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Teacher's Guide: Part 3: Pause Point 1
Watch Video Clips @ XY Encounter Streaming Video Page
Key Phrase:
In the cave, viewing the dummies,
Keisha says, “It keeps playing 1,3,6,10 over and over again. What
do you think he’s trying to tell us?” [End of clip 1.]
Distribute activity sheet: “Don’t Lose Your Head Over This!” (.pdf file)
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- Discuss and analyze the patterns compared to those from the activity sheet, “Don’t Lose Your Head Over This!” (.pdf file). Examples and possible responses include:
[1, 7, 14, 21, 28, 35, 42 the numbers in the pattern are
multiples of 7]
[24, 21, 18, 15, 12, 9 the pattern decreases by 3]
[2, 4, 6,__, __,… even numbers, i.e. 8,10,12, etc. -or- the next
number is 12, 2+4=6 and 2+4+6=12 then 2+4+6+12=24 -or- ascends,
then descends from 6, i.e. 2,4,6,4,2…]
[2, 5, 7, 10, 12, 15, 17, 20, 22, 25…terms increase by 3,
then 2, then 3, etc.]
- However, there are different rules that can generate the same sequence. Provide opportunities for students to demonstrate and explain how they determined the next term in a sequence. Encourage them to state a rule and have them challenge rules to verify if they are correct.
- Encourage students to describe a numerical sequence. [Ex. It’s a list of numbers that follow a certain rule.]
Resume video play.
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