Students learn the meaning and notation of recursive sequences in a modeling setting.
Following the modeling cycle, students investigate the double and add 5 game in a simple case in order to understand the statement of the main problem.
Students learn the meaning and notation of recursive sequences in a modeling setting.
Students use recursive sequences to model and answer problems.
Students create equations and inequalities to solve a modeling problem.
Students represent constraints by equations and inequalities and interpret solutions as viable or non-viable options in a modeling context.
Students examine sequences and are introduced to the notation used to describe them.
Students write sequences with recursive and explicit formulas.
Students compare the rate of change for simple and compound interest and recognize situations in which a quantity grows by a constant percent rate per unit interval.
Students describe and analyze exponential decay models; they recognize that in a formula that models exponential decay, the growth factor b is less than 1; or, equivalently, when b is greater than 1, exponential formulas with negative exponents could also be used to model decay.
Students create models and understand the differences between linear and exponential models that are represented in different ways.
Students apply knowledge of exponential functions and transformations of functions to a contextual situation.
From a graphic representation, students recognize the function type, interpret key features of the graph, and create an equation or table to use as a model of the context for functions addressed in previous modules (i.e., linear, exponential, quadratic, cubic, square root, cube root, absolute value, and other piecewise functions).
Students create a two-variable equation that models the graph from a context. Function types include linear, quadratic, exponential, square root, cube root, and absolute value. They interpret the graph and function and answer questions related to the model, choosing an appropriate level of precision in reporting their results.
Students recognize when a table of values represents an arithmetic or geometric sequence. Patterns are present in tables of values. They choose and define the parameter values for a function that represents a sequence.
Students use linear, quadratic, and exponential functions to model data from tables, and choose the regression most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a regression model and then interpret the function in context. They then make predictions based on their model, and use an appropriate level of precision for reporting results and solutions.
This short video and interactive assessment activity is designed to teach fifth graders about total length - challenge problems.
In this video, students look at arithmetic sequences and relate them to recursive and explicit formulas.
This lesson demonstrates how to write an arithmetic sequence as a function.
Susie is organizing the printing of tickets for a show. She has collected prices from several printers. Your task is to use a table and algebra to advise Susie on how to choose the best printer.
Students will research types of bridges, identify symmetry and types of functions and use linear functions to design a bridge.
CK-12 Foundation's Algebra FlexBook is an introduction to algebraic concepts for the high school student. Topics include: Equations & Functions, Real Numbers, Equations of Lines, Solving Systems of Equations & Quadratic Equations.
In this Khan Academy activity, students will construct explicit formulas for arithmetic sequences.
In this Khan Academy activity, students will construct explicit formulas for geometric sequences.