Page 159 - IM_Algebra2_FL Print Sample.pdf

Student Response
1. 1.5
2. Each term is 50% more than the previous term. For example, 50% of 16 is 8, and
3. Percentages: a. 25%
b. 75% c. 100%
d. 20% (decrease)
Activity Synthesis
Ask students how they would represent the sequence in the rst question with a closed-form function. It would be Remind students that in a previous course, they learned that 1.5 is known as the growth factor for this function, and 0.5 is known as the growth rate. Growth rate is often expressed as a percentage, so 50%. Increasing a quantity by 50% can by computed by multiplying it by 1.5. More generally, increasing a quantity by can be computed by multiplying it by
For each of the four sequences in the last question, display the common ratio and the percent change:
• 1.25 and 25%
• 1.75 and 75%
• 2 and 100%
• 0.8 and 20% (decrease)
9.2 Finding Patterns
30 minutes
In this activity, students represent di erent sequences by writing functions. Additionally, there are questions that lend themselves to creating other representations (like tables or graphs) in order to solve. If students choose to use a spreadsheet or graphing utility to facilitate this work, they are using appropriate tools strategically (MP5).
Monitor for di erent strategies used to communicate mathematical thinking clearly, contain an error that would be instructive to discuss, or organize the information in a way that is useful for all to see. Examples of di erent strategies:
Pattern A:
• Graphing the number of black squares for each image number to see that it is arithmetic.
94
Teacher Guide Algebra