Page 73 - IM_Algebra2_FL Print Sample.pdf

As students are working, monitor for 2 or 3 students who have generated a successful sequence so that they can share with the class.
Launch
Students may interpret “1 less than twice a number” as that less likely, start by asking students:
• “What’s 1 less than 5?” (4)
• “What’s 1 less than 100?” (99)
• “What’s 1 less than 5 times 2?” (9)
• “What’s 1 less than 100 times 2?” (199)
(where is the number). To make
Write some of these statements on the board along with their translation into mathematical expressions. For example, write “1 less than 5 times 2” next to
Ask students to read the task and generate their 5 numbers. (Avoid demonstrating one for the whole class rst. You want to set up the expectation that students are responsible for making sense of tasks.)
Student Task Statement
Here is a rule for making a list of numbers: Each number is 1 less than twice the previous number.
Pick a number to start with, then follow the rule to build a sequence of 5 numbers.
Student Response
Sample responses:
• 2, 3, 5, 9, 17
• 5, 9, 17, 33, 65 • 1, 1, 1, 1, 1
Activity Synthesis
Invite selected students present their sequences. Ask the other students to verify their calculations.
1.2 The Tower of Hanoi
35 minutes
In this activity, students experiment with solving the Tower of Hanoi puzzle for di erent numbers of starting discs. Then they look for a pattern in the sequence of “number of moves” in order to continue the pattern and describe it informally (MP8).
8
Teacher Guide Algebra