![]() A formula for such a sum is developed in a future unit. Finally, students encounter some situations where it makes sense to compute the sum of a finite sequence. In the last part of the unit, students use sequences to model several situations represented in different ways. Throughout the unit, students learn that sequences are functions and that geometric and arithmetic sequences are examples of the exponential and linear functions they learned about in previous courses, defined on a subset of the integers. They progress to using function notation to define sequences recursively and then explicitly for the \(n^\) term. Beginning with an invitation to describe sequences informally, students progress to writing terms of sequences arising from mathematical situations, using representations such as tables and graphs. Through many concrete examples, students learn to identify geometric and arithmetic sequences. This unit provides an opportunity to revisit representations of functions (including graphs, tables, and expressions) at the beginning of the Algebra 2 course, and also introduces the concept of sequences. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License. Use the information below to generate a citation. Then you must include on every digital page view the following attribution: If you are redistributing all or part of this book in a digital format, Then you must include on every physical page the following attribution: If you are redistributing all or part of this book in a print format, Want to cite, share, or modify this book? This book uses the Round to the nearest thousandth when necessary. Algebra 1 is a high school math course exploring how to use letters (called variables) and numbers with mathematical symbols to solve problems. Use the right arrow key to scroll through the list of terms.įor the following exercises, use the steps above to find the indicated terms for the sequence.
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