type of operation
used, and infinite or finite.
Summary
Sequences can be built from a list of characteristics. Characteristics may
include a starting value, whether the sequence is increasing or decreasing,
operations used between consecutive terms, and whether the sequence is
finite or infinite.

Warm Up Answers
1
1. O, N, D; They are the
first letter of each
month.
2. T, F, S; They are the first
Is There a Pattern letter of each day of the

week.
Here?
3. 25, 30, 35; They are all
increasing by 5.
4. 36, 25, 16; They are
Recognizing Patterns and Sequences all decreasing perfect
square numbers
beginning with 10.
Warm Up Learning Goals

Write the next three terms in • Recognize and describe patterns.
each pattern and explain how • Represent patterns as sequences.
you generated each term. • Predict the next term in a sequence.
• Represent a sequence as a table of values.
1. J, F, M, A, M, J, J, A, S, . . .
Key Terms
2. S, M, T, W, . . . • sequence
• term of a sequence
• infinite sequence
3. 5, 10, 15, 20, . . . • finite sequence
4. 100, 81, 64, 49, . . .
Since early elementary school, you have been recognizing and writing patterns involving shapes,
colors, letters, and numbers. How are patterns related to sequences and how can sequences be
represented using a table of values?
A1_SE_M01_T02_L01_TEA.indd 1 9/9/20 7:10 PM
A1_TIG_M01_T02_L01_TEA.indd 9 9/9/20 11:06 PM

Answers
GETTING STARTED
1. Answers may vary.
2. In each row, the number
of terms is 1 more than A Pyramid of Patterns
the row above it. Pascal’s Triangle is a famous pattern named after the French mathematician
3. Each row is symmetrical. and philosopher Blaise Pascal. A portion of the pattern is shown.
4. The sum of each row 1

generates the pattern 1, 1 1
2, 4, 8, 16, 32, 64. 1 2 1
5. 1 7 21 35 35 21 1 3 3 1
7 1 1 4 6 4 1
1 5 10 10 5 1
1 8 26 56 70 56
28 8 1 1 6 15 20 15 6 1
Each row begins and

ends with one. All other 1. List at least 3 patterns that you notice.
terms are the sum of
the numbers to the
immediate left and right
of it in the row above.
2. Describe the pattern for the number of terms in each row.
3. Describe the pattern within each row.
4. Describe the pattern that results from determining the sum of

each row.
5. Determine the next two rows in Pascal’s Triangle.

Explain your reasoning.
ELL Tip
Create an anchor chart to identify and ensure students’ understanding of patterns. Display
examples of mathematical and non-mathematical patterns on the chart. N on-mathematical
examples may include the design of a tablecloth, patterns on a tile floor, and patterns in nature
(waves, leaves). Discuss how Pascal’s Triangle contains patterns, and ask students to identify the
patterns on the triangle. Ask students to create examples of patterns involving numbers as well as
other items, such as colors or clothing.

Answers
AC T I V I T Y
Patterns to Sequences 1a. Each figure has 4 fewer
1.1 to Tables dots than the figure
before it.
A sequence is a pattern involving an ordered arrangement of numbers, 1b.

geometric figures, letters, or other objects. A term of a sequence is an
individual number, figure, or letter in the sequence.
1c. 25, 21, 17, 13, 9, 5, 1
1d.
Ten examples of sequences are given in this activity. For each sequence,
describe the pattern, draw or describe the next terms, and represent each Term Term
sequence numerically. Number Value
1. Positive Thinking 1 25
2 21
3 17
4 13
5 9
a. Analyze the number of dots. Describe the pattern. 6 5
7 1
b. Draw the next three figures of the pattern.
All numeric sequences
can be represented
c. Represent the number of dots in each of the seven figures
as functions. The
as a numeric sequence.
independent variable
is the term number
d. Represent the number of dots in each of the first seven beginning with 1,
figures as a function using a table of values. and the dependent

variable is the term of
the sequence.
Term
1 2 3 4 5 6 7
Number
Term
Value
ELL Tip
Review the term sequence. Discuss the relationship between

patterns and sequences. Before beginning the exercises in the
activity, ask students to create their own pattern of dots, similar to
the example given in Activity 1.1. Ask for volunteers to explain how
their pattern can be represented as a numeric sequence.

Answers
2. Family Tree
2a. Each generation has Jessica is investigating her family tree by researching each generation, or
2 times the number set, of parents. She learns all she can about the first four generations,
of parents as the which include her two parents, her grandparents, her great-
generation after it. grandparents, and her great-great-grandparents.
2b. The fifth generation a. Think about the number of parents. Describe the pattern.
Term Term
has 25 5 32 parents, Number Value
and the sixth
generation has
b. Determine the number of parents in the fifth and
26 5 64 parents.
sixth generations.
2c. 2, 4, 8, 16, 32, 64.
Term Term
c. Represent the number of parents in each of the 6 generations
Number Value as a numeric sequence. Then represent the sequence using a
1 2 table of values.
2 4
3 8 3. A Collection of Squares
4 16
5 32
6 64
3a. The number of small Term Term

squares are decreasing Number Value a. Analyze the number of small squares in each figure. Describe
perfect squares, the pattern.
beginning with the
square of 7.
3b. b. Draw the next three figures of the pattern.

3c. 49, 36, 25, 16, 9, 4, 1

c. Represent the number of small squares in each of the first
Term Term seven figures as a numeric sequence. Then represent the
Number Value sequence using a table of values.
1 49
2 36
3 25 4 • TOPIC 2: Sequences
4 16
ELL Tip
5 9 A1_SE_M01_T02_L01_TEA.indd 4 9/9/20 7:10 PM
Some non-mathematical terms that appear in this lesson are

6 4
generation, omelet, decals, and auditorium. Create a vocabulary chart
7 1 that shows each term followed by a picture and synonyms that
describe each term in students’ native language.

Answers
4. Al’s Omelets
Al’s House of Eggs N’at makes omelets. Al begins each day with 150 4a. Al has 6 fewer eggs
eggs to make his famous Bestern Western Omelets. After making 1 after making each
omelet, he has 144 eggs left. After making 2 omelets, he has 138 eggs omelet.
left. After making 3 omelets, he has 132 eggs left.
4b. After making
a. Think about the number of eggs Al has left after making 4 omelets, Al has
each omelet. Describe the pattern. 126 eggs. After making
Term Term 5 omelets, Al has 120
Number Value eggs.
b. Determine the number of eggs left after Al makes the next 4c. 150, 144, 138, 132, 126,
two omelets. 120
Term Term
c. Represent the number of eggs left after Al makes each of Number Value
the first 5 omelets as a numeric sequence. Then represent
the sequence using a table of values. 1 150
2 144
5. Donna’s Daisies 3 138
Donna is decorating the top border of her bedroom walls with a daisy
pattern. She is applying decals with each column having a specific number 4 132
of daisies.
5 126
5a. The number of daisies

repeat in the pattern 3,
4, 2.
Term Term 5b. The seventh column
Number Value
has 3 daisies, and the
a. Think about the number of daisies in each column. Describe eighth column has 4
the pattern.
daisies.
5c. 3, 4, 2, 3, 4, 2, 3, 4
b. Determine the number of daisies in each of the next
two columns.
Term Term
Number Value
1 3
c. Represent the number of daisies in each of the first 8
columns as a numeric sequence. Then represent the 2 4
sequence using a table of values.
3 2
LESSON 1: Is There a Pattern Here? • 5 4 3
5 4
6 2
7 3
8 4

Answers
6. Troop of Triangles
6a. The second figure
has 2 more triangles
than the first, the third
figure has 3 more
triangles than the
second, and the fourth
figure has 4 more
triangles than the third.
6b.
a. Analyze the number of dark triangles. Describe the pattern.
Term Term
Number Value
b. Draw the next two figures of the pattern.

6c. 1, 3, 6, 10, 15, 21
Term Term
Number Value
c. Represent the number of dark triangles in each of the first 6
1 1
figures as a numeric sequence. Then represent the sequence
2 3 using a table of values.
3 6
4 10
5 15
6 21

Answers
7. Gamer Guru
Mica is trying to beat his high score on his favorite video game. He 7a. Mika gains 50 points
unlocks some special mini-games where he earns points for each one for each mini-game he
he completes. Before he begins playing the mini-games, Mica has plays.
500 points. After completing 1 mini-game he has a total of 550 points,
after completing 2 mini-games he has 600 points, and after 7b. After playing 4 mini-
completing 3 mini-games he has 650 points. games, Mica has 700
points. After playing
a. Think about the total number of points Mica gains from 5 mini-games, Mica has
mini-games. Describe the pattern. 750 points.
7c. 500, 550, 600, 650, 700,
750
b. Determine Mica’s total points after he plays the next Term Term
Number Value
Term Term
two mini-games.
Number Value
1 500
c. Represent Mica’s total points after completing each of the

2 550
first 5 mini-games as a numeric sequence. Be sure to include
3 600
the number of points he started with. Then represent the
sequence using a table of values. 4 650
5 700
6 750

Answers
8. Polygon Party
8a. Each figure is a regular
polygon that has one
more side than the
previous polygon.
8b.
a. Analyze the number of sides in each polygon. Describe
the pattern.
Term Term
Number Value
8c. 3, 4, 5, 6, 7, 8
b. Draw the next two figures of the pattern.
Term Term
Number Value
1 3
c. Represent the number of sides of each of the first 6 polygons
2 4 as a numeric sequence. Then represent the sequence using a
table of values.
3 5
4 6
5 7
6 8

Answers
9. Pizza Contest
Jacob is participating in a pizza-making contest. Each contestant has to 9a. After every cut, each
1
bake the largest and most delicious pizza they can. Jacob’s pizza has a slice is  __
2  the size
6-foot diameter! After the contest, he plans to cut the pizza so that he
can pass the slices out to share. He begins with 1 whole pizza. Then,
of each slice in the
he cuts it in half. After that, he cuts each of those slices in half. Then he previous cut.
1
cuts each of those slices in half, and so on. 9b. Each slice is  ___
16   of the
original after 4 cuts.
1
a. Think about the size of each slice in relation to the whole Each slice is  ___
32   of the
pizza. Describe the pattern.
original after 5 cuts.
1 1 1 1 1
9c. 1, __
 2 , __
 4 , __
 8 , ___
 16  ,  ___
 32   
Term Term Term Term

b. Determine the size of each slice compared to the whole Number Value
Number Value
pizza after the next two cuts.
1 1
1
2  __
2 
__ 1
c. Represent the size of each slice compared to the whole 3   4 
pizza after each of the first 5 cuts as a numeric sequence. __ 1
4   8 
Include the whole pizza before any cuts. Then represent the
1
sequence using a table of values. 5  ___
16    
1
6  ___32   

