Moving Through the Curriculum

EDU 530: Standards - Based Instruction

Elizabeth Tilton

Symbols and Expressions - Arithmetic and finite geometric series

Explanation: Arithmetic and finite geometric series falls under the category of symbols and expressions, in accordance to the six
major topics of school algebra. Arithmetic series refers to the sum of all terms in a given arithmetic sequence, while a geometric
series refers to the sum of all terms in a given geometric sequence. The term finite represents a partial sum as opposed to infinite,
which would represent a never-ending value. A sequence is a set of numbers (terms) that have been arranged in a particular order. In
an arithmetic sequence, each term is computed from the previous term by adding or subtracting a constant value, also referred to as a
common difference. This constant value must be greater than 1. In a geometric sequence, each term is found by multiplying the
previous term by a common ratio. The common ratio is different than the common difference, in that it is found by computing the
ratio between two consecutive terms in the sequence. The common ratio will remain constant when used to find each proceeding term
in the sequence.

Benchmark: Fluency with Fractions

By the end of Grade 6, students should be proficient with all operations involving positive and negative integers.
Students must understand and be able to apply the operations of addition, subtraction, multiplication, and division to positive and
negative numbers, in order to successfully compute both arithmetic and finite geometric series.
 KINDERGARTEN
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Counting & Know number names CCSS.MATH.CONTENT.K.CC.A.2 Students will be able to These standards signify
Cardinality and the count Count forward beginning from a given count forward from a a students initial
sequence. number within the known sequence given number other than understanding of a
(instead of having to begin at 1). 1. sequence, or in other
words, numbers
CCSS.MATH.CONTENT.K.CC.B.4.C Students will be able to arranged in a specific
Understand that each successive number understand that as they order. They learn and
name refers to a quantity that is one count forward, each practice counting
larger. number name refers to a consecutively. In both
quantity that is one larger arithmetic and geometric
than the last. series, each proceeding
term is found using a
constant value.
Operations & Understand addition CCSS.MATH.CONTENT.K.OA.A.1 Students will be able to Addition and subtraction
Algebraic Thinking as putting together Represent addition and subtraction with represent addition and are two of the four
and adding to, and objects, fingers, mental images, subtraction using major operations that
understand drawings1, sounds (e.g., claps), acting out different tools and students will need a
subtraction as taking situations, verbal explanations, methods. solid understanding of in
apart and taking expressions, or equations. order to computer
from. Students will be able to common differences and
CCSS.MATH.CONTENT.K.OA.A.5 successfully add and ratios later on.
Fluently add and subtract within 5. subtract within 5.

