Sose Kalkaji

Internal Assessment
Name: Gunjan Singh
Class: 10 E
Roll no. 11
Student ID: 20200208957
Email ID: gunjansingh3472@gmail.com
Contact Number: 8700701291
Sub topic: Arithmetic Progression
Unit title:
Type of task: Project
Objective of the task: Knowing the application of Arithmetic Progression
Task Description: I have written down some basic concept of Arithmetic
sequences and how they can be used in our daily lives.
OPENING PROBLEM
An auditorium has 10 seats in the first
row, 14 seats in the second, 18 in the
third and so on in the same increasing
pattern. If the auditorium has 18 rows of
seats, exist in the auditorium?

INTRODUCTION OF THE CONCEPT

Today we will talk about patterns that we see

all around us. For instance, take the
arrangement of petals in this beautiful
sunflower. It is very pretty.

You may like eating pineapples. I love eating

pineapples. While eating pineapples, we are
always so focused on enjoying the taste of it that
we fail to see the beauty of
the patterns created.

Let us take another example. Have ever heard of pyramid of

Chichen Itza? It is one of the seven wonders, right? Take a look
at the arrangement of bricks in this pyramid. It stands so
neatly.
There are many more such instances where these patterns
create beauty in the world that we live in. These patterns are
also present in numbers. But we don’t often recognise or
observe them. These patterns make the study of numbers so
interesting! In fact, these numbers pattern can also be seen in
real world.

Let us come back to our pyramid again. In this pyramid try to

analyse the arrangement of the bricks. Let us start with the
lowermost layer. You can see three bricks at the end. Now in
the next layer, you can clearly see that two bricks have been
added to the both sides. So there are 4new
bricks that have been added to the second
layer. There are 7 bricks in the second layer.
In the third layer, you can again see that
two bricks have been added to the both
sides and the total no. bricks is 11. If you
observe, then you will see that in every layer the no. of bricks
is increasing by 4.

C C C C C C C C C C C C C C C C C C C
C C C C C C C C C C C C C C C
C C C C C C C C C C C 11
C C C C C C C
C C C 7
3

Now can you present this arrangement in form of numbers?

You will get 3, 7, 11, 15, 19…………, which is basically a number
series or a sequence. And this sequence is nothing but A.P.
(Arithmetic Progression).
Some Important terms

First term (a): Here 3

Common difference (d): Here it is 4

Nth term (an): The number on the nth position

Sum of the first n terms: Sn

There are two major formulas we come across when we learn

about Arithmetic Progression.

an = a + (n-1) x d

sn = n/2 [ 2a + (n-1) x d]

sn = a + an

Let us come back to our opening problem. The difference is 4.

We have been asked for the sum. The first term is 10. How do
we find the last term? By using an = a + (n-1) x d, we will get
the last term as 78 [ 10 +(18 -1) x 4]. Now we can easily find
the sum which will come out to be 792.
 NEED OF ARITHEMATIC PROGRESSION

Advantages of Arithmetic Progression

1. Someone can easily determine the future amount.

2. We can easily get any far future amount by calculating

the nth term of the AP series.

3. By calculating nth term, we can also get how many

instalments we should pay in the payable money
amount.

4. Another case is when you are waiting for a transport.

Expecting that the traffic is moving at a steady speed you
can anticipate the when the following transport
(bus/cab) will come.

5. In the event that you ride a taxi, this additionally has an

arithmetic sequence. When you ride a taxi you will be
charge an underlying rate and after that for each
kilometre you will be charge a species steady rate in
addition to the underlying rate.
 History of Arithmetic Progression

According to an anecdote of uncertain reliability, young Carl

Friendrich Gauss in primary school reinvented this method to
compute the sum of integers from 1 to 100, by multiplying
n/2 pairs of numbers in the sum by the values of each pair n+

However regardless of the truth of this story, Gauss was not

the first to discover this formula. Arithmetic progressions
were first found in the Ahmes Papyrus which is dated at 1550
BC. The names for these notions, however, seem to have
taken considerably longer. In some cases, there was no
standard for how to refer to them (even the term
progression was not necessarily a standard). It also likely that
its origin goes back to Pythagoras. Similar ruleswere known
to Archimedes, hypsicles, Aryabhata, Bhaskara II, and in
medieval Europe to Alcuin Dicuil Fibonacci.
GRAPHICAL REPRESTATION OF A.P.

Graphs are useful because they are visual representation of

the same numbers. When the values rise, you can see them
rise on a graph. let us see arithmetic sequence of the graph.

Graph the sequence

2, 5, 8, 11, 14, 17, ………..

First convert it into a table of values with independent values

being the term number and the dependent values being
actual term.

x y
1 2
2 5
3 8
4 11
5 14
6 17
Next, use this table to draw a graph.
Y-Values
18

16

14

12

10

0
0 1 2 3 4 5 6 7

You can clearly see the pattern on the graph. that is one of
the most wonderful things about graphing arithmetic
sequences.

In the graph that we created in the example, each term was

expressed as a single point. This is called discrete data.
Graphs of discrete data have only the exact points shown. You
do not connect the dots with a line. This type of data is usually
involving things that are counted in whole numbers like
people, boxes.

Depending on what type of situation you are graphing, you

may choose to connect the points on a line. The line
demonstrates that there are data points between the points
that you have graphed. This is called as continuous data and
usually involves things like temperature or length that can
change fractionally.

Conclusion
So from the figures it is observed that if the given sequence is
in Arithmetic progression, a ladder is formed in which the
difference between the heights of adjoining steps is constant.
If it is not an A.P. then the difference is not constant.