Lesson 7: Representing More Sequences
About this lesson
In the lessons leading up to this one, students learned about arithmetic and geometric sequences, their links to linear and exponential functions studied in previous courses, and how to define sequences recursively using function notation. In this activity, students are introduced to the Information Gap cards routine, which offers them the opportunity for them to bring together what they have learned to solve a problem involving sequences. Throughout the routine, there is a focus on using mathematically precise language as students request necessary information from their partner (MP6).
Since this routine may be new to students, this lesson gives extended time for an introduction to the routine.
Lesson overview
 7.1 Warmup: Which One Doesn’t Belong: Recursive Definitions (5 minutes)

7.2 Activity: Info Gap: Ways To Represent A Sequence (30 minutes)
 Includes "Are you Ready for More?" extension problem
 Lesson Synthesis
 7.3 Cooldown: It’s Geometric (5 minutes)
Learning goals:
 Determine what information is needed to represent a sequence in different ways. Ask questions to elicit information.
Learning goals (student facing):
 Let's learn about Info Gaps
Learning targets (student facing):
 I can ask questions to get the information needed to represent a sequence in different ways.
Required materials:
 graph paper
 Preprinted slips, cut from copies of the blackline master
Standards:
 This lesson builds on the standard:CCSS.HSFIF.CMS.FIFMO.A1.IF.C
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