Key Mathematical Terms: number line; ones; tens; order, odd number; even number; sequence; count forward; smaller; larger;
input; output; similar; alike; different.
 1st GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Operations & Represent and solve CCSS.MATH.CONTENT.1.OA.A.1 Students will be able It is crucial that
Algebraic Thinking problems involving Use addition and subtraction within 20 to to represent given students understand
addition and solve word problems involving situations of word problems using how to represent word
subtraction. adding to, taking from, putting together, taking addition and problems using
apart, and comparing, with unknowns in all subtraction methods. objects, drawings and
positions, e.g., by using objects, drawings, and equations, that involve
equations with a symbol for the unknown Students will be able addition and
number to represent the problem. to use addition and subtraction. In
subtraction within 20 relation to arithmetic
to solve word series, students will
problems. need to be able to add
and subtract to find a
Work with addition CCSS.MATH.CONTENT.1.OA.D.7 Students will be able common difference
and subtraction Understand the meaning of the equal sign, and to understand the between consecutive
equations. determine if equations involving addition and meaning of the equal terms in a sequence.
subtraction are true or false. For example, sign and determine These particular
which of the following equations are true and the validity of standards introduce
which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + equations involving students to
5, 4 + 1 = 5 + 2. addition and representing unknown
subtraction. values using symbols,
CCSS.MATH.CONTENT.1.OA.D.8 which will later be
Determine the unknown whole number in an Students will be able replaced with
addition or subtraction equation relating three to determine an variables.
whole numbers. For example, determine the unknown whole
unknown number that makes the equation true number in an addition
in each of the equations 8 + ? = 11, 5 = _ - 3, and/or subtraction
6 + 6 = _. equation.
Key Mathematical Terms: addition; subtraction; sum; difference; put together; take away; equation; equal sign; solve; increase; decrease;
unknown.
 2nd GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Operations & Represent and solve CCSS.MATH.CONTENT.2.OA.A.1 Students will be able Writing and evaluating
Algebraic Thinking problems involving Use addition and subtraction within 100 to to use both addition both arithmetic and
addition and solve one- and two-step word problems and subtraction within geometric sequences,
subtraction. involving situations of adding to, taking from, 100 to solve one and involve equations with
putting together, taking apart, and comparing, two-step word multiple steps. These
with unknowns in all positions, e.g., by using problems. standards introduce
drawings and equations with a symbol for the students to solving
unknown number to represent the problem. Students will be able both one and two-step
to represent given equations, which is a
word problems using building block for
drawings and multi-step equations.
equations, with Using symbols to
symbols representing represent unknown
unknown values. values will assist
students in using
Work with equal CCSS.MATH.CONTENT.2.OA.C.3 Students will be able variables in the future.
groups of objects to Determine whether a group of objects (up to to recognize the Recognizing the
gain foundations for 20) has an odd or even number of members, difference between odd difference between
multiplication. e.g., by pairing objects or counting them by and even numbers. odd and even numbers
2s; write an equation to express an even helps to develop sold
number as a sum of two equal addends. Students will be able number sense.
to determine whether Counting by 2s is a
different groups of prime example of a
objects have an odd or much simpler
even number of arithmetic sequence.
objects, and explain
their reasoning.
Key Mathematical Terms: operations; addition, subtraction; odd number; even number; sum; difference; unknown; addends.
 3rd GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Operations & Solve problems CCSS.MATH.CONTENT.3.OA.D.8 Students will be able Here, students are
Algebraic Thinking involving the four Solve two-step word problems using the four to solve two-step word using all four
operations, and operations. Represent these problems using problems using the operations to solve
identify and explain equations with a letter standing for the four operations: two-step world
patterns in arithmetic. unknown quantity. Assess the reasonableness addition, subtraction, problems. When
of answers using mental computation and multiplication, and/or writing and solving
estimation strategies including rounding. division. equations for
sequences, students
CCSS.MATH.CONTENT.3.OA.D.9 Students will be able will be using all four
Identify arithmetic patterns (including patterns to write equations to operations but with
in the addition table or multiplication table), represent given more complex
and explain them using properties of problems, using numbers. The first
operations. For example, observe that 4 times variables in place of standard replaces
a number is always even, and explain why 4 unknown quantities. symbols with letters
times a number can be decomposed into two to represent unknown
equal addends. Students will be able values, signifying a
to identify and analyze key step towards the
arithmetic patterns. understanding of
variables.
Students will be able Identifying
to understand and arithmetic patterns
explain arithmetic will later help
patterns using the students to better
properties of understand
operations. sequences.
Key Mathematical Terms: operations; addition; subtraction; multiplication; division; sum; difference; product; quotient; unknown; variable;
pattern; estimate; round; even number; odd number; equivalent; whole number.
 4th GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Operations & Generate and analyze CCSS.MATH.CONTENT.4.OA.C.5 Students will be able This standard is a
Algebraic Thinking patterns. Generate a number or shape pattern that to generate a number huge stepping stone
follows a given rule. Identify apparent features and/or shape pattern towards the
of the pattern that were not explicit in the rule from a given rule. understanding of both
itself. For example, given the rule "Add 3" arithmetic and
and the starting number 1, generate terms in Students will be able geometric series and
the resulting sequence and observe that the to analyze different sequences. Students
terms appear to alternate between odd and features of the are beginning to learn
even numbers. Explain informally why the pattern, other than the how to generate
numbers will continue to alternate in this way. given rule. patterns using rules.
These rules will
later be replaced with
common differences
and ratios to find
proceeding terms in
sequences.
Numbers & Build fractions from CCSS.MATH.CONTENT.4.NF.B.4 Students will be able Often times in
Operations - unit fractions. Apply and extend previous understandings of to apply their geometric sequences,
Fractions multiplication to multiply a fraction by a knowledge of the common ratio is
whole number. multiplication to new represented by a
problems involving fraction. Students
fractions and whole will need to
numbers. understand how to
multiply an integer by
a fraction when
solving for terms in
geometric sequences.
Key Mathematical Terms: sequence; equation; pattern; odd number; even number; fraction; numerator; denominator; whole number;
multiplication; product.
 5th GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Operations & Write and interpret CCSS.MATH.CONTENT.5.OA.A.1 Students will be able Rules/equations for
Algebraic Thinking numerical Use parentheses, brackets, or braces in to write and evaluate both arithmetic and
expressions. numerical expressions, and evaluate numerical expressions geometric sequences,
expressions with these symbols. involving different mainly geometric,
grouping symbols. will include grouping
CCSS.MATH.CONTENT.5.OA.A.2 symbols. These
Write simple expressions that record Students will be able standards provide a
calculations with numbers, and interpret to write and interpret/ solid understanding of
numerical expressions without evaluating analyze simple the order of
them. expressions, without operations and the
solving them. role that grouping
symbols play in given
equations.
Operations & Analyze patterns and CCSS.MATH.CONTENT.5.OA.B.3 Students will be able Generating numerical
Algebraic Thinking relationships. Generate two numerical patterns using two to generate numerical patterns using two
