# Q2 W1 Nov 2-Nov 6 Algebra 1 Teacher Stephanie Durrance Algebra 1 Honors 7th/8th 1 Unit 4 – Linear Equations, Functions, and Inequalities
Standard(s) Taught

MAFS.912.F-IF.1.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

MAFS.912.F-LE.1.2: Construct linear, including arithmetic sequences, given a graph, a description of a relationship, or two input/output pairs (include reading these from a table).

MAFS.912.F-BF.1.1a: Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

MAFS.912.F-IF.3.7a: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated functions.

Learning Targets and Learning Criteria

• create a table from a list of numbers (sequence) by making the term number (position) the inputs and the elements the outputs. • define an arithmetic sequence as a sequence of numbers that is formed so that the difference between consecutive terms is always the same known as a common difference. • recognize arithmetic sequences as linear functions. • explain that a recursive formula tells me how a sequence starts and tells me how to use the previous value(s) to generate the next element of the sequence. • explain that an explicit formula tells me how a sequence starts and tells me how to find any term of the sequence by knowing the difference by which the sequence increases or decreases. • find an explicit or recursive rule for a sequence. • write specified terms for a sequence, defined explicitly or defined recursively. • distinguish between explicit and recursive formulas for sequences. • identify the quantities being compared in a real-world problem. • write an explicit function, define a recursive process, or complete a table of calculations that can be used to mathematically define a real-world context. • write a recursive definition for a sequence that is presented as a sequence, a graph, or a table.
• identify the key features of a linear function by looking at its graph (intercepts and rates of change/slope)

Classroom Activities

Innovative Students – Log into Zoom on time and begin working on bellringer. Be prepared to follow the schedule of activities below.

Monday:
Bellringer:
Brain Teaser
Small Groups:
Escape Room Style Activity reviewing functions and relations.
Independent:
Edgenuity – Intro to Linear Functions, Slope

Tuesday:
No School

Wednesday:
Bellringer:
Brain Teaser
Whole Group:
ISN: Page 19. Arithmetic Sequences
Small Groups:
Independent:
Khan Academy – Arithmetic Explicit Sequences (4 questions), Arithmetic Recursive Sequences (4 questions)

Thursday/Friday:
Bellringer:
Brain Teaser
Whole Group:
ISN: Page 20. Linear Functions
Algebra Nation Book – P. 55-58 Linear Functions Rate of Change
Small Groups:
Kuta Worksheet on Linear Functions – Finding slope and graphing linear equations
Independent:
Khan Academy – Slope-intercept equation from graph (4 questions)

All IEP and ESOL accommodations provided daily.

Assignments Due