Math Notebook - Cornell Notes

Name: Mia Anguiano

Date:

Lesson: M7 L1

INSTRUCTIONS: Copy and paste this entire document to your own new document to complete it. Then,
follow the prompts in the lesson to complete the notetaking guide. Write in complete sentences and
include details from the lesson or text as much as possible.

Big Concept #1: Write the big concept.

Build a function that models a relationship between two quantities.

Lesson Goals #2: Write the lesson goals.

Apply and graph arithmetic and geometric sequences.

Derive the sum of arithmetic and geometric series.

Prerequisite Skills #3: In your own words, state, summarize, and take notes on the prerequisite
(Review Concept) skills needed for this lesson.
● Be specific and include any procedures or instructions necessary that
are related to the prerequisite skills.

the prerequisite skills needed for this lesson are there are no additional
prerequisite skills needed for this lesson.

Vocabulary #4: Write each of the vocabulary words and a definition.

● Example: word - definition: Statistics - The study of data
 Sequence- A list of numbers set apart by commas, such as 1, 3, 5, 7, . . .
Ellipsis - three dots indicating that a sequence continues indefinitely.
Infinite sequence- A Sequence is a list of things (usually numbers) that are in
order.
Finite Sequence- When the sequence goes on forever it is called an infinite
sequence
Recursive Formula- For a sequence a1, a2, a3, . . . , an, . . . a recursive
formula is a formula that requires the computation of all previous terms in
order to find the value of an.
Explicit Formula- A formula that allows the direct computation of any term
for a sequence a1, a2, a3,... , an,...
Arithmetic Sequence- A sequence such as 1, 5, 9, 13, 17 or 12, 7, 2, –3, –8, –
13, –18 which has a constant difference between terms. The first term is a1,
the common difference is d, and the number of terms is n.
Arithmetic Series- A series such as 3 + 7 + 11 + 15 + ··· + 99 or 10 + 20 + 30 +
··· + 1000 which has a constant difference between terms. The first term is
a1, the common difference is d, and the number of terms is n. The sum of an
arithmetic series is found by multiplying the number of terms times the
average of the first and last terms.
Common Ratio- For a geometric sequence or geometric series, the common
ratio is the ratio of a term to the previous term. This ratio is usually indicated
by the variable r.
Geometric Sequence- A sequence such as 2, 6, 18, 54, 162 or which has a
constant ratio between terms. The first term is a1, the common ratio is r, and
the number of terms is n.
Geometric Series- A series such as 2 + 6 + 18 + 54 + 162 or which has a
constant ratio between terms. The first term is a1, the common ratio is r, and
the number of terms is n.

Importance of the #5: Why do you think it is important to learn about this concept?
Concept
Note: If you are not sure, make an educated guess based on the information in this section of
the lesson.

I think it is important to learn about this concept because If you have ever
been on an exercise plan you know that over time if you don’t start adding
exercises or repetitions of an exercise, your body does not progress forward
anymore. For example, maybe one week you 2 sets of stomach crunches,
three weeks later you are up to 3, and three weeks later you move to 4. This
represents an arithmetic sequence of numbers since you add a constant one
repetition to your routine every three weeks.

When you buy a car, the second you drive it off the sales lot, the car starts to
depreciate. This means that the car loses value on a yearly basis. This
depreciation is defined by a geometric sequence, which is another topic in
this lesson. Depreciation can tell you how much your car is worth based on
the number of miles on the vehicle and the age of the vehicle. In this lesson
we will discuss sequences and series.

Concept #6: Think about what you learned in the “Learn” section of the lesson.
Development ● Summarize the concept in your own words.
 ● Look for the directions in the lesson and copy any items that you have
been directed to record in your Math Notebook.
○ Note: This could include any or all of the following: Steps or procedures for
solving the problems, graphs, pictures, worked out examples…. etc.

In mathematics, a sequence is an ordered list of numbers. Each number in the

list is called a term. These terms are often arranged in a pattern.

For example, 2, 4, 6, 8, 10,… is a sequence of numbers where 2 is added to

each term to find the next term. The three dots are called an ellipsis, and
they indicate that the sequence is infinite, meaning it goes on forever. A
finite sequence will have a last term.

A series is an expression that is constructed from the sum of a sequence. The

series for the sequence 2, 4, 6, 8, 10 would be 2 + 4 + 6 + 8 + 10.

An arithmetic sequence is a sequence whose successive terms differ by a

common number, called the common difference. This common difference is
denoted by the letter "d".

For example, if the first term of an arithmetic sequence is 4 and the common
difference of the sequence is 3, the sequence can be written as follows:

4+3=7
7 + 3 = 10
10 + 3 = 13…and so on.
The general equation of the recursive formula of an arithmetic sequence can
be written in either of the following two ways:

tn − tn−1 = d
tn = tn−1 + d
*Note: Sometimes these formulas are written with the variable "a" instead of
the variable "t". This is true for all of the formulas you will encounter in this
lesson.

Write the general equations in your math notebook.

These formulas are recursive, meaning one or more previous terms are used
to generate the next term.

Suppose t1 = -3 and tn = tn-1 + 5. This means the first term of the arithmetic
sequence is -3 and the common difference, or d, is equal to 5. We can
generate the arithmetic sequence as shown below:

-3 + 5 = 2
2+5=7
7 + 5 = 12…and so on.
You can use a recursive rule to generate the next few terms of a sequence.

Example:

Given the following arithmetic sequence, find d and the next three terms.

23, 16, 9...