given rules. Identify apparent relationships patterns using two given rules is another
between corresponding terms. Form ordered rules. major step towards
pairs consisting of corresponding terms from work with sequences
the two patterns, and graph the ordered pairs Students will be able and series. Sequences
on a coordinate plane. For example, given the to identify and series involve
rule "Add 3" and the starting number 0, and relationships between specific rules to find
given the rule "Add 6" and the starting number corresponding terms and identify terms.
0, generate terms in the resulting sequences, by analyzing their Forming ordered pairs
and observe that the terms in one sequence are patterns and ordered introduces students to
twice the corresponding terms in the other pairs when graphed on work with inputs and
sequence. Explain informally why this is so. a coordinate plane. outputs, which will
later be used in work
with linear equations.
Key Mathematical Terms: parenthesis; brackets; braces; numerical expression; numerical equation; evaluate; pattern; corresponding;
coordinate plane; ordered pairs.
 6th GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Expressions & Apply and extend CCSS.MATH.CONTENT.6.EE.A.1 Students will be able to
Geometric sequences
Equations previous Write and evaluate numerical expressions use whole-number often involve work with
understandings of involving whole-number exponents. exponents when writing exponents. Here, students
arithmetic to and evaluating given are beginning work with
algebraic CCSS.MATH.CONTENT.6.EE.A.2 numerical expressions. whole-number exponents,
expressions. Write, read, and evaluate expressions in which will help them with
which letters stand for numbers. Students will understand geometric sequence rules.
the meaning of a variable Students are developing a
and will be able to write, solid understanding of
read, and evaluate how to write, read, and
expressions involving evaluate expressions
variables. involving variables.
Linear, quadratic, and
Represent and CCSS.MATH.CONTENT.6.EE.C.9 Students will be able to exponential functions
analyze Use variables to represent two quantities use variables to represent require an understanding
quantitative in a real-world problem that change in real-world problems of both independent and
relationships relationship to one another; write an involving two quantities. dependent variables.
between dependent equation to express one quantity, thought Students are beginning to
and independent of as the dependent variable, in terms of Students will be able to recognize how different
variables. the other quantity, thought of as the write equations to express lines are formed on a
independent variable. Analyze the quantities involving coordinate graph when
relationship between the dependent and independent and given different
independent variables using graphs and dependent variables. independent and
tables, and relate these to the equation. dependent variables.
For example, in a problem involving Students will be able to
motion at constant speed, list and graph analyze the relationship
ordered pairs of distances and times, and between independent and
write the equation d = 65t to represent the dependent variables using
relationship between distance and time. graphs and tables.
Key Mathematical Terms: numerical expression; numerical equation; algebraic expression; algebraic equation; exponent; base; power;
evaluate; equation; independent; dependent; variable; graph; table; positive number; negative number; term; coefficient; constant; opposite;
integer.
 7th GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Expressions & Use properties of CCSS.MATH.CONTENT.7.EE.A.1 Students will know and Students are taking
Equations operations to generate Apply properties of operations as strategies be able to apply the their previous work
equivalent to add, subtract, factor, and expand linear properties of operations with one and two-step
expressions. expressions with rational coefficients. to linear expressions expressions and
with rational equations involving
CCSS.MATH.CONTENT.7.EE.A.2 coefficients. integers, to work
Understand that rewriting an expression in involving rational
different forms in a problem context can Students will coefficients.
shed light on the problem and how the understand how Geometric sequences
quantities in it are related. For example, a + quantities are related, often have common
0.05a = 1.05a means that "increase by 5%" but rewriting ratios that are rational
is the same as "multiply by 1.05." equivalent expressions numbers. Common
in varying forms. ratios are found by
comparing two
consecutive terms in a
sequence.
Understanding the real
number system and the
differences between
rational and irrational
numbers is crucial.
Eventually students
will need to be able to
identify the parts of an
expression and be able
to use the properties of
numbers to expand or
simplify linear
equations.
Key Mathematical Terms: equivalent; expression; equation; factor; expand; linear; rational number; coefficient; constant; term.
 8th GRADE
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Functions Define, CCSS.MATH.CONTENT.8.F.A.1 Students will understand that Arithmetic and geometric
evaluate, and Understand that a function is a rule that a function is a rule that sequences are types of
compare assigns to each input exactly one output. assigns to each input exactly functions. Here, students
functions. The graph of a function is the set of one output. are beginning their
ordered pairs consisting of an input and understanding of and
the corresponding output. Students will understand that work with function rules.
the graph of a function is the When working with
CCSS.MATH.CONTENT.8.F.A.2 set of ordered pairs sequences, the input will
Compare properties of two functions consisting of an input and often be the term number,
each represented in a different way the corresponding output. and the output will be the
(algebraically, graphically, numerically in term value.
tables, or by verbal descriptions). For Students will be able to Understanding how
example, given a linear function compare properties of two inputs and outputs work
represented by a table of values and a functions, each represented and being able to
linear function represented by an in a different way represent them in
algebraic expression, determine which (algebraically, graphically, multiple ways is a crucial
function has the greater rate of change. numerically in tables, or by stepping stone. In future
verbal descriptions). work, students may be
CCSS.MATH.CONTENT.8.F.A.3 asked to write sequence
Interpret the equation y = mx + b as Students will be able to rules for the nth term
defining a linear function, whose graph is interpret linear equations in from a given table of
a straight line; give examples of functions the form y = mx + b and values or graph. Linear
that are not linear. For example, the understand that when equations in the form y =
function A = s2 giving the area of a graphed, it will form a mx + b, closely relates to
square as a function of its side length is straight line. the equations for nth
not linear because its graph contains the terms of arithmetic
points (1,1), (2,4) and (3,9), which are sequences.
not on a straight line.
Key Mathematical Terms: function; linear function; non-linear function; input; output; independent; dependent; ordered pairs; corresponding;
algebraically; graphically; numerically; table; rate of change.
 HIGH SCHOOL: ALGEBRA
MLR STANDARD CLUSTER INDICATOR LEARNING JUSTIFICATION
(CCSSM Domain) TARGET
Seeing Structure in Write expressions in CCSS.MATH.CONTENT.HSA.SSE.B.4 Students will be able These standards
Expressions equivalent forms to Derive the formula for the sum of a finite to write the formula specifically and
solve problems. geometric series (when the common ratio is for the sum of a finite directly relate to
not 1), and use the formula to solve problems. geometric series that arithmetic and
For example, calculate mortgage payments. has a common ratio geometric sequences
other than 1. and series. Linear
functions often relate
Students will be able to arithmetic
to use their ow sequences, whereas,
formula to solve other quadratic and
problems. exponential functions
relate to geometric
Creating Equations Create equations that CCSS.MATH.CONTENT.HSA.CED.A.1 Student will be able to sequences.
describe numbers or Create equations and inequalities in one write and use
relationships. variable and use them to solve problems. equations and
Include equations arising from linear and inequalities in one
quadratic functions, and simple rational and variable to solve given
exponential functions. problems (including
linear, quadratic, and
exponential
functions).

