

Objectives
of the Unit

In Lesson 1, students build and study mathematical models for twovariable data. They look for patterns of change and make predictions that go beyond the data.
In Lesson 2 (a portion of which is included on this web site  see below), student attention is again focused on patterns of change in variables. The investigations in this lesson encompass the basic ideas of iterative or recursive change that are present in computer models of problem situations. (Expressed in algebraic symbolism, one common model for such change is y_{n + 1} = y_{n} + ay_{n} + b.) Finally, students utilize the iteration capabilities of a graphing calculator to think about patterns of change.
In the remainder of the unit, students write and use symbolic rules to model situations which are linear and nonlinear, thus setting the stage for the next unit, Linear Models.
Throughout the curriculum, interesting problem contexts serve as the foundation for instruction. As lessons unfold around these problem situations, classroom instruction tends to follow a common pattern as elaborated under Instructional Design.
We have provided
for your perusal a file containing the Patterns of Change Table
of Contents and another containing sample material from Lesson 2.
Patterns of Change is the first of seven algebra and functions units in the first three years of the Contemporary Mathematics in Context curriculum. Algebraic reasoning and skill is developed over time with most of the abstract symbolic mathematics developed in Course 3. In Course 4, students continuing on to college will continue to develop these skills. (See the CPMP course descriptions.)
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