A dot pattern. “Step 1” consists of 1 row of 1 dot. "Step 2”, consists of two rows of dots that form a triangle. row 1, 1 dot. row 2, 2 dots. “Step 3”, consists of 3 rows of dots that form a triangle. Row 1, 1 dot. row 2, 2 dots. row 3, 3 dots. “Step 4”, consists of 4 rows of dots that form a triangle. Row 1, 1 dot. row 2, 2 dots. row 3, 3 dots. row 4, 4 dots.
5.2
Activity
Standards Alignment
Building On
Addressing
F-IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Here is a visual pattern of dots. The number of dots is a function of the step number .
A dot pattern. “Step 1” consists of 1 row of 1 dot. "Step 2”, consists of two rows of dots that form a triangle. row 1, 1 dot. row 2, 2 dots. “Step 3”, consists of 3 rows of dots that form a triangle. Row 1, 1 dot. row 2, 2 dots. row 3, 3 dots. “Step 4”, consists of 4 rows of dots that form a triangle. Row 1, 1 dot. row 2, 2 dots. row 3, 3 dots. row 4, 4 dots.
What values make sense for in this situation? What values don't make sense for ?
Complete the table for Steps 1 to 5.
1
1
2
3
4
5
Following the pattern in the table, write an equation for in terms of the previous step. Be prepared to explain your reasoning.
5.3
Activity
Standards Alignment
Building On
Addressing
F-BF.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Use the first 5 terms of each sequence to state if the sequence is arithmetic, geometric, or neither. Next, define the sequence recursively using function notation.
: 30, 40, 50, 60, 70, . . .
: 80, 40, 20, 10, 5, 2.5, . . .
: 1, 2, 4, 8, 16, 32, . . .
: . . .
: 20, 13, 6, -1, -8, . . .
: 1, 3, 7, 15, 31, . . .
Student Lesson Summary
Sometimes we can define a sequence recursively. That is, we can describe how to calculate the next term in a sequence if we know the previous term.
Here’s a sequence: 6, 10, 14, 18, 22, . . . This is an arithmetic sequence, where each term is 4 more than the previous term. Since sequences are functions, let's call this sequence , and then we can use function notation to write . Here, is the term, is the previous term, and + 4 represents the rate of change since is an arithmetic sequence.
When we define a function recursively, we also must say what the first term is. Without that, there would be no way of knowing if the sequence defined by started with 6 or 81 or some other number. Here, one possible starting term is . It is possible to start sequences with input values other than 1, and the starting value often depends on what the sequence represents.
Combining this information gives the recursive definition for : and for , where is an integer. We include the at the end since the value of at 1 is already given and the other terms in the sequence are generated by inputting integers larger than 1 into the definition.
None
Standards Alignment
Building On
F-IF.A
Understand the concept of a function and use function notation
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.