| Objectives: |
 |
The students will identify and
describe numerical patterns in
order to justify a model of exponential growth. |
|
 |
|
Connections
to TEKS: |
|
111.36 (c)(1)(A)(B)(C);
(c)(3)(A)(B)(C); (c)(8)(A) |
|
| Prerequisites: |
|
Students should have an understanding of
the following concepts:
geometric progressions, arithmetic progressions, the nth term of a
progression, the sum of n terms of a progression, scientific
notation, and dimensional analysis. |
|
| Materials: |
|
pennies
ruler
calculator
checkerboard (optional)
dried beans
1 liter measuring cup
large bag of M & Ms |
|
| Instructional Game Plan: |
|
This is a group project designed to be
used outside of the classroom. |
|
| Estimated Time: |
|
Approximately 4 hours (done over a period of
3-5 days). |
|
| Activities: |
|
Exponential growth is explored via
stacking pennies and "stacking" dried beans. |
