Intentional Thinking Map for PLC Planning (Questions 1 & 2) Title of Unit: Standard(s) being addressed? MACC.912.F-­‐BF.1.2:
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
Circle the Verbs and underline the key concepts (important nouns and noun phrases). PLC question #1: What do we expect all students to learn?  PLC question #2: How will we know if and when they have learned it? Know Declarative knowledge: Facts, vocabulary, information Understand “Essential understandings,” or generalizations, and represent ideas that are transferable to other contexts. Write arithmetic and geometric sequences both recursively and with an explicit formula. Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Sequence, term, explicit formula, recursive Retrieval formula, arithmetic sequence, common Use an explicit arithmetic sequence formula. difference, arithmetic mean, geometric Use an explicit geometric sequence formula. sequence, common ratio, geometric mean, finite Find the next term of an arithmetic and and infinite sequence, explicit and recursive geometric sequence, given the explicit formula sequence, sigma notation Comprehension Know formulas are used to find the nth term in Find an explicit arithmetic sequence formula. recursive or explicit sequences Find an explicit geometric sequence formula. Find the next term of a recursively defined Recursive or explicit formulas are used to find sequence. the nth term in an arithmetic sequence and the arithmetic mean is used to find a missing term. Analysis Apply the arithmetic and geometric sequence to When two terms and the number of terms in a real-­‐life. finite arithmetic sequence are known, they can be substituted for variables in a formula to find Knowledge Utilization the sum of the terms. Prerequisite skills: What prior knowledge (skills from previous grade levels) do students need to have mastered to be successful with this standard(s)? Identify patterns, simplify expression DSBPC-­‐OTL Intentional Thinking Map for PLC Planning (Questions 1 & 2) Learning Goal(s)/Objective(s): (Based on standards above) Standard ? MACC.912.F-­‐BF.1.2:Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
Score Sample Task(s) Aligned to the Cognitive Complexity of the Learning Progression (Ways to check for Understanding) Learning Progression 4.0 I can…  Create a real-­‐world problem and write the corresponding an arithmetic or geometric sequence 3.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. 3.0 Target I can… (Standard)  Generate the arithmetic or geometric sequence. **Glencoe McGraw-­‐Hill, PreCalculus, pg. 596 #11. DSBPC-­‐OTL 2.5 Intentional Thinking Map for PLC Planning (Questions 1 & 2) I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 I can…  Find the next term of a sequence  Use the explicit formula 1.5 I can do some things at a 2.0 with some success 1.0 I need prompting and/or support to complete 2.0 tasks. Find the next four terms of the sequence 2, 7, 12, 17, … Find the next four terms of the sequence given by an=2n(-­‐1)n. *Glencoe McGraw-­‐Hill, PreCalculus, pg. 590 Ex. 1 a & c DSBPC-­‐OTL