Solve a series of arithmetic sequences in this Millionaire Maker game.
This task builds upon students’ experiences with arithmetic and geometric sequences to
extend to the broader class of linear and exponential functions with continuous domains. The term
“domain” should be introduced and used throughout the whole group discussion. Students are
given contextual situations that can be modeled with either discrete and continuous linear
functions, or discrete and continuous exponential functions. They are also asked to compare these
types of functions using various representations.
This is an Algebra 2 Unit that explores sequences and series. This includes arithmetic, geometric, and other sequences, as well as recursive and explicit formulas that generate these sequences. Arithmetic, finite geometric, and infinite geometric series are also covered in this unit. This unit is designed as a flipped instructional unit. Worksheets and video links are provided.
The purpose of this task is for students to explicitly consider when a discrete or continuous model
is appropriate for a given context. The situations in this task are designed to contrast discrete and
continuous models for both linear and exponential functions. The task also provides opportunity
for students to model with mathematics by connecting the type of change, either linear or
exponential with the nature of that change, either discrete or continuous.
This task is designed for students to practice their understanding of function. After reviewing various naming conventions of function (“versus”, “with respect to”, “over”, “dependent on”), students are to determine whether or not each situation is a function, then justify their answer.