Quarter 1 Math Week 1

08/24/21

PRE- TEST
A1. 12, 16, 20, __, 28, 32, __, __, 44, 48, 52, 56, __, __. The rule for this numerical
sequence is: __________
a) 24, 36, 40, 60, 64; 𝑎𝑑𝑑 4
b) 24, 36, 44, 64, 68; 𝑎𝑑𝑑 4
c) 24, 36, 44, 60, 64; 𝑎𝑑𝑑 4

C2. 285, 270, 255, 240, ___, 210, 195, ___, 165, 150, 135, ___, 105. The rule for this
numerical sequence is: __________
a) 225, 160, 120; 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 15
b) 225, 170, 120; 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 15
c) 225, 180, 120; 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 15

B3. Start with 8 and use the rule “Add 2”.

a) 8, 10, 14, 20, 28, …
b) 8, 10, 12, 14, 18, …
c) 8, 10, 12, 14, 16, …

A4. Generate two numerical sequences using the rules "Add 5" and “add 20”. Start
at zero.
a) 0, 5, 10, 15, 20, … 0, 20, 40, 60, 80, …
b) 5, 10, 15, 20, 25, … 20, 40, 60, 80, 100, …
c) 10, 15, 20, 25, 30, … 40, 60, 80, 100, 120, …

C5. (Question #4) Compare: What is the relationship? Why?

a) Since the rules are “add 5” and “add 20”, the terms on the second list are 4 times
as big as the terms on the first list.
b) Since the rules are “add 5” and “add 20”, the terms on the second list are 3 times
as big as the terms on the first list.
c) Since the rules are “add 5” and “add 20”, the terms on the second list are 2 times
as big as the terms on the first list.

B6. Given the nth term of a sequence, find the first 4 terms, 10th term and the 17th
term: 𝑎𝑛 = 7𝑛 + 2
a) 3, 5, 7, 9; 𝑎10 = 21; 𝑎17 = 35
b) 9, 16, 23, 30; 𝑎10 = 72; 𝑎17 = 121
c) 3, 9, 27, 81; 𝑎10 = 59; 𝑎17 = 129

A7. Given the nth term of a sequence, find the first 4 terms, 10th term and the 17th
term: 𝑎𝑛 = 𝑛+3 /𝑛
a) 4, 5/2 , 2, 7/ 4 , ; 𝑎10 = 13/ 10 ; 𝑎17 = 20/ 17
b) 9, 16, 23, 30; 𝑎10 = 72; 𝑎17 = 121
c) 2, 5/ 3 , 3/ 2 , 7 5 , ; 𝑎10 = 13/ 11 ; 𝑎17 = 10/ 9

A8. Find the indicated term of this sequence: 𝑎𝑛 = 2𝑛 − 7;9

a) 11
b) 13
c) 15

C9. Find the general term for this given term of sequence: 4, 8, 12, 16, …
a) 𝑎𝑛 = 𝑛/ 𝑛+1
b) 𝑎𝑛 = 1/ 2 𝑛
c) an = 4n

C10.Write out and evaluate this series: ∑3𝑖=1 (𝑖 2 + 2)

a) 3 + 8 + 15 + 24 = 50
b) 3 + 8 + 15 = 26
c) 3 + 6 + 11 = 20
ACTIVITY #1

1. Generate two numerical sequences using the rules "Add 6 " and "Add 18." Start at
zero.
Sequence 1: 0, 6, 12, 18, 24, 32 …
Sequence 2: 0, 18, 36, 54, 72 …
Compare: What is the relationship? Why?
The key is in the two rules that were used to generate the sequences. Since the rule
“Add 18” is adding 3 times as much as the rule “Add 6”, the terms on the second list
are 3 times as big as the terms on the first list.

2. Generate two numerical sequences using the rules "Add 3 " and "Add 12." Start at
zero.
Sequence 1: 0, 3, 6, 9, 12 …
Sequence 2: 0, 12, 24, 36, 48 …
Compare: What is the relationship? Why?
The key is in the two rules that were used to generate the sequences. Since the rule
“Add 12” is adding 4 times as much as the rule “Add 3”, the terms on the second list
are 4 times as big as the terms on the first list.

