Alg1 Lesson 4.2: Multiplicative Patterns

Roles:
Facilitator
Scribe
Resourcer
Includer

Lesson Goals:
● Creative Thinking
● Talk through controversies and conflict
● Recognize and reduce ambiguity
● Encourage thinking based on formulas and prior info
● Help explain ideas to each other
● Own your ideas and work
● Record ideas in your journal
● Answer Questions on Slides
● Follow your team roles

Facilitator

• Make sure that all peers are staying on task.

• Give advice or suggestions to resolve the problem.

• Be sure everyone is able to explain.

Scribe

• Make sure peers organize their results on their own papers.

• Remind peers to use color, arrows, and other math tools to
communicate your mathematics, reasons, and connections.

• Be ready to join the teacher for a huddle.

Resourcer

• Make sure peers are getting the materials needed.

• Make sure that all materials are put away neatly.

• Make sure that peers are logged in to the needed site.

• Help troubleshoot any technology difficulties that may arise.

Includer

• Make sure that all peers are talking about their work.

• Helps keep peers’ voice volume low.

• Encourages everyone to ask questions.

• Communicates conflicts or questions to the teacher.

● Check off tasks & skills on calendar.

● Select skills to work on.

● Work on Deltamath.

Remember to work on the following too…

Part 1: Comparing Arithmetic
and Geometric Sequences

Part 2: Modeling Pizza Night

with Sequence Formulas

Eating Habits

Two friends, Freddy and Harry, each have their own 8-slice pizza, but they
eat their pizza differently. “Slow and Steady” Freddy eats one slice of pizza
at a time. “Half Some More” Harry takes half a pizza at first, then every time
he goes for more pizza, he takes half as much as he had the previous time.

Geometric Sequences

A geometric sequence is a sequence of
numbers where each term is found by
multiplying the previous term by a fixed
value. The fixed value is called the
common ratio.

Part 3: Investigating Fractal

Patterns

d) Use your table of values to write a
sequence formula for the number of new
branches in any stage.

Does the number of new branches at each stage
form a geometric sequence? How do you know?

b) Does the number of black triangles in each stage form a geometric
sequence? How do you know?

a) Look for a pattern. How can you determine the length of a single line segment in stage 5?

c) Write a sequence formula for the length of single line
segments for any stage of the Koch curve.

Random Question of the Day Time

https://wheelofnames.com/4ke-epz We’ll spin the
wheel as a class and spend a minute or so
discussing our answers.