Answers
10. Coin Collecting
10a. Each year the coin Miranda’s uncle collects rare coins. He recently purchased a rare coin
value is 3 times for $5. He claims that the value of the coin will triple each year. So even
greater than its value though the coin is currently worth $5, next year it will be worth $15. In
in the previous year. 2 years it will be worth $45, and in 3 years it will be worth $135.
10b. After four years the

coin value will be a. Think about how the value of the coin changes each year.
equal to 135(3) 5 Describe the pattern.
405, and after five Term Term
years the coin value Number Value
will be equal to
405(3) 5 1215. b. Determine the value of the coin after 4 years and after 5 years.
10c. 5, 15, 45, 135, 405,

1215
Term Term c. Represent the value of the coin after each of the first 5 years
Number Value as a numeric sequence. Include the current value. Then
represent the sequence using a table of values.
1 5
2 15
3 45
4 135
5 405
6 1215

Answers
AC T I V I T Y
Looking at Sequences 1. See bottom of this page
1.2 More Closely and bottom of the next
page.
There are many different patterns that can generate a sequence of

numbers. For example, you may have noticed that some of the sequences
in the previous activity were generated by performing the same operation
using a constant number. In other sequences, you may have noticed a
different pattern.
The next term in a sequence is calculated by determining the pattern

of the sequence, and then using that pattern on the last known term of
the sequence.
1. For each sequence in the previous activity, write the numeric

sequence, record whether the sequence increases or decreases,
and describe the sequence by stating the first term and the
operation(s) used to create the sequence. The first one has been
completed for you.
Numeric Increases or
Problem Name Sequence Description
Sequence Decreases
25, 21, 17, 13, 9, Begin at 25. Subtract 4 from

Positive Thinking Decreases
5, 1 each term.
Family Tree
A Collection of Squares
Al’s Omelets
Donna’s Daisies
Troop of Triangles
Gamer Guru
Polygon Party
Pizza Contest
Coin Collecting
Problem Sequence I/D Description

Positive Thinking
A1_SE_M01_T02_L01_TEA.indd 11 25, 21, 17, 13, 9, 5, 1 D Begin at 25. Subtract 49/9/20
from each term.
7:10 PM
Family Tree 2, 4, 8, 16, 32, 64 I Begin at 2. Multiply each term by 2.

A Collection of 49, 36, 25, 16, 9, 4, 1 D Begin at 72. Decrease each base by 1 while retaining the
Squares square.
Al’s Omelets 150, 144, 138, 132, 126, D Begin at 150. Subtract 6 from each term.
120
Donna’s Daisies 3, 4, 2, 3, 4, 2, 3, 4 I/D Begin at 3. Continue with 4 and 2. Repeat this 3, 4, 2
pattern

Answers
2. Which sequences are similar? Explain your reasoning.
2. Sample answer.
Some sequences
increase/decrease by
adding or subtracting:
Positive Thinking, Al’s
Omelets, Troop of 3. What do all sequences have in common?
Triangles, Gamer Guru,
Polygon Party
Some sequences
increase/decrease by
multiplying or dividing:
Family Tree. Pizza
Contest, Coin Collecting 4. Consider a sequence in which the first term is 64 and each
Some follow neither term after that is calculated by dividing the previous term by 4.
Margaret says that this sequence ends at 1 because there are
of those patterns: A
no whole numbers that come after 1. Jasmine disagrees and
Collection of Squares,
says that the sequence continues beyond 1. Who is correct? If
Donna’s Daisies Margaret is correct, explain why. If Jasmine is correct, predict
3. All of the sequences are the next two terms of the sequence.
functions.
4. Jasmine is correct. Even
though the sequence
begins with whole
numbers, this does
not mean that it must
contain only whole 5. What is the domain of a sequence? What is the range?
numbers. After 1, the
next two terms of the
1
sequence are 1 4 4 5  __ 4 
__ 1 ___ 1
and  4  4 4 5   16  . 
5. The domain of a
sequence is all integers
beginning with 1; the
range of a sequence
varies depending upon
the function.
Problem Sequence I/D Description

Troop of Triangles 1, 3,A1_SE_M01_T02_L01_TEA.indd
6, 10, 15, 21 12 I Begin at 1. Add 2, then add 3, then add 4, … 9/9/20 7:10 PM
Gamer Guru 500, 550, 600, 650, 700, 750 I Begin at 500. Add 50 to each term.
Polygon Party 3, 4, 5, 6, 7, 8 I Begin at 3. Add 1 to each term.
1
1, __
1 1 __
 2 , __
1 1 ___
 4 ,  8 , ___
1
 16  ,   32    Begin at 1. Multiply each term by __
 2 (or divide each
Pizza Contest D
term by 2)
Coin Collecting 5, 15, 45, 135, 405, 1215 I Begin at 5. Multiply each term by 3.

Answers
If a sequence continues on forever, it is called an infinite sequence. If a
sequence terminates, it is called a finite sequence. 6. This is a finite sequence.
Each stage results by
For example, consider an auditorium where the seats are arranged according
An ellipsis is three
taking away the bottom
to a specific pattern. There are 22 seats in the first row, 26 seats in the second row of the pyramid until
periods, which means
row, 30 seats in the third row, and so on. Numerically, the sequence is 22, 26,
“and so on.” An infinite the pyramid no longer
30, . . . , which continues infinitely. However, in the context of the problem,
sequence can be exists.
it does not make sense for the number of seats in each row to increase
represented using
infinitely. Eventually, the auditorium would run out of space! Suppose that this
an ellipsis.
auditorium can hold a total of 10 rows of seats. The correct sequence for this
problem situation is:
22, 26, 30, 34, 38, 42, 46, 50, 54, 58.
Therefore, because of the problem situation, the sequence is a

finite sequence.
6. Does the pattern shown represent an infinite or finite sequence?

Explain your reasoning.
ELL Tips
The terms infinite and finite are cognates in many languages and may be easily identified by
students. Discuss how the word finite is related to the words final or finish. Also discuss how
infinite is an antonym of finite. Model the use and meanings of the terms with an example such
as, “There are a finite number of positive factors for the number 100, but there are an infinite
number of multiples of the number 100.” Ask students to create their own sentences showing
the contrast between a finite amount and an infinite amount of something.

Answers
1. In a function, each NOTES

independent value has TALK the TALK
one corresponding
dependent value. In a Searching for a Sequence
sequence, each term
number (independent In this lesson you have seen that many different patterns can generate
value) has one term a sequence of numbers.
(dependent value) that
corresponds to it. 1. Explain why the definition of a function applies to
all sequences.
2a. Sample answer.
1
27, 9, 3, 1, __
 3 
2b. Sample answer.
22.5, 21.5, 20.5, 0.5, ...
2. Create a sequence to fit the given criteria. Describe your
sequence using figures, words, or numbers. Provide the first
four terms of the sequence. Explain how you know that it is
a sequence.
a. Create a sequence that begins with a positive integer, is

decreasing by multiplication, and is finite.
b. Create a sequence that begins with a negative rational

number, is increasing by addition, and is infinite.

2
The Password MATERIALS
Scissors
Is... Operations!
Glue
Arithmetic and Geometric Sequences
Lesson Overview
Given 16 numeric sequences, students generate several additional terms for each sequence
and describe the rule they used for each sequence. They sort the sequences into groups based
upon common characteristics of their choosing and explain their rationale. The terms arithmetic
sequence, common difference, geometric sequence, and common ratio are then defined, examples are
provided, and students respond to clarifying questions. They then categorize the sequences from
the beginning of the lesson as arithmetic, geometric or neither and identify the common difference
or common ratio where appropriate. Students begin to create graphic organizers, identifying four
different representations for each arithmetic and geometric sequence. In the first activity, they glue
each arithmetic and geometric sequence to a separate graphic organizer and label them, and in the
second activity, the corresponding graph is added. The remaining representations are completed
in the following lessons. This lesson concludes with students writing sequences given a first term
and a common difference or common ratio and identifying whether the sequences are arithmetic
or geometric.

(12)The student applies the mathematical process standards and algebraic methods to write, solve,
ecide whether relations represented verbally, tabularly, graphically, and symbolically define a
(A) d
function;
ELPS
Essential Ideas
• An arithmetic sequence is a sequence of numbers in which the difference between any two
consecutive terms is a positive or negative constant. This constant is called the common
difference and is represented by the variable d.
LESSON 2: The Password Is... Operations! • 1

• A geometric sequence is a sequence of numbers in which the ratio between any two consecutive
terms is a constant. This constant is called the common ratio and is represented by the variable r.
• The graph of a sequence is a set of discrete points.
• The points of an arithmetic sequence lie on a line. When the common difference is a positive, the
graph is increasing, and when the common difference is a negative, the graph is decreasing.
• The points of a geometric sequence do not lie on a line. When the common ratio is greater than 1,
the graph is increasing; when the common ratio is between 0 and 1, the graph is decreasing; and
when the common ratio is less than 0, the graph alternates between increasing and decreasing
between consecutive points.

Day 1
Engage
Getting Started: What Comes Next, and How Do You Know?
Students generate several additional terms for 16 different numeric sequences and describe the
rule they used for each sequence. They sort the sequences into groups based upon common
characteristics of their choosing and explain their rationale.
Develop
Activity 2.1: Defining Arithmetic and Geometric Sequences
Students are provided the definitions of arithmetic sequence, common difference, geometric
sequence, and common ratio. Examples are provided, and students respond to clarifying
questions. They then categorize the sequences from the beginning of the lesson as arithmetic,
geometric, or neither and identify the common difference or common ratio where appropriate.
Students begin to create graphic organizers, identifying four different representations for each
sequence. In this activity, students glue each arithmetic and geometric sequence to a separate
graphic organizer.
Day 2
Activity 2.2: Matching Graphs and Sequences
Students match graphs to their corresponding numeric sequence and then add the graphs to
each graphic organizer.
Demonstrate
Talk the Talk: Name That Sequence!
Students are given a first term and a common difference or common ratio, and they must identify
the unique sequence it describes and state whether the sequence is arithmetic or geometric.

