Page 82 - IM_Algebra2_FL Print Sample.pdf

Required Materials Blank paper
Copies of blackline master Scissors
Required Preparation
Graph paper or copies of the activity are needed for sketching graphs in the paper-cutting activity, at least 1 sheet per student.
The scissors and blank paper are optional for the paper-cutting activity; they are needed if students will physically carry out the paper cutting as described in the launch. (Alternatively, perform a demonstration or consider this a thought experiment.) If using, prepare one pair of scissors and one 8-by-10” piece of blank paper for every 2 students.
As an alternative to blank paper, the blackline master for the rst activity consists of a blank 8-by-10” grid. This is provided as an optional tool for making the meaning of area more clear.
Student Learning Goals
• Let’s explore growing and shrinking patterns. 2.1 A Pattern in Lists
Warm Up: 10 minutes
The purpose of this task is to introduce the common ratio. Students notice and describe that each sequence is characterized by the same type of relationship between consecutive terms.
The last sequence may present a challenge since the common ratio is not a whole number or a unit fraction. The purpose of including this sequence is to encourage students to notice and make use of structure (MP7). If they notice that in the rst three sequences, each pair of consecutive terms has the same quotient, they could inspect the quotients in the last sequence.
Student Task Statement
Consider these lists of numbers. They all follow the same kind of pattern. Describe the pattern.
• 40, 120, 360, 1080, 3240 • 2, 8, 32, 128, 512
• 1000, 500, 250, 125, 62.5 • 256, 192, 144, 108, 81
Unit 1
Lesson 2: Introducing Geometric Sequences 17