Ninth Grade · Math · week 8

Sequences: patterns with addresses

Read, extend, and write explicit rules for arithmetic and geometric sequences.

A sequence is a list with addresses: term 1, term 2, term 3… Arithmetic sequences ADD the same difference each step (5, 8, 11, 14 — difference 3). Geometric sequences MULTIPLY by the same ratio (5, 10, 20, 40 — ratio 2). Same split as last week: adding vs multiplying.

The explicit rule jumps straight to any address without walking there. Arithmetic: aₙ = a₁ + (n − 1)d — start, plus n−1 hops of size d. Geometric: aₙ = a₁ · rⁿ⁻¹. Want term 50? No listing — just substitute n = 50.

📋 For the teacher
Teach it (10–15 min):
  • Ask "what's the MOVE between terms?" — one subtraction or division answers add-vs-multiply.
  • Explain the n − 1 honestly: term 1 has taken ZERO hops. Count hops on your fingers for term 4.
  • Connect backwards: arithmetic sequences ARE linear functions in list form; geometric ARE exponential.
  • Hunt sequences at home: savings plans, chore payments that double, seating rows in a theater.
Talk about it:
  • How do you tell arithmetic from geometric in five seconds?
  • Why n − 1 and not n in the rule?
  • Which kind of sequence is a savings account with equal deposits?

Mastery looks like: They classify a sequence, write its explicit rule, and jump to a far term without listing.

Common stumbles: Using n instead of n − 1; assuming any increasing sequence is arithmetic without checking the move.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
Records attendance + 15 min of Math for this learner.
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