Getting Started: W
hat Comes Next, and ENGAGE
How Do You Know?
Facilitation Notes
In this activity, students cut out sequence cards, generate additional
terms for 16 different numeric sequences, and then describe the rule
they used for each sequence. A sort activity is used to categorize the
sequences based upon common characteristics.

through 3. Make sure that students understand that they are just describing
a pattern; they do not have to write a rule. Share responses as a class.
For students who struggle, reduce the number of sequences while
maintaining variety.
Strategies and phrases they use to determine the next terms of
the sequences.
Questions to ask
• How did you determine the next term in the sequence?
• Is there another rule that can be used to determine that
same sequence?
• Is the sequence increasing or decreasing? How do you know?
• How many sequences involve addition or subtraction?
• Which sequences involve addition by the same number each time?
• Which sequences involve addition by numbers in a pattern
each time?
• How many sequences involve multiplication or division?
• What other operations are used to generate the sequences?
Summary
Different operations can be used to generate sequences.
Activity 2.1 DEVELOP

Defining Arithmetic and Geometric Sequences
Facilitation Notes
In this activity, students are provided the definitions of arithmetic sequence,
common difference, geometric sequence, and common ratio. Examples
are provided, and students respond to clarifying questions. They then

categorize the sequences from the beginning of the lesson as arithmetic,
geometric, or neither and identify the common difference or common
ratio where appropriate. Students begin to create graphic organizers,
identifying four different representations for each sequence. In this activity,
students glue each arithmetic and geometric sequence to a separate
graphic organizer.
Ask a student to read the introduction and definitions aloud. Review the
worked example as a class. Have students work individually or with a
partner to complete Question 1 and discuss as a class. Then have
students work with a partner or in a group to complete Question 2.
Share responses as a class
Misconception
Students may confuse the term arithmetic (noun) with the term arithmetic
(adjective). Emphasize how to pronounce arithmetic when it is an adjective
rather than a noun.
Questions to ask for Question 1
• Think about a sequence such as 1, 2, 3, 4 . . . where x is any real
number. Is there a difference between adding a negative x to each
term of the sequence and subtracting a positive x from each term of
the sequence?
• Is there a difference between adding 2 to each term of the sequence
and subtracting 2 from each term in the sequence?
• If the common difference of the sequence is 4, how would you
describe the rule used to generate the next terms using addition?
• If the common difference of the sequence is 4, how would you
describe the rule used to generate the next terms using subtraction?
Questions to ask for Question 2
• How many of the sixteen sequences used a rule that is described by
the use of addition or subtraction?
• How is the common difference evident in the description of
each pattern?
Ask a student read the definitions following Question 2 aloud. Review the
worked example as a class.

Misconception
Students already have an understanding of the terms arithmetic and
geometry. Address how previous use of these terms is the same and
different as how they are used with sequences.
Questions to ask
• Explain the difference between a common ratio and a
common difference.
• If the common ratio is changed from 2 to 3, will the terms increase
more rapidly or more slowly? Why? Is the new sequence increasing
or decreasing?
• If the common ratio is changed from 2 to 1, what will be the first 5
terms? Is the new sequence increasing or decreasing?
1
• If the common ratio is changed from 2 to __
 3 , will the terms increase
or decreasing?
• If the common ratio is changed from 2 to 22, will the terms increase
or decreasing?
• Is the common ratio of a sequence the number which each term is
divided by or multiplied by?

Questions to ask
1
• Is each term of this sequence multiplied by 3 or multiplied by __ 3 ?
• How many of the sixteen sequences used a rule that is described by
the use of multiplication?
• Is the common ratio stated in the description of each pattern?
Where?
• Can you think of a sequence that is different than Dante’s and Kira’s?
• Describe a third sequence that would also begin with these first two
terms. How would you describe the pattern? Does it have a common
ratio or a common difference?
• Is there a different arithmetic sequence that satisfies these first
two terms?

• Is there a different geometric sequence that satisfies these first
two terms?
• Are all sequences considered either geometric or arithmetic
sequences? Why or why not?
• If every term in a sequence is the same number, what is the
common difference?
Summary
An arithmetic sequence is a sequence of numbers in which a positive or
negative constant, called the constant difference, is added to each term to
produce the next term. A geometric sequence is a sequence of numbers
in which you multiply each term by a constant, called the common ratio, to
determine the next term.
Activity 2.2
Matching Graphs and Sequences
Facilitation Notes
In this activity, students cut out and match several graphs to the appropriate
numeric sequence and then attach the graphs to each graphic organizer.

Questions to ask
• Which graphs appear to be linear? What information does this give
you about the sequence?
• Which graphs appear to be exponential? What information does this
give you about the sequence?
• Which graphs appear to be increasing? What information does this
• Which graphs appear to be decreasing? What information does this
• How can determining the bounds of the y-axis be helpful in matching
the graphs to the appropriate sequence?
• How can determining the y-intercept be helpful in matching the
graphs to the appropriate sequence?
• How can the coordinates of the first term be helpful in matching the
graphs to the appropriate sequence?

Summary
All sequences are functions. The graph of a sequence is a set of discrete
points. The points of an arithmetic sequence lie on a line. When the
common difference is a positive, the graph is increasing, and when the
common difference is a negative, the graph is decreasing. The points of
a geometric sequence do not lie on a line. When the common ratio is
greater than 1, the graph is increasing; when the common ratio is between
0 and 1, the graph is decreasing; and when the common ratio is less
than 0, the graph alternates between increasing and decreasing between
consecutive points.
Talk the Talk: Name That Sequence! DEMONSTRATE

Facilitation Notes
In this activity, students are given a first term and a common difference
or common ratio. Using those criteria, they write the first five terms of
a unique sequence and state whether the sequence is arithmetic
or geometric.

To extend the activity, have students design their own problems.
• Ask students to write a first term and either common difference or
common ratio. Give the information to their partner and ask them to
generate the first few terms in the sequence.
• Ask students to create a sequence using their own rule, then ask
their partner to identify the rule.
Questions to ask
• What two pieces of information are needed to generate a sequence?
• Explain why this information always provides a unique sequence.
• How can you determine whether a sequence is arithmetic or
geometric from the sequence of numbers? From its graph?
Summary
A unique sequence can be described by a first term and common difference
or common ratio.

Warm Up Answers
2
1. 232, 64, 2128;
multiply the previous
term by 22
2. 25, 18, 11;
The Password Is... subtract 7 from the

previous term
Operations!
3. 1457, 4373, 13,121;
multiply the previous
term by 3, then add 2
Arithmetic and Geometric Sequences 4. 28, 34, 40;
add 6 to the previous
term

Write the next three terms in • Determine the next term in a sequence.
each sequence and explain • Recognize arithmetic sequences and geometric sequences.
how you generated each term. • Determine the common difference or common ratio for
a sequence.
1. 22, 4, 28, 16, . . .
• Graph arithmetic and geometric sequences.
2. 60, 53, 46, 39, 32, . . . • Recognize graphical behavior of sequences.
• Sort sequences that are represented graphically.
3. 1, 5, 17, 53, 161, 485, . . .
4. 4, 10, 16, 22, . . .

Key Terms
• arithmetic sequence
• common difference
• geometric sequence
• common ratio
You have represented patterns as sequences of numbers—a relationship between term numbers
and term values. What patterns appear when sequences are represented as graphs?

Answers
GETTING STARTED
1. A: 720, 1440, 2880;
multiply by 2
B: 4, 6, 8; add 2 What Comes Next, and How Do You Know?
C: 2162, 2486, 21458; Cut out Sequences A through P located at the end of the lesson.
multiply by 3
1. Determine the unknown terms of each sequence. Then describe
D: 26, 37, 50; square the the pattern under each sequence.
term and then add 1
29 19
E: 25, 2 ___ 2 ___
4  , 2  ;
9
subtract __
 4 
2. Sort the sequences into groups based on common characteristics.
F: 0.1234, 0.01234, In the space provided, record the following information for each
0.001234; multiply by 0.1 of your groups.
G: 26, 7, 28, 9;
• List the letters of the sequences in each group.
consecutive numbers,
every other number • Provide a rationale as to why you created each group.
negative
H: 0, 4, 8; add 4
I: 23, 34; add consecutive
odd numbers
5 5 1
J: 2 ___ ___ __
16  ,  2 32  ;  multiply by  2 
K: 0.5, 21, 22.5; subtract
1.5
L: 71, 65: subtract 1,
then 2, then 3,...
1 1
M: 2 ___ ___
16  ,   64   ; divide by 24
N: 1391.2, 1370.7, 3. What mathematical operation(s) did you perform in order to
1350.2; subtract 20.5 determine the next terms of each sequence?
____ ____
O: √22    ; square
  , √23 
roots of decreasing
consecutive integers
P: 2324, 972; multiply
by 23
2. Sample answer.
A, C, F, J, M, and P;
sequences that change
by multiplying or 2 • TOPIC 2: Sequences
dividing by the same

subtraction,
number each time ELL Tip
multiplication or division
B, E, H, K, and N;
by the same number Review the term rationale and create a list
sequences that change each time. Some of synonyms for the term. Ask students for
by adding or subtracting sequences involved
by the same number operations such as examples of when rationale is used in
each time squaring or taking the different contexts.
D, G, I, L, and O: square root, operations
sequences that change with consecutive
in some other way numbers, or switching
signs each time.
3. Some sequences
required addition,

AC T I V I T Y
Defining Arithmetic and
2.1 Geometric Sequences
For some sequences, you can describe the pattern as adding a constant
to each term to determine the next term. For other sequences, you can
describe the pattern as multiplying each term by a constant to determine
Remember:
the next term. Still other sequences cannot be described either way.
When you add a

An arithmetic sequence is a sequence of numbers in which the
negative number,
difference between any two consecutive terms is a constant. In other it is the same as
words, it is a sequence of numbers in which a constant is added to each subtracting a
positive number.
term to produce the next term. This constant is called the common
difference. The common difference is typically represented by the
variable d.
The common difference of a sequence is positive if the same positive

number is added to each term to produce the next term. The common
difference of a sequence is negative if the same negative number is
added to each term to produce the next term.
Worked Example
Consider the sequence shown.
11, 9, 7, 5, . . .
The pattern is to add the same negative number, 22, to each term to
determine the next term.
add ]2 add ]2 add ]2
Sequence: 11 , 9 , 7 , 5 , . . .
This sequence is arithmetic and the common difference d is 22.
ELL Tip
Ask students what is meant by consecutive terms. Discuss how the

word consecutive is used in mathematical and non-mathematical
situations. Have students provide mathematical examples of
consecutive and non-consecutive terms relating to sequences.

