So, the last unit in our interactive notebooks for the year in Algebra 1 was Sequences.

We began by talking about different types of sequences. In retrospect, I think I should have began this unit with a card sort where students had to create their own methods of sorting sequences. I wonder if their sorting methods would be similar to the way we classify sequences as mathematicians.

Once we had definitions for each type of sequence, we spent a lot of time classifying sequences and finding the next value(s). Sorry for the finger in the photo!

More practice thanks to Mathspad! I love this website.

Next, we focused on our efforts on arithmetic sequences. I used almost identical notes to last year with the exception of adding the table for students to fill out. The table really helped this lesson go much smoother! Silly me added the table to their notes but not to the quiz, and I definitely heard some frustration over that move!

After figuring out how to find the rule using a graph, we tried our hand at finding the rule for an arithmetic sequence without using a graph. Some of my students caught on right away. Others took a bit longer to catch on.

Now, it's time for geometric sequences. We did this notebook page over the meaning of the different variables in our equation.

We completed a similar table for geometric sequences.

Then, we did some graphing to show that the graph of a geometric sequence is very different than the graph of an arithmetic sequence. I really struggle with how to set up the graphing for this notebook page since exponential functions grow so fast. :(

This past year, one of the big things I emphasized in Algebra 1 was whether our graphs should be discrete or continuous. In the past, when we did these notes, I would draw in the curve to emphasize that geometric sequences form an exponential relationship when graphed. This year, I realized that because the sequence only includes discrete values that we shouldn't connect the dots. This was hard for me. I feel like it's much harder to see the exponential relationship without the line, but it led to a great conversation in class when a student asked if we could connect the dots.

Files for this unit are uploaded here.