Page 96 - IM_Algebra2_FL Print Sample.pdf

operations to mentally solve a problem. While participating in these activities, students need to be precise in their word choice and use of language (MP6).
Launch
Display the rst two sentences and ask students to read them quietly. Then, display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Student Task Statement
Consider the function given by . This function takes an input, multiplies it by 3, then subtracts 7.
Evaluate mentally.
• • • •
Student Response
•23 •22 •20 •3
Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. Unlike a traditional math talk, these expressions don’t readily lend themselves to more than one strategy, so it may be appropriate to only ask one student to share their reasoning for each problem.
3.2 Three Sequences
15 minutes
The purpose of this activity is to contrast some sequences with a geometric sequence, and motivate the need to name arithmetic sequences. Students are presented with three sequences. The rst two questions are intended to familiarize them with the nature of each sequence, and the remaining questions are intended to illustrate that sequence A is special because the di erences of consecutive terms are constant.
Unit 1 Lesson 3: Di erent Types of Sequences 31