Answers
1. Suppose a sequence has the same starting number as the
1a. The sequence would NOTES sequence in the worked example, but its common difference is 4.
increase by 4 instead of
decreasing by 2. a. How would the pattern change?
1b. Yes. The sequence is

still arithmetic because
the difference between
each consecutive term
is constant.
b. Is the sequence still arithmetic? Why or why not?
1c. 11, 15, 19, 23, 27
2a. Sequences B, E, H, K,
and N
2b. Sequence B: d 5 2
9
Sequence E: d 5 2 __
4 
c. If possible, write the first 5 terms of the new sequence.
Sequence H: d 5 4
Sequence K: d 5 21.5
Sequence N: d 5 220.5
2. Analyze the sequences you cut out in the Getting Started.
a. List the sequences that are arithmetic.
b. Write the common difference of each arithmetic sequence

you identified.

Answers
A geometric sequence is a sequence of numbers in which the ratio
between any two consecutive terms is a constant. In other words, it is a 3a. The sequence would
sequence of numbers in which you multiply each term by a constant to still increase, but
determine the next term. This integer or fraction constant is called the the terms would be
common ratio. The common ratio is represented by the variable r. different. The sequence
would increase more
Worked Example rapidly.
still geometric because
1, 2, 4, 8, . . .
the ratio between any
The pattern is to multiply each term by the same number, 2, to two consecutive terms
determine the next term. is constant.
multiply multiply multiply 3c. 1, 3, 9, 27, 81
by 2 by 2 by 2
Sequence: 1 , 2 , 4 , 8 , . . .
This sequence is geometric and the common ratio r is 2.

sequence in the worked example, but its common ratio is 3.
a. How would the pattern change?
b. Is the sequence still geometric? Explain your reasoning.
c. Write the first 5 terms of the new sequence.

Answers
1
4a. The sequence would sequence in the worked example, but its common ratio is __
3.
NOTES
decrease.
two consecutive terms
is constant.
1 1 1 1 1 b. Is the sequence still geometric? Why or why not?
4c. 1, __
 3 , __
 9 , ___
 27  ,  ___
 81  ,  ____
 243    
5a. The sequence would
decrease and increase
and contain alternating
positive and negative c. Write the first 6 terms of the new sequence.
integers.
two consecutive terms 5. Suppose a sequence has the same starting number as the
is constant. sequence in the worked example, but its common ratio is 22.
5c. 1, 22, 4, 28, 16, 232
b. Is the sequence still geometric? Explain your reasoning.
c. Write the first 6 terms of the new sequence.

Answers
6. Consider the sequence shown. 6. Devon is correct.
270, 90, 30, 10, . . . The next term in
Devon says that he can determine each term of this sequence by the sequence can
1 1
multiplying each term by __ __
3 , so the common ratio is 3 . Chase be determined by
says that he can determine each term of this sequence by
multiplying the previous
dividing each term by 3, so the common ratio is 3. Who is 1
correct? Explain your reasoning.
term by  __
3 . Chase is
correct in that he can
determine the sequence
by dividing each term
by 3, but the common
ratio represents the
number by which each
term is multiplied. Each
7. Consider the sequences you cut out in the Getting Started. term in this sequence is
List the sequences that are geometric. Then write the common not multiplied by 3, it is
ratio on each Sequence Card. 1
multiplied by  __3 .
7. Sequence A: r 5 2
Sequence C: r 5 3
Sequence F: r 5 0.1
1
Sequence J: r = __
 2 
1
Sequence M: r = 2__
  4 
Sequence P: r 5 23
8. Consider the sequences that are neither arithmetic nor 8. Sequences D, G, L, and
geometric. List these sequences. Explain why these sequences O neither arithmetic
are neither arithmetic nor geometric. nor geometric because
there is no common
difference or common
ratio for any of these
sequences.

Answers
9. Both are correct. 9. Consider the first two terms of the sequence 3, 6, . . .
From the first two

Dante says, “This is how I wrote the sequence for the
terms, Dante or
given terms.”
Kira did not know
whether the sequence 3, 6, 9, 12, . . .
was arithmetic or
geometric. Dante Kira says, “This is the sequence I wrote.”
assumed it was 3, 6, 12, 24, . . .

arithmetic with a
common difference Who is correct? Explain your reasoning.
of 3. Kira assumed it
was geometric with a
common ratio of 2.
10. Sample answer.
Sequence 3, 6, 9, 15, 10. Using the terms given in Question 9, write a sequence that is
24, . . . ; each term is neither arithmetic nor geometric. Then, have your partner tell
the sum of the two you what the pattern is in your sequence.
previous terms.
11. Answers will vary.
12. Sample answers.
This sequence could 11. How many terms did your partner need before the pattern
be arithmetic in that was recognized?
you could add 0 to

each term.
This sequence could
be geometric in that 12. Consider the sequence 2, 2, 2, 2, 2. . . Identify the type of
you could multiply sequence it is and describe the pattern.
each term by 1.
This sequence could
be neither arithmetic
nor geometric in that 13. Begin to complete the graphic organizers located at the end
the term 2 could just of the lesson to identify arithmetic and geometric sequences.
be repeating. Glue each arithmetic sequence and each geometric sequence
to a separate graphic organizer according to its type. Discard all
13. Sequence A: geometric
other sequences.
Sequence B: arithmetic
Sequence C: geometric
Sequence E: arithmetic 8 • TOPIC 2: Sequences
Sequence F: geometric
Sequence H: arithmetic
Sequence J: geometric
Sequence K: arithmetic
Sequence M:
geometric
Sequence N: arithmetic
Sequence P: geometric

Answers
AC T I V I T Y
Matching Graphs 1. Sequence A, Graph 1
2.2 and Sequences Sequence B, Graph 4
Sequence C, Graph 2
As you have already discovered when studying functions, graphs can help Sequence E, Graph 5
you see trends of a sequence—and at times can help you predict the next Sequence F, Graph 3
term in a sequence.
Sequence H, Graph 6
1. The graphs representing the arithmetic and geometric
Sequence J, Graph 9
sequences from the previous activity are located at the end
of this lesson. Cut out these graphs. Match each graph to its Sequence K, Graph 7
appropriate sequence and glue it into the Graph section of its Sequence M, Graph 10
graphic organizer.
Sequence N, Graph 8
Sequence P, Graph 11
2. Answers may vary.
3. Sample answer.
The graphs all pass the
2. What strategies did you use to match the graphs to their vertical line test.
corresponding sequences?
3. How can you use the graphs to verify that all sequences
are functions?

Answers
1. 8, 20, 32, 44, 56; NOTES

arithmetic TALK the TALK
2. 29, 18, 236, 72, 2144;
geometric Name That Sequence!
3. 0, 26, 212, 218, 224;
arithmetic Write the first five terms of each sequence described and identify the
3 3 3 3
4. 23, __
  4 , 2___
  16   , ___
  64   , 2____
sequence as arithmetic or geometric.
  256   ; 
geometric 1. The first term of the sequence is 8 and the common
difference is 12.
2. The first term of the sequence is 29 and the common ratio

is 22.
3. The first term of the sequence is 0 and the common

difference is 26.
4. The first term of the sequence is 23 and the common ratio

1
is 2__
4.

Sequence Cards
✂
A B
45, 90, 180, 360, —–— , —–— , ]4, ]2, 0, 2, —–— , —–— ,
—–— , . . . —–— , . . .
C D
]2, ]6, ]18, ]54, —–— , —–— , 2, 5, 10, 17, —–— , —–— ,
—–— , . . . —–— , . . .
E F
7 __ 1 ___ 11
4, __
4 , ] 2 , ] 4 —–— , —–— , 1234, 123.4, 12.34, 1.234, —–— ,
—–— , . . . —–— , —–— , . . .
G H
1, ]2, 3, ]4, 5 —–— , —–— , ]20, ]16, ]12, ]8, ]4, —–— ,
—–— , —–— , . . . —–— , —–— , . . .


✂
I J
5 5 5
]1, 2, 7, 14, —–— , —–— , . . . ]5, ] __ __ __
2 , ] 4 , ] 8 , —–— , —–— ,
—–— , . . .
K L
6.5, 5, 3.5, 2, —–— , —–— , 86, 85, 83, 80, 76, —–— , —–— , . . .
—–— , . . .
M N
1
] 16, 4, ] 1, __
4 , —–— , —–— , . . . 1473.2, 1452.7, 1432.2, 1411.7,
—–— , —–— , —–— , . . .
O P
__ __ __ ___
√ 5 , 2, √ 3 , √ 2, 1, 0, √ 21 , —–— , 24, 12, 236, 108, —–—, —–—, . . .
—–— , . . .


Graph Cards
✂
Graph 1
Graph 2
y y
3000 100
10 x
–900
10 x
Graph 3 Graph 4
y 10 y
1350
10 x
–150 10 x –10
Graph 5 Graph 6
y y
10 20
10 x 10 x
–10 –20


✂
Graph 7 Graph 8
y y
10 1500
10 x
–10
0 x
10
Graph 9 Graph 10
0
x y
10 9
10 x
–10
–21
y
Graph 11
y
1050
10 x
–450


Sequence Graph
Arithmetic Sequence
Recursive Formula Explicit Formula

Sequence Graph
Arithmetic Sequence

Sequence Graph
Arithmetic Sequence

Sequence Graph
Arithmetic Sequence

Sequence Graph
Arithmetic Sequence

Sequence Graph
Geometric Sequence

Sequence Graph
Geometric Sequence

Sequence Graph
Geometric Sequence

Sequence Graph
Geometric Sequence

Sequence Graph
Geometric Sequence

Sequence Graph
Geometric Sequence

Sequence Graph

3
Did You Mean: MATERIALS
Graphic organizers
Recursion?
from The Password
Is . . . Operations!
Determining Recursive and Explicit

Expressions from Contexts
Lesson Overview
Scenarios are presented that can be represented by arithmetic and geometric sequences. Students
determine the value of terms in each sequence. The term recursive formula is defined and used to
generate term values. As the term number increases, it becomes more time consuming to generate
the term value. This sets the stage for explicit formulas to be defined and used. Students practice
using these formulas to determine the values of terms in both arithmetic and geometric sequences.

