Stacking Up:

1. Stacking Up: Building and Understanding Arithmetic Sequences Presented by: Rachel Lambert & Melissa Williams Klein Independent School District

2. Learning Objectives: • Content Objective: • Students will develop a deeper conceptual understanding of arithmetic relationships and equations and develop appropriate academic vocabulary. • Language Objective: • Students will discuss patterns and relationships of the data using correct academic vocabulary and discuss the relationships among the multiple ways the data is represented.

3. Learning Targets • TEK(s) Addressed • 6.4A Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematics expressions to describe how one quantity change when related quantity changes. This student is expected to (A) use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area; Readiness Standard • 7.4C Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The students is expected to (C) use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their position in the sequence. Supporting Standard • 8.3A Patterns, relationships, and algebraic thinking. The student identifies proportional and non-proportional linear relationships in problem situations and solves problems. The student is expected to (A) compare and contrast proportional and non-proportional linear relationships; Supporting Standard • 8.4 Patterns, relationships, and algebraic thinking. The student makes connections among various representations of numerical relationships. The student is expected to (A) generate a different representation of data (such as table, graph, equations, or verbal description). Readiness Standard • 8.5B Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to (B) find and evaluate an algebraic expression to determine any term in and arithmetic sequence (with a constant rate of change). Supporting Standard

4. Let’s Play!

5. Important Questions to Ask • What is the significance of finding the output if the input value is 0? • What are the similarities and differences between Activity 1 and 2 for each station? • Why would you look at a graph to determine if it passes through the origin? • What is the relationship between the figure number and the figure? (input/output) • Why does the “repeated addition” in the output become multiplication? (use specific numerical values from stations) • How are the equations for the graphs that pass thru the origin similar? • How do we find an equation from a table when the input values are not sequential? (moves into new learning)

6. Learning Objectives: • Content Objective: • Students will develop a deeper conceptual understanding of arithmetic relationships and equations and develop appropriate academic vocabulary. • Language Objective: • Students will discuss patterns and relationships of the data using correct academic vocabulary and discuss the relationships among the multiple ways the data is represented.

7. Thank you! • Rachel Lambert • rlambert1@kleinisd.net • Melissa Williams • mwilliams2@kleinisd.net