![]() Thanks! I’m pretty proud of it, but we’ll see how it goes once I actually USE it. But I understand I am giving them A LOT of scaffolding with which to do it. I’m liberally defining problem solving as having students deal with situations they have never dealt with before, and generalizing from those situations. I’m super nervous, but we’ll see if this is an experiment that fails or not. But I think there is so much depth and abstract thinking that can be brought out of a unit properly done. From what I’ve heard from teachers everywhere, sequences and series always get short shrift in precalculus classes because they come at the end of the year. Usually I think classes do this whole unit in single week, and there’s no way we’ll be done with it in that time. Lastly, yes, I know this is a long packet. Huge thanks in the creation of this goes to who went through a lot of it page by page and gave excellent suggestions! Precalculus guru! Also I included a few blogposts at the end of the document which I stole wholesale from or adapted in my own way. The packet with my teacher notes, and the packet without my teacher notes. Students are asked to conjecture and defend their conjecture at various times. There are connections drawn to graphs, and to a few geometric visualizations of sequences and series. The motivation for sequences comes out of a series of IQ-test-ish puzzles, and the motivation for series comes out of a lottery problem. The last thing I have to say is that although it may look pretty traditional (the questions), try to think about the packet if you were a student and you were in a class going through it. I’m not great at the former, but I’m definitely getting better at the latter. I guess what I mean to say is: these packets/worksheets that I tend to create don’t make kids like/love math, but it does get them to think about math. To put it out there: I would never say that what I do is inherently engaging for my kids. It also gets at almost all the standard things in a sequences and series unit (except for recursive equations, which I threw out). It’s simply a scaffolded way to help kids think in an increasingly abstract way. This is the first time I’m creating an entire guided unit. ![]() Those of you who know me know that I am a pretty traditional teacher, and I have gotten in the habit of creating guided worksheets as a structural backbone for a lot of my classes. I like that we’ll be doing it early in the year, because I want them to see immediately that we are not going to be focusing on plug-and-chug but real thinking. Our department is also trying to integrate more problem solving in the curriculum, and so I tried to make this unit involve as much problem solving as possible. The other teacher and I have decided to totally mess around with the ordering of topics, and we put sequences and series as the second unit. It’s a new course for me: Advanced Precalculus. Instead I started, abandoned, and restarted a unit for a course that I’m teaching next year. The endorphins the body produces when praised cause myelin to coat synapses in the brain and make learning easier.I had great ambitions to do a lot of schoolwork this summer. If that impression occurs, it is the real acknowledgment of mastery and an opportunity for teachers to reply with comments that tell students they are smart and good at math. The introduction is so simple that students may feel the instruction is beneath their level of understanding. This lesson plan is presented on a templates that would be useful for teachers designing plans of their own.įeatures that are particularly helpful are possible student responses, teacher support and actions, and means of assessing mastery. The latter is important for students to have mastered a concept. There is a difference between data entry and concept comprehension. Below we give you some great resources to help you with your lesson including an arithmetic sequences and series worksheet or three! □Įventually, calculators are used to find answers. Sometimes searching the internet will lead to lesson plans that are already developed. ![]() ![]() Writing lesson plans for such classroom interaction can be a time-consuming task. ![]() No matter what concept is being taught, presenting the basics to the class and then providing activities that individualize instruction meets the needs of more students and provides opportunities for student engagement and feeling of success. In all classrooms, there are students with different levels of ability. ![]()
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