(12)T
he student applies the mathematical process standards and algebraic methods to write, solve,
(C) identify terms of arithmetic and geometric sequences when the sequences are given in
function form using recursive processes;
ELPS
Essential Ideas
• A recursive formula expresses each new term of a sequence based on a preceding term of
the sequence.
• An explicit formula for a sequence is a formula for calculating each term of the sequence using
the term’s position in the sequence.
• The explicit formula for determining the nth term of an arithmetic sequence is
an 5 a1 1 d(n 2 1), where n is the term number, a1 is the first term in the sequence,
an is the nth term in the sequence, and d is the common difference.
• The explicit formula for determining the nth term of a geometric sequence is gn 5 g1 ? r (n21),
where n is the term number, g1 is the first term in the sequence, gn is the nth term in the
sequence, and r is the common ratio.
LESSON 3: Did You Mean: Recursion? • 1

Lesson Structure and Pacing: 1 Day
Engage
Getting Started: Can I Get a Formula?
A scenario is given that can be represented by an arithmetic sequence. Students complete
a table of values listing each term number and the value of the first ten terms. This is an
introduction to the problem situation presented in Activity 3.1.
Develop
Activity 3.1: Writing Formulas for Arithmetic Sequences
Students use two worked examples to understand recursive and explicit formulas for
arithmetic sequences. They use this understanding to write recursive and explicit formulas
for the sequence described by the problem situation from the Getting Started. The problem
situation is then changed, and students answer questions about the new problem situation by
rewriting the explicit formula.
Activity 3.2: Writing Formulas for Geometric Sequences
Students are given a new problem situation and determine that the situation can be
represented by a geometric sequence. They analyze two worked examples to understand
recursive and explicit formulas for geometric sequences. Students then use this understanding
to write recursive and explicit formulas for the sequence described by the problem situation.
The problem situation is then changed, and they answer questions about the new problem
situation by rewriting the explicit formula.
Activity 3.3: Writing Recursive and Explicit Formulas
Students use what they now know about recursive and explicit formulas for arithmetic and
geometric sequences to write both types of formula for each of the sequences they studied
in the previous lesson.
Demonstrate
Talk the Talk: Pros and Cons
Students write paragraphs to describe the advantages and disadvantages of using recursive
and explicit formulas to determine term values of arithmetic and geometric sequences.

Getting Started: Can I Get a Formula? ENGAGE
Facilitation Notes
In this activity, a scenario is given that can be represented by an
arithmetic sequence. Students complete a table of values listing each
term number and the value of the first ten terms. This is an introduction
to the problem situation presented in Activity 3.1.
Have students work with a partner or in a group to complete the table of

values and answer Questions 1 through 4. Share responses as class.
Questions to ask
• What is the difference between an arithmetic sequence and a
geometric sequence? Can you spot the difference when you first
read the scenario, or do you need to observe entries listed in an
organizational table?
• Does this scenario describe an arithmetic sequence or a geometric
sequence? How did you determine the sequence type?
• Why is the number of home runs not the same as the term number?
Does this affect how you solve for each donation amount?
• How did you determine the donation amount if the team hits 2
home runs? 9 home runs?
• What strategy can you use to calculate the nth term?
• What elements of a scenario are absolutely necessary to represent
a situation as an arithmetic sequence?
Summary
An arithmetic sequence can be used to model a situation by creating
additional term values using the common difference. The term numbers
and term values can be organized in a table.
Activity 3.1
Writing Formulas for Arithmetic Sequences DEVELOP
Facilitation Notes
In this activity, students analyze two worked examples to understand
recursive and explicit formulas for arithmetic sequences. They use this
understanding to write recursive and explicit formulas for the sequence
described by Rico’s donations to the baseball team. The problem situation
is then changed, and students answer questions about the new problem
situation by rewriting the explicit formula.

Ask a student to read the definition aloud. Review the worked example as
a class.
Have students work with a partner or in a group to complete the table of

values and answer Questions 1 and 2. Share responses as class.
Questions to ask
• What is the purpose of writing a recursive formula?
• What information is needed to write a recursive formula?
• What do the subscripts in the formula represent?
• Why is n 2 1 rather than n added to d in the recursive formula?
• When n 5 1, what is the result? Explain why this makes sense.
• If n 5 5, what does each term in the recursive formula represent?
• Can you determine the 11th term in this sequence without using a
recursive formula?
• Why would you rather use a recursive formula in this situation?
• Would you want to use a recursive formula to identify the 200th or
1000th term value in this sequence? Why not?
Ask a student to read the information and definition following Question 2

aloud. Review the worked example as a class.

through 5. Share responses as class.
To assist all students, help them connect the new terminology to words
they already know. Recursive has the prefix re- and means repeating
something, in this case, repeating the same operation to get the next
term. Explicit means clearly, such as giving explicit directions; in this case,
the explicit formula is more clear or direct.
Questions to ask
• What elements are needed to write an explicit formula?
• Why does the explicit formula use multiplication when a common
difference means addition is used in the sequence?
• Why is (n 2 1) rather than n multiplied by d?
• When n 5 1, what is the result? Explain why this makes sense.
• How do the terms of the recursive formula relate to the terms in the
explicit formula?
• What is the purpose of writing an explicit formula?
• Can you determine the 50th term in this sequence without using an
explicit formula?
• Why would you rather use an explicit formula in this situation?
• Would you want to use an explicit formula or a recursive formula
to identify the 202th or 935th term value in this sequence?
Why not?

Summary
An arithmetic sequence can be represented using a recursive formula or
an explicit formula. The explicit formula is more efficient in determining any
term value without having to calculate all the terms before it.
Activity 3.2
Writing Formulas for Geometric Sequences
Facilitation Notes
In this activity, students are given a problem situation that can be
represented by a geometric sequence. They analyze two worked examples
to understand recursive and explicit formulas for geometric sequences.
They then write and use recursive and explicit formulas for the sequence
described by the problem situation.
Ask a student to read the introduction aloud.
Have students work with a partner or in a group to complete Question 1.

Share responses as class.
Questions to ask
• Does this sequence have a common difference or a common ratio?
How do you know?
• How did you determine the common ratio?
• Why is the number of cell divisions not the same as the term
number? Does this affect how you determine the total number
of cells?
• How did you determine the total number of cells after
2 cell divisions?
• Do you need to know the 4th term value to determine the
5th term value?
5 cell divisions?
• Do you need to know the 9th term value to determine the
10th term value?
10 cell divisions?
Ask a student to read the description of the recursive formula associated

with a geometric sequence aloud. Review the worked example as a class.
Have students work with a partner or in a group to complete Question 2.

Share responses as class.

Questions to ask
• Is there more than one strategy to calculate the 20th term value?
• What is the first term?
• What is the common ratio?
• How did you determine the term number?
Ask a student to read the description of the explicit formula associated with
a geometric sequence aloud. Review the worked example as a class.

through 5. Share responses as class.
Questions to ask
• Why does the explicit formula use exponents when a common ratio
means multiplication was used in the sequence?
• How do the terms of the recursive formula relate to the terms in the
explicit formula?
• How do you know when it is better to use the recursive formula and
when it is better to use the explicit formula?
• How do you know what term number to use when solving the
formula? Is that always the case?
• How are the term values of a geometric series affected when r is a
negative value?
• How is the scenario in Question 4 different from Question 3? How
do these changes affect your formula?
Misconception
Students sometimes misunderstand the meaning of the first term value
of a sequence. Sequences always start with term number 1. Based upon
the phrasing of the scenario, the first term number usually represents a
starting value, and the 2nd term represents the first time the operation
is performed. For example, the first term is the number of cells after
0 divisions, not after one division, so the 100th term represents the
number of cells after 99 divisions, not after 100 divisions. Sometimes
students get this concept, but go in the reverse direction. As students
solve these problems, have them explain the value they substitute in the
formula and the meaning of the result. The clarification now will help later
when students connect sequences and functions, and realize that the
first term of a sequence is not the same as the y-intercept.
Summary
A geometric sequence can be represented using a recursive formula or an
explicit formula. The explicit formula is more efficient to determine any term
value without having to calculate all the terms before it.

Activity 3.3
Writing Recursive and Explicit Formulas
Facilitation Notes
In this activity, students use what they know about recursive and explicit
formulas for arithmetic and geometric sequences to write both types of
formulas for each of the sequences they studied in the previous lesson.
Have students work with a partner or in a group to complete this activity.

Share responses with the class.
• Arithmetic sequences written two different ways when d is a
negative value.
• Proper use of parentheses when r is a negative value.
To extend the activity, show students how to use graphing calculators to
identify a specified term. These steps show how to determine the 20th
term in the sequence 3, 10, 17, 24, 31 . . . using a graphing calculator.
Step 1: Enter the first value of the sequence, 3. Then press ENTER
to register the first term. The calculator can now recall that
first term.
Step 2: From that term, add the common difference, 7. Press ENTER.
The next term should be calculated. The calculator can now
recall the formula as well.
Step 3: Press ENTER and the next term should be calculated.
Step 4: Continue pressing ENTER until you determine the nth term
of the sequence you want to determine. Keep track of how
many times you press ENTER so you know when you have the
20th term.
These steps show how to use a graphing calculator to generate

two sequences at the same time to determine a certain term in
a sequence.
Step 1: Within a set of brackets, enter the first term number followed
by a comma and then the first term value of the sequence,
{1,3}. Press ENTER.
Step 2: Provide direction to the calculator to increase the term number
by 1 and the term value by the common difference. Type:
{Ans(1)+1, Ans(2)+7}. Press ENTER.
Step 3: Continue pressing ENTER until you reach the nth term number
and value you want to determine.

