Page 111 - IM_Algebra2_FL Print Sample.pdf

b. Change the expression in the second column so that the plotted points do not lie on a line.
c. Change the table so that some of the points are plotted in the second quadrant of the graph (the upper-left quadrant).
Student Response
1. Answers vary. 2. Answers vary.
Lesson Synthesis
The goal of this lesson is for students to nd a rule for a sequence and extend the number of its terms using technology. Here are some questions for discussion.
• “How do you create a table of values using technology?” (You type the input data and the output rule into the spreadsheet or table.)
• “What are some advantages of using technology to nd a rule for a sequence and extend the number of its terms?” (The advantage of having the technology calculate the outputs is that I don’t need to repeat the computations by hand, and I can see the long-term behavior of the sequence easily.)
• “When do you think it is appropriate to use technology to represent data or to calculate statistics?” (Using technology to calculate a table of values makes sense to do in most situations because the terms are calculated recursively, so to get to the 100th term, we need to do 100 calculations. The chance for making a mistake while calculating by hand makes using technology a good choice.)
4.4 Use a Spreadsheet
Cool Down: 5 minutes
Student Task Statement
1. Use a spreadsheet to nd the rst 5 terms of a geometric sequence that starts with 625 and has a common ratio of .
2. Here’s a sequence: 111, 103.8, 96.6, 89.4.
a. Use a spreadsheet to decide whether this sequence is arithmetic or geometric. b. If same pattern continues, what are the next 3 terms of the sequence?
Student Response
1. 625, 500, 400, 320, 256 2. Sample responses:
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Teacher Guide
Algebra