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9-12 Algebra 2 Unit 1 Lesson 7

Gradeband

K-5 Math 6-8 Math •9-12 Math

Course

Algebra 1 Geometry •Algebra 2 Extra Support Materials for Algebra 1

Unit

•Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Modeling Prompts

Lesson

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 •Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11

K-5
6-8
9-12

Algebra 1
Geometry
Algebra 2
Extra Support Materials for Algebra 1

Integrated Math 1
Integrated Math 2
Integrated Math 3

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Modeling Prompts

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11

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Unit 1, Lesson 7

Representing More Sequences

Algebra 2

Practice

Problem 1
Student Task Statement
Here is the recursive definition of a sequence: for .

Is this sequence arithmetic, geometric, or neither?

List at least the first five terms of the sequence.

Graph the value of the term as a function of the term number for at least the first five terms of the sequence.

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Problem 2

Student Task Statement

An arithmetic sequence starts 12, 6, . . .

Write a recursive definition for this sequence.
Graph at least the first five terms of the sequence.

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Problem 3

ForLesson 6: Representing Sequences

Student Task Statement

An arithmetic sequence begins 11, 7, . . .

Write a recursive definition for this sequence, using function notation.
Sketch a graph of the first 5 terms of .
Explain how to use the recursive definition to find . (Don't actually determine the value.)

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Problem 4

ForLesson 6: Representing Sequences

Student Task Statement

A geometric sequence starts 80, 40, . . .

Write a recursive definition for this sequence, using function notation.
Use your definition to make a table of values for for the first 6 terms.
Explain how to use the recursive definition to find . (Don't actually determine the value.)

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Problem 5

ForLesson 5: Sequences Are Functions

Student Task Statement

Match each recursive definition with one of the sequences.

for
for
for

80, 40, 20, 10, 5
1, 2, 4, 8, 16
1, 3, 7, 15, 31

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Problem 6

ForLesson 3: Different Types of Sequences

Student Task Statement

For each sequence, decide whether it could be arithmetic, geometric, or neither.

25, 5, 1, . . .
25, 19, 13, . . .
4, 9, 16, . . .
50, 60, 70, . . .
3, 18, . . .

For each sequence that is neither arithmetic nor geometric, how can you change a single number to make it an arithmetic sequence? A geometric sequence?

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Lesson 7 Resources

Student Materials