Key Mathematical Terms: sum; difference; product; quotient; finite; infinite; finite geometric series; common ratio; exponent; equation;
inequality; linear function; non-linear function; quadratic function; rational; exponential function; arithmetic sequence.
 HIGH SCHOOL: FUNCTIONS
MLR STANDARD CLUSTER INDICATOR LEARNING TARGET JUSTIFICATION
(CCSSM Domain)
Interpreting Understand the CCSS.MATH.CONTENT.HSF.IF.A.3 Students will be able to These standards
Functions concept of a function Recognize that sequences are functions, recognize that sequences specifically and
and use function sometimes defined recursively, whose are functions. directly relate to
notation. domain is a subset of the integers. For arithmetic and
example, the Fibonacci sequence is Students will be able to use geometric sequences
defined recursively by f(0) = f(1) = 1, f(n function notation to and series. In order to
+1) = f(n) + f(n-1) for n 1. represent sequences. find an arithmetic and/
or geometric series,
Building Build a function that CCSS.MATH.CONTENT.HSF.BF.A.2 Students will be able to which is the sum of
Functions models a relationship Write arithmetic and geometric write both arithmetic and the terms in a
between two sequences both recursively and with an geometric sequences, sequence, a student
quantities. explicit formula, use them to model recursively and with an must understand how
situations, and translate between the two explicit formula. the sequence works
forms. first.
Students will be able to use
functions representing
sequences to model
different situations.
Linear, Quadratic, & Construct and CCSS.MATH.CONTENT.HSF.LE.A.2 Students will be able to
Exponential Models compare linear, Construct linear and exponential construct, compare, and
quadratic, and functions, including arithmetic and solve linear and exponential
exponential models geometric sequences, given a graph, a functions, and arithmetic
and solve problems. description of a relationship, or two and geometric sequences.
input-output pairs (include reading these
from a table).
Key Mathematical Terms: sequence; function; geometric sequence; arithmetic sequence; finite; infinite; recursive; sum; explicit formula;
input; output; independent; dependent; domain; subset; linear model; quadratic model; exponential model; geometric finite series; arithmetic
series; function notation.
 DOMAIN PROGRESSION
Kindergarten: Counting & Cardinality; Operations & Algebraic Thinking
1st Grade: Operations & Algebraic Thinking
2nd Grade: Operations & Algebraic Thinking
3rd Grade: Operations & Algebraic Thinking
4th Grade: Operations & Algebraic Thinking; Numbers & Operations - Fractions
5th Grade: Operations & Algebraic Thinking
6th Grade: Expressions & Equations
7th Grade: Expressions & Equations
8th Grade: Functions
High School - Algebra: Seeing Structure in Expressions; Creating Equations
High School - Functions: Interpreting Functions; Building Functions; Linear, Quadratic, & Exponential Models