Sample Answer:

First find the common difference "d". To find the common difference choose
two consecutive terms in the sequence and subtract the second term minus
the first term.

d=16 - 23 = -7
Then add the common difference to find the next term of the sequence, and
repeat addition each time to get the next term.

t4 = 9+-7=2
t5 = 2+-7=−5
t6 = -5+-7=−12
*Note: Sometimes these formulas are written with the variable "a" instead of
the variable "t".
An explicit rule for an arithmetic sequence allows us to find the "nth" term of
a sequence if we know the first term and the common difference. Finding the
"nth" term means that we can find any term. For example, they may ask us to
find the 100th term of a sequence. It would be very time consuming to use a
recursive rule and write out every term of the sequence until we got to the
100th term. An explicit rule allows us to directly calculate the term that we
need.

We can use the following formula to write the explicit rule for an arithmetic
sequence:

tn = t1 + d(n-1)
Write the formula for writing an explicit rule for an arithmetic sequence in
your math notebook.

Example:

For example, find the sixth term in the arithmetic sequence defined t1 = -2
and tn = tn-1 + -3.

tn = t1 + d(n-1)

t6 = -2 + -3(6-1)

t6 = -17
A geometric sequence is a sequence in which the ratio of successive terms is
the same number. This means that you multiply each term by a certain
number to determine the next term. This number is called the common ratio,
and is denoted by the letter r.

For example 3, 6, 12, 24,… is a geometric sequence with an r value of 2

because you multiply a term by 2 to find the next term.

3x2=6
6 x 2 = 12
12 x 2 = 24…and so on.
You can determine the common ratio by dividing the second term by the first
term. We can write the general formula for the common ratio as:
r=tn /tn-1
Based on the formula for the common ratio, we can rewrite it to determine a
general formula for writing the recursive rule of a geometric sequence:

tn = rtn-1 when n ≥ 2.
Example:

Find the value of r and the next three terms in the geometric sequence 5, 10,
20, 40, ...

Sample Answer:

r=tn /tn-1

r=10/5=2

t5 = 40(2) = 80
t6 = 80(2) = 160
t7 = 160(2) = 320
To find the nth term of a geometric sequence we can use the formula tn = t1rn-
1, where n ≥ 1. This is very similar to the work you did with arithmetic
sequences.

Example:

Find the fifth term of the sequence defined by the recursive formula t1 = 5
and tn = 3tn-1.

Sample Answer:

From this information we know that the first term is 5 and the common ratio
is 3. We also know that n is equal to 5 since we are looking for the 5th term.

tn = t1rn-1

t5 = 5(3)5-1

t5 = 405
An arithmetic series is the sum of an arithmetic sequence.

For example, 3, 6, 9, 12... is an arithmetic sequence, but 3+6+9+12 is an

arithmetic series. 2, 4, 8, 16 is an example of a geometric sequence but
2+4+8+16 is an example of an arithmetic series.

Sometimes, you may be asked to find the sum of the first "n" terms of a
series. It would be very time consuming to write out the entire sequence and
then add all of the terms. Instead, we have formulas that allow us to
determine the sum of a series to a specific point.

The formulas below can be used find the sum of the first "n" terms of a series
where "n" represents the number of the term you are trying to find, and "t"
means term.

Sum of Arithmetic Series

 Sum of Geometric Series

Self-Check Problems #7: Complete the self-check problems in the spaces provided.
● After you have completed the problems, check your answers with the
key provided in the lesson.
● Be sure that you have recorded the correct work and answers in the
space below so you may use these problems as a reference when you
complete your assignments.
 Self-Check Question 1:
-40,-36,-32,-28,-24
d=-36-(-40)
d=4
a_(6)=-24+4=-20
a_(7)=-20+4=-16
a_(8)=-16+4=-12
a_(9)=-12+4=-8
a_(10)=-8+4=-4
a_(10)=-4

Self-Check Question 2:
2,-12,72,-432,2592
a_(1)=2
a_(n)=a_(n-1)*(-6)
a_(n)=a_(n-1)*-6
a_(1)=2

Self-Check Question 3:
1-5+25-125..., n=9
S_(n)=(a_(1(1-r^(n))))/(1-r)
S_(9)=(1(1-(-5)^(9)))/(1-(-5))
S_(9)=325521

Summary:
#8: Now that you have learned and practiced the skill(s) in this lesson, reflect on your learning by

answering the following questions:

● How have the learning tasks assisted you in understanding the lesson goals?

● What part of the lesson did you find most helpful?

● Do you need more assistance to understand the concepts in this lesson?
○ If so, which part are you having difficulty understanding?
The learning tasks assisted me in understanding the lesson goal by knowing what I needed to learn
and how to accomplish it. I always find the videos most helpful in these lessons because they explain
and show you step by step how to solve the problem. I do not need any more assistance to
understand the concepts for this lesson, it was explained very well for me

Your Own ‘Notes’ Section

● Use the space below to write additional information you want to remember, additional examples
from the lesson, or information you wish to record about the videos in the lesson.
After you have generated the terms of an arithmetic sequence or a geometric sequence, you can graph
the terms of a sequence. You do not connect the points because this is considered discrete data and the
numbers in the sequence represent exact data points and there is not any points in between the given
terms.

The graph of an arithmetic sequence is linear, while the graph of a geometric sequence is exponential.
One of each is shown below.

Consider the arithmetic sequence 2, 4, 6, 8, 10, 12. The graph can be generated by using the term
number as the x value, and the actual term as the y value. A table and graph are shown below:

Next, consider the geometric sequence 2, 4, 8, 16, 32. The table and graph of the sequence are shown
below. You can clearly see that the graph of the arithmetic sequence generates a linear pattern while
the pattern for the geometric sequence is exponential.