1. Patterns and Sequences
The number of seats per row in an auditorium depends on which row it is. The first row has 6 seats, the second row has 9 seats, the third row has 12 seats, and so on. There are 20 total rows.
A. Create a table of the sequence.
Define the independent/dependent variables.
Write the rule for this sequence.
Is this a discrete or continuous graph?
What would be the domain and range?

2. Patterns and SequencesB. C. D. E.

3. Patterns and Sequences
Quynh begins to save the same amount each month for a future shopping trip. The graph shows total amount she has saved after each month. What will be the total amount Quynh has saved after 1 year?
A. Create a table of the sequence.
Define the ind/dep variables.
Write the function rule for the sequence.
Is this a discrete or continuous graph?
What would be the domain and range?

4. Patterns and SequencesB. C. D. E.

5. Patterns and Sequences
Create your own real-life scenario that involves an arithmetic sequence like the examples above. Then complete the following for your scenario.
A. Create a table and a graph of the sequence.
Identify the independent/dependent variables.
Write the function rule for the sequence.
Is this a discrete or continuous graph? Why?
What would be the domain and range?
Find a specific term of the sequence so that it goes along with the scenario.

6. Student-Created Performance Task Rubric:
No Credit
Partial Credit
Full Credit
Created Sequence Scenario
An arithmetic sequence doesn’t work for the created scenario.
An arithmetic sequence works, but the scenario isn’t realistic.
The scenario and arithmetic sequence works.
Question A
Table and Graph
There is no table or graph to represent the sequence.
There is a table but no graph or vice versa.
There is a table and a graph to represent the sequence.
Question B
Ind/Dep Variables
Student does not identify the independent and dependent variables correctly.
Student identifies the independent and dependent variables correctly.
Student identifies the ind/dep variables correctly and uses complete sentences when stating them.
Question C
Function Rule
Student did not create the correct function rule.
Student created the function rule but did not simplify it.
Student created the correct function rule and it is simplified.
Question D
Discrete/Continuous
Student did not tell whether the function is discrete or continuous and why.
Student states that the graph is discrete or continuous but does not explain why.
Student states that the graph is discrete or continuous and gives the reason using complete sentences.
Question E
Domain/Range
Student does not give the correct domain and range.
Student gives the correct domain and range but does not write it using proper notation.
Student gives the correct domain and range using proper notation and explains it using complete sentences.
Question F
Specific Term
Student does not find a specific term and explain it.
Student finds a specific term but does not explain it using complete sentences.
Student finds the correct term and explains it using complete sentences.