TEACHER RESOURCES
http://www.corestandards.org - Domains/standards; clusters; indicators; sequence of standards.
https://achievethecore.org - Mapping of standards.
http://www.emsd37.org/curriculum/documents/CommonCoreVocabMath.pdf - Standards vocabulary by grade level.
https://www.nctm.org - CCSSM; Principles to Actions; Principles and Standards; Curriculum Focal Points.
Summative Explanation:

According to the National Mathematics Advisory Panel (2008), The mathematics that children learn from preschool through
the middle grades provides the basic foundation for Algebra. The six Major Topics of School Algebra have been determined by the
National Mathematics Advisory Panel (2008) as the following: Symbols and Expressions; Linear Equations; Quadratic Equations;
Functions; Algebra of Polynomials; and Combinatorics and Finite Probability. Along with these topics, the Panel also identified three
clusters of concepts and skillscalled the Critical Foundation of Algebrareflecting their judgment about the most essential
mathematics for students to learn thoroughly prior to algebra course work (National, 2008). These clusters include fluency with
whole numbers; fluency with fractions; and particular aspects of geometry and measurement. This assignment required me to move
through the curriculum in an effort to show the progression of domains, and connections between domains, clusters, indicators, and
learning targets from kindergarten through high school Algebra. I chose the first topic from the Major Topics of School Algebra,
along with a 6th grade benchmark from the fluency with fractions cluster.
The first topic of Symbols and Expressions, includes three sub categories: polynomial expressions; rational expressions; and
arithmetic and finite geometric series. For this assignment, I focused in on arithmetic and finite geometric series. Students begin
looking at patterns and learning to count consecutively in kindergarten. Developing a strong number sense at a young age is crucial in
the progression of mathematics leading up to arithmetic and geometric sequences and series. Students begin by learning the counting
numbers and eventually learn that each proceeding number is found by adding 1 to the previous number. They learn to count by 2s,
5s, 10s, etc, which support a students understanding of sequences and patterns. In grades k-2, students also begin developing a
sense of addition and subtraction, which will benefit them later on when learning to represent word problems with equations.
Multiplication and division of numbers plays a major role in 3rd and 4th grade standards. The benchmark that I identified states that
by the end of Grade 6, students should be proficient with all operations involving positive and negative integers (National, 2008).
When moving through the curriculum, students will need to be able to fluently and successfully add, subtract, multiply, and divide
integers. An understanding of the four operations with integers will later help students work with rational numbers (decimals and
fractions). Geometric sequences involve a great deal of work with rational numbers as common ratios, and arithmetic sequences focus
more on work with integers (positive and negative numbers, including zero). Arithmetic and geometric sequences involve unknown
values. Students begin working with unknown values in 2nd grade by representing unknowns with symbols. Over time, they begin to
represent unknowns with letters, and continue on to write and solve equations involving variables by middle school. By the 8th grade,
students are introduced to functions and learn the meaning of inputs and outputs, and independent and dependent variables.
Arithmetic and geometric sequences and series are specific types of functions, whether linear, quadratic, or exponential.
In an effort to prepare students for high school Algebra, proficiency or lack thereof of concepts and skills developed k-8 can
determine whether or not a student is successful. According to the Panel, proficiency means that students should understand key
concepts, achieve automaticity as appropriate (e.g., with addition and related subtraction facts), develop flexible, accurate, and
automatic execution of the standard algorithms, and use these competencies to solve problems (National, 2008).

National Mathematics Advisory Panel. (2008). The final report of the National Advisory Panel. Department of Education.
Retrieved from http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf