9/14/2023 0 Comments Arithmetic sequences activity![]() Great assignment to keep kids working and practicing on sequences while allowing them to have brain breaks to just color in the boxes. Students will color a grid according to their answer and reveal a mystery picture.ĬLICK HERE TO GRAB BOTH THE PRINTABLE AND DIGITAL VERSIONS FOR JUST $1.00 MORE Includes two puzzles: one for geometric sequences and one for arithmetic sequences. Students should realize that no, this is not an actual running time but acts as a placeholder so that on June 1st the equation amounts to 15 minutes.Looking for an engaging activity to practice arithmetic and geometric sequences? Students will love these mystery pictures as they solve problems with geometric and arithmetic sequences. ![]() When using the a(0) term, ask students if there was ever a day Mallory ran 10 minutes. Sequence, find the common difference and write an. Separate the cards into two columns: Arithmetic. Each group will receive a set of cards with sequences on them. I ask students when we want to start adding the five minutes, and they are able to reason that this is not until June 2nd, thus creating the need to “back track” our equation. In general, we can write an arithmetic sequence like this: a, a + d, a + 2. Make sure students understand the necessity of the (n-1) when starting with June 1st. In the debrief, highlight the fact that there are two ways to write the explicit formula (and in fact, there are infinitely many, since we could use any day in June as our “anchor”). Be ready to build on student thinking and use the debrief to discuss both methods. Students had to create a key for the color coding activity by coloring the words arithmetic, geometric, and neither at the top of the page. Both of these strategies lead to the same sum formula, though written slightly differently. Given the first term and the common difference of an arithmetic sequence find the recursive formula and the three terms in the sequence after the last one. ![]() This sum of 175 will occur 15 times since there are 15 pairings of days. ![]() Another strategy is to realize that the days can be summed in any order and the sum of the first and last day is the same as the sum of the second and second to last day, is the same as the sum of the third and third to last day, and so on. Students use the idea of her average run time to find the sum of all 30 days. This idea of a constant (common) difference is critical to the rest of this lesson and ties in important ideas about a constant rate of change and linear functions. We specifically ask for June 29th so students recognize that her running time on that day is exactly five less than her running time on the 30th. Arithmetic Sequence can also be called Arithmetic Progression. The constant is called the common difference. While students may use a recursive pattern to find the first few values in the table, they should quickly recognize the need to make use of structure to find values for days later in June. The sequence in Activity III shows addition of constants after a given term, thus it is called an arithmetic sequence. Each number in the sequence is called a term (or sometimes 'element' or 'member'), read Sequences and Series for more details. including arithmetic and geometric sequences, given a graph. A Sequence is a set of things (usually numbers) that are in order. ![]() Students identify that her time increases by five minutes every day and use this to fill in her running log. Pentomino Puzzles In this activity, students work through a series of pentomino sum. Today students look at Mallory’s running times during the month of June to explore the idea of arithmetic sequences. ![]()
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