EDG 554 Performance Task 1

Overview of the Lesson

This lesson is one part of recognizing patterns and sequences section of an introduction to
functions and function families unit. Students study patterns and identify sequences that
change with a constant difference or ratio. Students learn how to write recursive and explicit
formulas for arithmetic and geometric sequences, draw graphs to represent them, and connect
these sequences to linear and exponential functions. In this lesson students examine the
language and parallels of arithmetic and geometric sequences.
How the Strategy Benefits Students
For this lesson Kaplan’s depth and complexity icons will be used to help students study
arithmetic and geometric sequences more in depth. Students will use a graphic organizer to
respond to organize their thinking. This strategy benefits students because they will focus on
parallels between the sequences, providing them an opportunity to see the connections within
the discipline. (Kaplan, 2014).
Identify the Learning Targets or CCSS Standards
• CCSS.MATH.PRACTICE.MP4
Model with mathematics
Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this might be
as simple as writing an addition equation to describe a situation. In middle grades, a
student might apply proportional reasoning to plan a school event or analyze a problem in
the community. By high school, a student might use geometry to solve a design problem or
use a function to describe how one quantity of interest depends on another. Mathematically
proficient students who can apply what they know are comfortable making assumptions
and approximations to simplify a complicated situation, realizing that these may need
revision later. They are able to identify important quantities in a practical situation and
map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts
and formulas. They can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of the situation and
reflect on whether the results make sense, possibly improving the model if it has not served
its purpose.
• CCSS.MATH.CONTENT.HSF.BF.A.1.A
Determine an explicit expression, a recursive process, or steps for calculation from a
context.
• CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another.
• CCSS.MATH.CONTENT.HSF.LE.A.1.C
Recognize situations in which a quantity grows or decays by a constant percent rate per
unit interval relative to another.
• CCSS.MATH.CONTENT.HSF.BF.A.2
Write arithmetic and geometric sequences both recursively and with an explicit formula,
use them to model situations, and translate between the two forms.
(Common Core State Standards Initiative, 2020).
 Explanation of Learning Sequences and Activities
Students have previously looked at patterns and determined the next terms in the sequence.
Some of these patterns were arithmetic and geometric sequences. Once students recognized
sequences that were growing with a constant different or ratio, they sorted the patterns based
used a graphic organizer to match the sequences with the corresponding explicit formula,
recursive formula, and graph.

In this lesson, students will use the information and examples they have for arithmetic and
geometric sequences to compare the sequences, looking for parallels and convergences
between them. Students will complete the attached thinking template individually and then
share out their thinking with a small group using the collaboration space in the classroom
notebook. Each group will then share their response to the analyze prompt with the whole
class.

Questions I might ask:

• When you look at a sequence how do you know it is arithmetic? Geometric? Is there a
way you can quickly eliminate one or the other?
 • What are the advantages for using a recursive formula to define an arithmetic or
geometric sequence? What are the disadvantages for using a recursive formula to
define an arithmetic or geometric sequence? For using an explicit formula?

• How is the recursive formula similar to the explicit formula? How are they different?

• How is the recursive formula for an arithmetic sequence similar to the recursive
formula for a geometric sequence? How is it different? For the explicit formula?

• What is the importance of the common difference/ratio?

• What role does the first term play in the sequence? Is in more important in arithmetic
sequences or geometric sequences or both equally? Why?

• Do arithmetic and geometric sequences always increase (get bigger)?

• What kinds of situations could be modeled with an arithmetic sequence? With a

geometric sequence?

Assessment Strategy/Rubric
During the afternoon independent work time students will individually answer the following
questions in a Microsoft Form.
1. The amount of money you have in your bank account over a period of days can be
written as an arithmetic sequence. The first term is 35 and the common difference is
12. Which formula, explicit or recursive, would you want to know to determine the
amount of money you will have in your account after 51 days? Why?
2. You are opening bank account and have the choice to have the amount of money in
your account grow by a common difference of 5 or a common ratio of 2. Which would
you choose and why?
3. Determine the next term in the sequence 6, 12, ____. How did you calculate it? Is
there another way the next term could have been found?
 Thinking Templates
Arithmetic Sequences Geometric Sequences
with regard to
Change→

with regard to
Explicit Formula→

with regard to
Recursive Formula→

with regard to
Graphing→

with regard to
Function Family→

with regard to
Contexts→

Analyze the parallels in the patterns between arithmetic and geometric

sequences.

Use appropriate language to describe similarities and differences between

arithmetic and geometric sequences.

Adapted from Parks, 2015

5 Theme - Patterns
6 Generalization - Patterns can be predictors.
- Patterns reveal parts of the whole.
1 Core - Students will determine how one quantity is changing relative to
another quantity and write explicit and recursive formulas to
represent arithmetic and geometric sequences.
- Students will interpret the sequence in a context and explain how
they determined which sequence is appropriate for a given context
and calculate future terms in the sequence.
2 Differentiated
- Determine the convergence of the patterns and the
corresponding rules for representing the patterns.

- Use appropriate language to describe the patterns,

rules, and formulas (addition, subtraction, multiplication,
growth, decay, increasing, decreasing, constant, ratio, next term,
first term, domain, range, arithmetic, geometric, recursive,
explicit).
3 Classical - Research ancient civilizations and choose one that has a number
system other than base 10. Briefly explain the number system and
write an arithmetic and geometric sequence using the symbols from
that civilization. Include a translation of your sequences into our
base 10, Arabic numerals.
- What patterns do you notice in the sequences you wrote using a
different number system and numerals? How the symbols you
research impact how you see in what way the values are changing?
Why? What are the benefits of our current base 10 number
system? What are some benefits of the number system you
researched?
4 Individualized - Patterns are all around you. They are in art, conversations, and
movement. Identify one arithmetic and one geometric sequence.
Describe the context that you see them in. List the first 5 terms and
identify the common difference/ratio. Write a recursive and
explicit formula. How does knowing the pattern change any future
decisions you would make about this situation? How can you use
the formulas you wrote to make predictions?
- Explain how you noticed each sequence. What were you looking
for? Was one sequence easier to see than the other?
- Present your sequences and explanation in an infographic or video
form.
References:
Common Core State Standards Initiative. (2020). Retrieved from
http://www.corestandards.org/Math/Content/HSG/CO/
Depth & Complexity and Content Imperative Explanations. Retrieved October 15, 2020.
https://s3.amazonaws.com/blackboard.learn.xythos.prod/59c3ad2c8e9dc/351462?respons
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Finocchi, S. B., Lewis, A. J., Fisher, J., Sinopoli, J., & Fisher, V. (2018). High school math
solution: Algebra 1. Carnegie Learning.
Kaplan, S. (2014). Layering differentiated curricula for the gifted and talented. In F. Karnes & S.
Bean (Eds.), Methods and materials for teaching the gifted (3rd ed., pp. 107-135).
Prufrock Press.
Parks, S. (2015). Teaching analytical and critical thinking skills in gifted education. In F.A.
Karnes & S. M. Bean (Eds.), Methods and materials for teaching the gifted (4th ed., pp.
307-344). Prufrock Press.