Questions to ask
• Where did you get the information from the sequence to create the
recursive formula?
• Did you go back to the original sequence or use the recursive
formula to write the explicit formula? Why?
• What information is contained in the explicit formula that is not in
the recursive formula?
• How are the recursive and explicit formulas related for an arithmetic
sequence? A geometric sequence?
Summary
Recursive and explicit formulas can be used to generate arithmetic and
geometric sequences.
DEMONSTRATE
Talk the Talk: Pros and Cons
Facilitation Notes
In this activity, students write paragraphs describing the advantages and
disadvantages of using recursive and explicit formulas to determine term
values of arithmetic and geometric sequences.

and 2. Share responses as a class.
Questions to ask
• What information is needed to create an explicit formula for an
arithmetic sequence?
• What information is needed to create a recursive formula for a
geometric sequence?
• Which formula requires knowledge of the previous term and the
common difference?
• Which formula requires knowledge of the term’s position in
the sequence?
• Which formula is used to generate the next term and depends on
knowledge of the previous term?
• Which formula is used to generate any term and depends on
knowledge of the term number?
Summary
There are advantages and disadvantages to using either an explicit or recursive
formula to represent an arithmetic or geometric sequence.

Warm Up Answers
3
1. The sequence is
arithmetic because the
common difference
is 25.
Did You Mean: 2. Add 25 to the ninth

term.
Recursion?
3. The 20th term is $725.
Determining Recursive and Explicit Expressions

from Contexts

The local bank has agreed to donate • Write recursive formulas for arithmetic and geometric
$250 to the annual turkey fund sequences from contexts.
to help feed families in need. In • Write explicit expressions for arithmetic and
addition, for every bank customer geometric sequences from contexts.
that donates $50, the bank will • Use formulas to determine unknown terms of
donate $25. a sequence.
1. A sequence describes the Key Terms

relationship between the number • recursive formula
of $50 donations and the • explicit formula
amount of the bank’s donation.
Is the sequence arithmetic
or geometric?
2. How can you calculate the 10th
term based on the 9th term?
3. What is the 20th term?
You have learned that arithmetic and geometric sequences always describe functions. How can
you write equations to represent these functions?
ELL Tip
Assess students’ prior knowledge of the word donate. Create a list

of synonyms for the word and discuss the distinction between
donating money and giving money to a friend, for example. Ask for
volunteers to share examples of scenarios of money donations.

Answers
GETTING STARTED
1. The sequence is
arithmetic. It is
arithmetic because a Can I Get a Formula?
constant is added to
While a common ratio or a common difference can help you determine the
each term to produce
next term in a sequence, how can they help you determine the thousandth
the next term. Think term of a sequence? The ten-thousandth term of a sequence?
2. The common difference about:
is 18. Consider the sequence represented in this situation.
Notice that the 1st
3. term in this sequence Rico owns a sporting goods store. He has agreed to donate $125 to the
is the amount Rico
Number Term Donation donates if the team Centipede Valley High School baseball team for their equipment fund. In
of Home Number Amount hits 0 home runs. addition, he will donate $18 for every home run the Centipedes hit during
Runs (n) (dollars) the season. The sequence shown represents the possible dollar amounts
that Rico could donate for the season.
0 1 125
125, 143, 161, 179, . . .
1 2 143
2 3 161 Number of Term Donation 1. Identify the sequence type. Describe
Home Number Amount how you know.
3 4 179 Runs (n) (dollars)
4 5 197 0 1
5 6 215 1
2. Determine the common difference or
6 7 233 2 common ratio for the sequence.
7 8 251 3
8 9 269 4
3. Complete the table.
9 10 287 5
6
4. To calculate the tenth
term, add 18 to the 7
ninth term. 4. Explain how you can calculate the tenth
8 term based on the ninth term.
ELL Tip A1_SE_M01_T02_L03_TEA.indd 2 9/9/20 11:00 PM
Review the terms common difference and common ratio. Create an anchor chart with two columns
using the terms as the headers for each column. Discuss the similarities and differences
between the terms and fill in the anchor chart with key ideas about each term. Ask students to
give examples of sequences that have a common difference, as well as sequences that have a
common ratio. Ensure students’ understanding of which term applies to an arithmetic sequence
and which term applies to a geometric sequence.

Answers
AC T I V I T Y
Writing Formulas for 1. a11 5 a10 1 18;
3.1 Arithmetic Sequences a11 5 287 1 18;
a11 5 305; Rico will
donate a total of $305 if
A recursive formula expresses each new term of a sequence based on 10 home runs are hit.
the preceding term in the sequence. The recursive formula to determine 2. Answers will vary.
the nth term of an arithmetic sequence is:
an 5 an21 1 d common You only need to know

nth term
difference the previous term
previous
and the common
term
difference to use the
recursive formula.
Worked Example
Consider the sequence 22, 29, 216, 223, . . .
You can use the recursive formula to determine the 5th term.
an 5 an 2 1 1 d
a5 5 a5 2 1 1 (27)
The expression a5 represents the 5th term. The previous term is 223,
and the common difference is 27.
a5 5 a4 1 (27)
a5 5 223 1 (27)
a5 5 230
The 5th term of the sequence is 230.
Consider the sequence showing Rico’s contribution to the Centipedes

baseball team in terms of the number of home runs hit.
1. Use a recursive formula to determine the 11th term in the

sequence. Explain what this value means in terms of this
problem situation.
2. Is there a way to calculate the 20th term without first

calculating the 19th term? If so, describe the strategy.
ELL Tip
Ask students to identify what the prefix pre- means in the word
preceding. Follow up with additional examples of words with the prefix
pre-, including pretest, preview, and precooked. Define these words
and then ask students to explain why preceding means “the term
before” in the context of “the preceding term in the sequence”. Create
a list of words beginning with the prefix pre- and have students add to
it as they encounter additional words with this prefix in the lesson.

You can determine the 93rd term of the sequence by calculating each term
before it, and then adding 18 to the 92nd term, but this will probably take a
while! A more efficient way to calculate any term of a sequence is to use an
explicit formula.
An explicit formula of a sequence is a formula to calculate the nth term of

a sequence using the term’s position in the sequence. The explicit formula
for determining the nth term of an arithmetic sequence is:
Remember:
nth common
The 1st term in this term difference
sequence is the
amount Rico donates
if the team hits 0
an 5 a1 1 d(n21)
home runs. So, the
93rd term represents previous
the amount Rico 1st term term number
donates if the team
hits 92 home runs.
Worked Example
You can use the explicit formula to determine the 93rd term in this
problem situation.
an 5 a1 1 d(n 2 1)
a93 5 125 1 18(93 2 1)
The expression a93 represents the 93rd term. The first term is 125,
and the common difference is 18.
a93 5 125 1 18(92)
a93 5 125 1 1656
a93 5 1781
The 93rd term of the sequence is 1781.
This means Rico will contribute a total of $1781 if the Centipedes hit
92 home runs.

Answers
3. Use the explicit formula to determine the amount of money
Rico will contribute for each number of home runs hit.
NOTES 3a. $755
3b. $989
a. 35 home runs b. 48 home runs
3c. $1673
3d. $3977
4. 500, 575, 650,
725, 800
5a. $3425
c. 86 home runs d. 214 home runs
5b. $4250
Rico decides to increase his initial contribution and amount donated per
home run hit. He decides to contribute $500 and will donate $75 for every
home run the Centipedes hit.
4. Write the first 5 terms of the sequence representing the new

contribution Rico will donate to the Centipedes.
5. Determine Rico’s contribution for each number of home

runs hit.
a. 39 home runs b. 50 home runs

Answers
1a. This sequence is AC T I V I T Y

Writing Formulas
geometric because
each term is multiplied
3.2 for Geometric Sequences
by a constant to
produce the next term. When it comes to bugs, bats, spiders, and—ugh, any other creepy
The common ratio is 2. crawlers—finding one in your house is finding one too many! Then again,
1b. when it comes to cells, the more the better. Animals, plants, fungi, slime,
molds, and other living creatures are composed of eukaryotic cells. During
Number Term Total growth, generally there is a cell called a “mother cell” that divides itself into
of Cell Number Number two “daughter cells.” Each of those daughter cells then divides into two
Divisions (n) of Cells more daughter cells, and so on.
0 1 1 1. The sequence shown represents the growth of eukaryotic cells.

Notice that the 1st
1, 2, 4, 8, 16, . . .
1 2 2 term in this sequence
is the total number
2 3 4 of cells after 0 a. Describe why this sequence is geometric and identify the
divisions (that is, the common ratio.
3 4 8 mother cell).
4 5 16
5 6 32 Number of Term Number Total Number
Cell Divisions (n) of Cells
6 7 64
0 1 b. Complete the table of values. Use
7 8 128 the number of cell divisions to
1
identify the term number and
8 9 256 the total number of cells after
2
each division.
9 10 512
3
1c. Multiply the ninth term

4
by 2.
5
6 c. Explain how you can calculate

the tenth term based on the
7 ninth term.
ELL Tip
Review the scientific terms given in the example for the activity. Ask
students to make a list of terms such as cells, mother cells, daughter
cells, petri dish, and hypothesis. Discuss how the terms are used in
the activity and ask students to create a sentence using each term
to demonstrate their understanding. Also ask students to create a
list of synonyms for hypothesis.

Answers
The recursive formula to determine the nth term of a geometric
sequence is: 2. g12 5 1024 ? 2;
g12 5 2048; There
nth common are a total of
term ratio 2048 cells after
11 divisions.
gn 5 gn21 ? r
previous
term
Worked Example
4, 12, 36, 108, . . .
You can use the recursive formula to determine the 5th term.
gn 5 gn21 • r
g5 5 g521 • (3)
The expression g5 represents the 5th term. The previous term is 108,
and the common ratio is 3.
g5 5 g4 • (3)
g5 5 108 • (3)
g5 5 324
The 5th term of the sequence is 324.
Consider the sequence of cell divisions and the total number of

resulting cells.
2. Write a recursive formula for the sequence and use the formula
to determine the 12th term in the sequence. Explain what your
result means in terms of this problem situation.

The explicit formula to determine the nth term of a geometric sequence is:
nth
term previous
term number
gn 5 g1 ? r n21
1st common
term ratio
Worked Example
Remember: You can use the explicit formula to determine the 20th term in this
problem situation.
gn 5 g1 • r n21
g20 5 1 • 22021
The 1st term in this
sequence is the total The expression g20 represents the 20th term. The first term is 1, and
number of cells after 0
divisions. So, the 20th
the common ratio is 2.
term represents the g20 5 1 • 219
total number of cells
after 19 divisions. g20 5 1 • 524,288
g20 5 524,288
The 20th term of the sequence is 524,288.