ACTIVITY #2
1. Given the nth term of a sequence, find the first 4 terms, 10th term and the 17th
term.
 𝑎𝑛 = 2𝑛 + 1
First 4 terms= 3, 5, 7, 9
10th term= 21
17th term= 35
 𝑎𝑛 = 𝑛+3 /n
4 5 6 7
First 4 terms= , , ,
1 2 3 4
13
10th term=
10

20
17th term=
17

2. Find the indicated term of each sequence:

 𝑎𝑛 = 𝑛 + 1/n ; 𝑎 5

26
𝑎5= 5

 𝑎𝑛 = 3𝑛 − 5; 𝑎12

𝑎12= 31
3. Find the general term for this given term of sequence.
 4, 8, 12, 16, …

an=4n
4. Write out and evaluate each series.
 𝑎𝑛 = (𝑛 + 2); 𝑆4

a1=1(1+2) =3
a2=2(2+2) =8
a3=3(3+2) = 15
a4=4(4+2) = 24
ASSESSMENT
1. . 15, 20, 25, 30, 35, 40, 45, 50 , 55, 60, 65, 70, 75, 85.
The rule for this numerical sequence is: an= a1+ (n−¿1)5
a7= 15+(7−¿1)5 = 45
a8= 15+(8−¿1)5 = 50
a10= 15+(10−¿1)5
= 60

2. . 93, 87, 81, 75 , 63, 57, 51, 45, 39, 33, 27, 21, 15, 9, 3.
The rule for this numerical sequence is: an= an-1−¿6
a4= a4-1−¿6 =75
a9= a9-1−¿6 =39

a13= a13-1−¿6 =15

a14= a14-1−¿6 =9

3. Generate two numerical sequences starting at zero using the given rules. Then
compare and explain the relationship between the two sequences.
Add 2: 0, 2, 4, 6, 8 …
Add 8: 0, 8, 16, 24, 32 …
Compare and explain:
The key is in the two rules that were used to generate the sequences. Since the rule
“Add 8” is adding 4 times as much as the rule “Add 2”, the terms on the second list
are 4 times as big as the terms on the first list.

4. Generate two numerical sequences starting at zero using the given rules. Then
compare and explain the relationship between the two sequences.
Add 3 : 0, 3, 6, 9, 12 …
Add 27 : 0 , 27 , 54 , 81 ,108 , 135 …
Compare and explain:
The key is in the two rules that were used to generate the sequences. Since the rule
“Add 27” is adding 9 times as much as the rule “Add 3”, the terms on the second list
are 9 times as big as the terms on the first list.
Given the nth term of a sequence, find the first 4 terms, 10th term and the 17th
term.
5. 𝑎𝑛 = 𝑛+3 /𝑛+1
4 5 6 7
First 4 terms= , , ,
2 3 4 5
13
10th term=
11
20
17th term=
18

6. 𝑎𝑛 = 3𝑛 /𝑛+2
3 6 9 12
First 4 terms= , , ,
3 4 5 6
30
10th term=
12
51
17th term=
19

7. 𝑎𝑛 = (−1)n
First 4 terms= −1, 1, −1, 1
10th term= 1
17th term= −1

8. 𝑎𝑛 = (−1)n/n
−1 1 −1 1
First 4 terms= , , ,
1 2 3 4
1
10th term=
10
−1
17th term=
17

Find the indicted term of each sequence:

9. 𝑎𝑛 = 3𝑛+7 /2𝑛−5;𝑎14
3 (14 ) +7 49
=
2 ( 14 )−5 23

10. 𝑎𝑛 = (𝑛 + 1)(2𝑛 + 3);𝑎8

(8+1) (2(8)+3)=171
 11. 𝑎𝑛 = 5𝑛+9/ 3𝑛−8 ;16
5 ( 16 ) +9 89
=
3 (16 )−8 40

Find a general term, 𝒂𝒏, for the given terms of each sequence.
12. 1 /2 , 1 /4 , 1 /8 , 1 /16 , …
an= a1(common difference)n-1
1 1 1
a1= ( )1-1 =
2 2 2
1 1 1
a2= ( )2-1 =
2 2 4
1 1 1
a3= ( )3-1 =
2 2 8
1 1 1
a4= ( )4-1 =
2 2 16

13. 1 /2 , 2 /3 , 3 /4 , 4 /5 , …
n
an= n+1
1 1
a1= =
1+ 1 2
2 2
a2= =
2+ 1 3
3 3
a3= =
3+1 4
4 4
a4= =
5+1 5

Write out and evaluate each series.

14. ∑5 𝑖=2 1 /i
1 1 1 1 1 29
+ + + + =
2 3 4 5 6 20

15. ∑ 4𝑖= 𝑖 𝑖/ 𝑖-1

The index has no value/ a constant.
This series can’t be solved/ answered
 ENRICHMENT ACTIVITY
Find a real life sequence where
1. each term after the first is one larger than the previous term;
2. all of the terms are the same.
- when we fold a paper from two parts it doubles, we fold it again it quadruples, we
fold it again it becomes octuplet, we fold it again then 16 times…
-the counting from 1,2,3,4,5… these numbers have the common difference:1
Like a tally, or counting haw many fingers do you have, etc.

REFLECTION:
You learned that sequences and series are related but distinct concepts. And some
students do confuse one with the other. What can you do to avoid falling in the same
trap?
Actually, I was also confused, so I tried again and again until I’ve thought of
watching samples in YouTube and I understood it real quick
https://www.youtube.com/watch?v=m5Yn4BdpOV0
it was easy after all