This means that after 19 cell divisions, there are a total of
524,288 cells.

Answers
3. Use the explicit formula to determine the total number of
cells for each number of divisions. 3a. 2048
3b. 16,384
a. 11 divisions b. 14 divisions
3c. 262,144
3d. 4,194,304
4. 5, 15, 45, 135, 405
c. 18 divisions d. 22 divisions
5a. 7,971,615
5b. 215,233,605
Suppose that a scientist has 5 eukaryotic cells in a petri dish. She wonders 1.
how the growth pattern would change if each mother cell divided into 3
Sequence A:
daughter cells.
gn 5 gn 2 1 ? 2
4. Write the first 5 terms of the sequence for the gn 5 45 ? 2n 2 1
scientist’s hypothesis.
Sequence B:
an 5 an 2 1 1 2
an 5 24 1 2(n 2 1)
5. Determine the total number of cells in the petri dish for each
number of divisions. Sequence C:
gn 5 gn 2 1 ? 3
a. 13 divisions b. 16 divisions
gn 5 22 ? 3n 2 1
Sequence E:
9
an 5 an 2 1 2 __   4 
9
an 5 4 2 __  4 (n 2 1)
AC T I V I T Y
Writing Recursive and Explicit
3.3 Formulas
Sequence F:
gn 5 gn 2 1 ? ___
1
  10    
gn 5 1234 ? (   10  )
1
___   n 2 1
In the previous lesson you identified sequences as either arithmetic or
geometric and then matched a corresponding graph.
Sequence H:
1. Go back to the graphic organizers from the previous lesson. an 5 an 2 1 1 4
Write the recursive and explicit formulas for each sequence. an 5 220 1 4(n 2 1)
Sequence J:
1
gn 5 gn 2 1 ? __
  2 
gn 5 25 ? ( 2 )
LESSON 3: Did You Mean: Recursion? • 9 1
 __ n21
Sequence N: Sequence K:
an 5 an 2 1 2 20.5 an 5 an 2 1 2 1.5
an 5 1473.2 2 20.5(n 2 1) an 5 6.5 2 1.5(n 2 1)
Sequence P: Sequence M:
gn 5 gn 2 1 ? (23) gn 5 gn 2 1 ? ( 4 )
1
2 __
gn 5 24 ? (23)n 2 1
gn 5 216 ? ( 4 )
1
2 __ n21

Answers
1. Sample answer. NOTES

Advantage: It enables TALK the TALK
you to make sense of
the growth pattern of Pros and Cons
the sequence.
1. Explain the advantages and disadvantages of using a
Disadvantage: It is not
recursive formula.
an efficient method
when determining the
term value for a large
term number.
2. Sample answer.
Advantage: It is an
efficient method when
determining the term
value for a large term
number.
Disadvantage: It takes
2. Explain the advantages and disadvantages of using an
a little more effort to
explicit formula.
determine an explicit
formula than it does to
determine a recursive
formula.

4
3 Pegs, N Discs MATERIALS
Scissors
Quarters, nickels and
Modeling a Situation Using Sequences dimes (optional)
Lesson Overview
Students are introduced to the process of mathematical modeling in this lesson, with each of the four
activities representing a specific step in the process. Students are first presented with the Towers of
Hanoi puzzle game and invited to play the game, observe patterns, and think about a mathematical
question. Students then organize their information and pursue a given question by representing the
patterns they notice using mathematical notation. The third step of the modeling process involves
analyzing recursive and explicit formulas the students have generated and using these formulas to
make predictions. Finally, students test their predictions and interpret their results. They then reflect
on the modeling process and summarize what is involved in each phase.
Algebra 1 Exponential functions and equations

(9) The student applies the mathematical process standards when using properties of exponential
functions and their related transformations to write, graph, and represent in multiple ways
exponential equations and evaluate, with and without technology, the reasonableness of their
solutions. The student formulates statistical relationships and evaluates their reasonableness
based on real-world data. The student is expected to:
(D) graph exponential functions that model growth and decay and identify key features, including
y-intercept and asymptote, in mathematical and real-world problems;

(12) T
he student applies the mathematical process standards and algebraic methods to write, solve,
(9) write a formula for the n  term of arithmetic and geometric sequences, given the value of
th
ELPS
LESSON 4: 3 Pegs, N Discs • 1

Essential Ideas
• Mathematical modeling involves noticing patterns and formulating mathematical questions,
organizing information and representing this information using appropriate mathematical
notation, analyzing mathematical representations and using them to make predictions, and then
testing these predictions and interpreting the results.
• Both recursive and explicit formulas can be used for sequences that model situations.
• Sequence formulas can be used to make predictions for real-world situations.

Day 1
Engage
Getting Started: Notice and Wonder
Students are presented with the Towers of Hanoi game and the rules for playing. They play the
game with a partner and record their observations, including any patterns they notice between
the number of discs used and the minimum number of moves required to complete the game.
Develop
Activity 4.1: Organize and Mathematize
Students play the game again and record the minimum number of moves for 1, 2, and 3 discs in
a table. They then record the numeric patterns they observe in the table and use mathematical
notation to express this pattern as a sequence.
Day 2
Activity 4.2: Predict and Analyze
Using results from the previous activity, students write a recursive and explicit formula to
represent the pattern observed and then use these formulas to predict the minimum number
of moves for 4 and 5 discs. Students also describe how to translate between the recursive and
explicit formulas.
Activity 4.3: Test and Interpret
In this final stage of the modeling process, students use their formulas to predict the minimum
number of moves required for 4, 5, or n discs. They create and interpret graphs representing the
recursive and explicit formulas for the sequence, and then they test their predictions on the game
one last time.
Demonstrate
Talk the Talk: A Modeling Process
Students reflect on the modeling process and summarize what is involved in each phase.

Getting Started: Notice and Wonder ENGAGE
Facilitation Notes
In this activity, students are presented with the game and the rules for
playing. Students are then asked to play the game with a partner and
record their observations, including any patterns they notice between the
number of discs used and the minimum number of moves required to
complete the game.
Have students work with a partner to complete this activity. Share responses
as a class.
Differentiation strategies
To assist all students,
• Allow students the freedom to any conjectures they want, but
guide students to start thinking about the relationship between
the number of discs and the minimum number of moves.
• Make the activity completely open-ended, then have students
reflect on their actions and how they coincided with the
modeling process.
• Allow students to use an online version of this game.
Questions to ask
• Demonstrate how you solved the game.
• Is there another way to solve the game?
• Is there another way to solve the game with less moves?
• What could be a mathematical question related to solving this game?
• Could you predict the minimum number of moves if there were
more discs?
Summary
The first step of the mathematical modeling process is to notice
and wonder. Make observations, recognize patterns, and formulate
mathematical questions.

Activity 4.1
DEVELOP Organize and Mathematize
Facilitation Notes
In this activity, students play the game again and record the minimum
number of moves for 1, 2, and 3 discs in a table. Students then record the
numeric patterns they observe in the table and use mathematical notation
to express this pattern as a sequence.

• Clever ways students document moves so that they can be repeated.
• Incorrect responses for the number of moves.
• Different patterns, such as 12, 14, etc. or 3 2 1 1 to move from one
term value to the next.
• Students who think they need more data to be confident in
their pattern.
Questions to ask
• Can anyone demonstrate a solution with less moves?
• How did you document your steps so that you could
remember them?
• Why are you convinced that the game could not be solved with
less moves?
• How does your pattern connect to solving the game?
• Consider the sequence 1, 3, 7, … what operation(s) can be used on
the 1st term to generate the 2nd term? Can it also be used on the
2nd term to generate the 3rd term?
• Does anyone recognize another pattern in the data? If so, explain
the pattern.
• How is this sequence different from others that you have written
recursive and explicit formulas for?
• How can you modify what you know about writing formulas to
express this sequence using mathematical notation?
Summary
The second step of the modeling process is to organize your
information and express the information and patterns in appropriate
mathematical notation.

Activity 4.2
Predict and Analyze
Facilitation Notes
In this activity, using results from the previous activity, students write a
recursive and explicit formula to represent the pattern observed and then
use these formulas to predict the minimum number of moves for 4 and 5
discs. Students also describe how to translate between the recursive and
explicit formulas.

Misconception
There is more than one pattern that fits this limited data. Allow students
to continue with whatever pattern they recognize. Any errors will be
addressed later in the modeling process.
For students who struggle with how to represent their recursive formula
as an explicit formula, discuss the fact that the common ratio of a
geometric sequence is used as a multiplier in a recursive formula and as
a base for an exponent in an explicit formula. Suggest they work with this
basic premise and make modifications to the formula to generate the
output values in the table.
Questions to ask
• Do your predictions for 4 discs and 5 discs seem reasonable? Why
or why not?
• How is this sequence different from others that you have written a
recursive and explicit formulas for?
• What modifications did you make to your formula in order for it to
generate the output values in the table?
• Explain how your recursive and explicit formulas are related to
each other.
• How are your recursive and explicit formulas related to the solution
of the game?
Summary
The third step of the modeling process is to analyze your mathematical
work and make predictions.

Activity 4.3
Test and Interpret
Facilitation Notes
In this activity, the final stage of the modeling process, students use their
formulas to predict the minimum number of moves required for 4, 5, or n
discs. They create and interpret a graph representing the explicit formula for
the sequence. They also use the explicit formula to compute the time it would
take to complete the game using 25 discs.

• Incorrect game solutions for 4 and 5 discs.
• Predictions that do not match the number of minimum number
of steps.
• Patterns that students notice in solving the game that can be linked
to the formulas.
Questions to ask
• Did the results of the this time game agree with your predictions? If
not, how did you regroup to determine a new pattern and formula?
• How is multiplying by 2 connected to solving the game?
• What are the independent and dependent variables?
• Does the graph of the explicit formula appear to be linear? How do
you know?
• Does the graph of the explicit formula appear to be exponential?
How do you know?
• Can the graph be used to answer the question posed about the
length of time it would take to play the game using 25 discs? How
so, or why not?
• How did you determine the time to complete the game with
25 discs?
• How did you determine the units used to report your solution?
• 33,554,431 seconds is how many hours? How many days?
Summary
The final step of the modeling process is to test your predictions and
interpret your results. If your predictions aren't accurate, revisit your
mathematical work and assumptions.

Talk the Talk: A Modeling Process DEMONSTRATE
Facilitation Notes
In this activity, students reflect on the modeling process; Notice and
Wonder, Organize and Mathematize, Predict and Analyze, and Test
and Interpret.
Have students work with a partner or in a group to complete this activity.

Share responses as a class.
Questions to ask
• Which part of the process involves gathering information?
• Which part of the process involves recognizing patterns?
• Which part of the process involves using mathematical notations?
• Which part of the process involves performing operations?
• Which part of the process involves working with results?
• Which part of the process involves using the real world?
• What is an example of something you might do in this part of
the process?
• Should this modeling process be applied to solve all problems?
• For what type of situations would this process be most useful?
Summary
The mathematical modeling process includes the basic steps: (1) Notice and
Wonder, (2) Organize and Mathematize, (3) Predict and Analyze, (4) Test and
Interpret, and then report a solution.

Warm Up Answers
4
1. 9 2 1 (n 2 1)
2. 20 1 20 (n 2 1)
3
3. 1 1 __
  2  (n 2 1)
3 Pegs, N Discs
Modeling Using Sequences

Write an explicit formula for each • Model situations using recursive and
arithmetic sequence. explicit formulas.
• Translate between recursive and explicit expressions
1. {9, 8, 7, 6, 5, . . .}
of a mathematical model.
• Explore the process of mathematical modeling.
2. {20, 40, 60, 80 . . .}
5
3. {1, __
17
___ Key Term
2 , 4, 5.5, 7, 2 . . .}
• mathematical modeling
You have written recursive and explicit formulas for arithmetic and geometric sequences. How
can you model a real-world situation using both recursive and explicit formulas for sequences?
ELL Tip
Review the terms recursive formula and explicit formula. Ask students to
create a chart displaying each formula along with a brief explanation
of what the variables in each formula represent. Ensure students’
understanding of the distinction between the formulas as well as the
application of each in various sequences.

Answers
GETTING STARTED
1. Answers will vary.
Notice and Wonder

In this lesson, you will explore the process of mathematical modeling. The
Mathematical
modeling first step in modeling a situation mathematically is to gather information,
is explaining notice patterns, and formulate mathematical questions about what
patterns in the real you notice.
world based on
mathematical ideas.
Let’s play a game.
The object of the game is to move an entire stack of discs or coins from the
start circle to any of the other circles.
The rules of the game are simple:

• You can only move one disc at a time.
• You cannot put a larger disc on top of a smaller disc.
Let’s first play with 3 discs. To begin, place a quarter, nickel, and dime on top
of each other in that order in a stack in the Start circle. Or, use the cutout
discs at the end of the lesson, stacked from largest to smallest inside the
Start circle.
Start
Think 1. Play this game several times with a partner. Record any patterns
you notice.
about:
Is there a relationship
between the number
of discs and the
number of moves it
takes to complete
the game?

Answers
AC T I V I T Y 1.
Organize and Mathematize
4.1 Number Minimum
of Discs Number of
The second step in the modeling process is to organize your information Moves
and represent it using mathematical notation.
1 1
Consider the question from the previous activity. Is there a relationship
2 3
between the number of discs and the minimum number of moves?
3 7
1. Play the game again and record your results in the table.
Minimum
Number of
Number of 2. Sample answer.
Discs
Moves
1 The minimum number

of moves for three discs,
2 Ask D3, is 1 plus 2 times the
3 yourself: minimum number of
moves for D2, etc.
How do you know
you did it in the least 3. Sample answer.
number of moves?
The recursive pattern
can be expressed as
2. What pattern do you notice in your results? Dn 5 2Dn21 1 1 for n $ 1,
assuming n is a positive
integer.
3. Use mathematical notation to represent the pattern you have

identified in your results. Explain your reasoning.

Answers
1. AC T I V I T Y
Predict and Analyze

Number Minimum
4.2
of Discs Number of
Moves Step 3 of the modeling process is to extend the patterns you
created, complete operations, make predictions, and analyze the
1 1 mathematical results.
2 3
1. Use your results to extend the pattern in the table in the
3 7 previous activity.
4 15
5 31
2. The recursive pattern

can be expressed as 2. Write a recursive formula to represent the pattern shown in your
Mn 5 2Mn21 1 1 for table. What predictions does this formula make for the minimum
n $ 1, assuming n is a number of moves required for 4 and 5 discs?
positive integer.
3. The pattern can be

expressed using the
explicit formula
Mn 5 2n 2 1 for n $ 1,
assuming n is a positive 3. Write an explicit formula to represent the pattern shown in your
table. What predictions does this formula make for the minimum
integer.
number of moves required for 4 and 5 discs?

Answers
AC T I V I T Y 1. Answers will vary.
Test and Interpret
4.3 2.
y
50
Minimum Number of Moves

The final step in the modeling process is to interpret your results and
test your mathematical predictions in the real world. If your predictions
are incorrect, you can revisit your mathematical work and make
adjustments—or start all over!
25
1. Play the game again to demonstrate that your prediction for

4 discs and 5 discs is accurate. Record your observations.
x
0
5 10
Number of Discs
2. Construct a graph to represent your explicit formula.

Answers may vary.
Describe the characteristics of the graph in terms of
the situation. 3. It would take
approximately
y 9320.6753 hours, or
about 388 days, to
complete.
Ask
yourself:
x
What is the level of
3. Suppose you could make 1 move every second. How long would accuracy appropriate
for this situation?
it take to complete a game with 25 discs? Show your work.

Answers
Sample answers.
NOTES
Notice and Wonder TALK the TALK
Gather information, notice
patterns, and formulate A Modeling Process
mathematical questions
about what you notice. In this lesson, you used a modeling process to figure out whether the
number of moves in the disc game is related to the number of discs.
Organize and The basic steps of the mathematical modeling process are summarized
Mathematize in the diagram.
Organize your information

Summarize what is involved in each phase of this modeling process.
and represent it using
mathematical notation. Notice and Wonder
Predict and Analyze

Extend the patterns
created, complete
operations, make Organize and Mathematize
predictions, and analyze
the mathematical results.
Test and Interpret

Predict and Analyze
Interpret your results and
test your mathematical
predictions in the real
world. Make adjustments if

necessary. Test and Interpret

The Modeling Process
REPORT
NOTICE | WONDER
ORGANIZE | MATHEMATIZE
TEST | INTERPRET
PREDICT | ANALYZE


Discs


Carnegie Texas Sample Unit Algebra 1 T2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Carnegie Texas Sample Unit Algebra 1 T2

Uploaded by

Copyright:

Available Formats

Texas Algebra I: Module 1, Topic 2 Pacing Guide

*1 Day Pacing = 45 min. Session

Given ten contexts or geometric patterns, students write a numeric sequence

Given 16 numeric sequences, students generate additional terms and

Students sort numeric sequences by whether they are arithmetic, geometric,

Mid Topic Assessment 1

Scenarios are presented that can be represented by arithmetic and

Students are introduced to the process of mathematical modeling, with each

End of Topic Assessment 1

Sequences TEKS and ELPS

A1_TIG_TO_M01_T02.indd 1 9/9/20 12:57 PM

Students will demonstrate understanding of the As students deepen their understanding of

© Carnegie Learning, Inc.

• Translate between explicit and

recursive formulas. mathematical process

1B • TOPIC 2: Topic Overview

A1_TIG_TO_M01_T02.indd 2 9/9/20 12:57 PM

Arithmetic Sequence Geometric Sequence

nth common nth common

Arithmetic Sequence Geometric Sequence

nth common nth

A1_TIG_TO_M01_T02.indd 3 9/9/20 12:57 PM

Organize and Mathematize

Predict and Analyze

Test and Interpret

© Carnegie Learning, Inc.

1D • TOPIC 2: Topic Overview

A1_TIG_TO_M01_T02.indd 4 9/9/20 12:57 PM

Is There a Pattern Here?

TOPIC 2: SUMMARY • M1-1

The Password Is . . . Operations!

Did You Mean: Recursion?

© Carnegie Learning, Inc.

M1-2 • TOPIC 2: SEQUENCES

For example, consider the situation of a cactus that is currently an 5 a1 1 d(n 2 1)

TOPIC 2: SUMMARY • M1-3

This information can be used to determine that an 20

© Carnegie Learning, Inc.

M1-4 • TOPIC 2: SEQUENCES

Algebra 1 Exponential functions and equations

Algebra 1 Number and algebraic methods

LESSON 1: Is There a Pattern Here? • 1

A1_TIG_M01_T02_L01_LO_TEA.indd 1 9/9/20 11:15 PM

Lesson Structure and Pacing: 2 Days

A1_TIG_M01_T02_L01_LO_TEA.indd 2 9/9/20 11:15 PM

Have students work with a partner or in a group to complete Questions 1

Activity 1.1 DEVELOP

Have students work with a partner or in a group to complete Questions 1

LESSON 1: Is There a Pattern Here? • 3

A1_TIG_M01_T02_L01_LO_TEA.indd 3 9/9/20 11:15 PM

A1_TIG_M01_T02_L01_LO_TEA.indd 4 9/9/20 11:15 PM

Term value 25, 21, 17, 13,

• To assist all students with Polygon Party, accept non-regular

LESSON 1: Is There a Pattern Here? • 5

A1_TIG_M01_T02_L01_LO_TEA.indd 5 9/9/20 11:15 PM

Have students work with a partner or in a group to complete Questions 1

Ask a student to read the definitions and example following Question 5

A1_TIG_M01_T02_L01_LO_TEA.indd 6 9/9/20 11:15 PM

Talk the Talk: Searching for a Sequence DEMONSTRATE

Have students work with a partner or in a group to complete Questions 1

LESSON 1: Is There a Pattern Here? • 7

A1_TIG_M01_T02_L01_LO_TEA.indd 7 9/9/20 11:15 PM

Is There a Pattern letter of each day of the

3a. The number of small Term Term

5a. The number of daisies

10b. After four years the

10c. 5, 15, 45, 135, 405,