![]() You subtract a tenth you're gonna get 9.4, exactly what we saw over here. When h is three, it's gonna be h of two, h of two minus 0.1, minus 0.1. It's just gonna be this minus 0.1, which is going to be 9.5. When n is equal to two, we're now in this case over here, it's gonna h of two minus one, so it's gonna be h of one minus 0.1. Make a little table here, and we could say this is n, this is h of n, and you see when n is equal to one, h of n is 9.6. The second term is gonnaīe the previous term minus 0.1, so it's gonna be 9.5. One way to think about it, this sequence, when n is equal to one it starts at 9.6, and then every term is the previous term minus 0.1. Here we have a, we have a sequence defined recursively, and I want to create a function that defines a sequence explicitly. Let's do another example, but let's go the other way around. Get to the base case, which is when n is equal to one, and you can build up back from that. It all works out nice and easy, because you keep looking at previous, previous, previous terms all the way until you We're saying hey if we're just picking an arbitrary term we just have to look at the previous term and then subtract, and One and a whole number, so this is gonna be definedįor all positive integers, and whole, and whole number, it's just going to be the previous term, so g of n minus one minus seven, minus seven. ![]() Let me just write it, If n is equal to one, if n is equal to one, what's g of n gonna be? It's gonna be negative 31, negative 31. The first term when n is equal to one, if n is equal to one, In some ways a recursiveįunction is easier, because you can say okay look. Can we define this sequence in terms of a recursive function? Why don't you have a go at that. The next one is gonna be negative 52, and you go on and on and on. Start at negative 31, and you keep subtracting negative seven, so negative 38, negative 45. This is all nice, but what I want you toĭo now is pause the video and see if you can define If we're dealing with the second term we subtract negative seven once. If we're dealing with the third term we subtract negative seven twice. We subtract negative seven one less times than the term we're dealing with. What do we see happening here? We're starting at negative 31, and then we keep subtracting, we keep subtracting negative seven. It's gonna be negative 31 minus 14, which is equal negative 45. When n is equal to three, it's gonna be negative 31 minus seven times three minus one, which is just two, so we're gonna subtract seven twice. This is just going to be one, so it's negative 31 minus seven, which is equal to negative 38. It's going to be negative 31 minus seven times two minus one, so two minus one. This is just going to be zero, so it's going to be negative 31. H of n is negative 31, minus seven times one minus one, which is going to be. For use in multiple classrooms, please purchase additional licenses.- So I have a function here, h of n, and let's say that it explicitly defines the terms of a sequence. This product is intended for personal use in one classroom only. © Never Give Up On Math 2015 (UPDATED 2019) Enjoy and I ☺thank you☺ for visiting my ☺Never Give Up On Math☺ store!!!įOLLOW ME FOR MORE MAZES ON THIS TOPIC & OTHER TOPICS Please don't forget to come back and rate this product when you have a chance. ![]() This maze could be used as: a way to check for understanding, a review, recap of the lesson, pair-share, cooperative learning, exit ticket, entrance ticket, homework, individual practice, when you have time left at the end of a period, beginning of the period (as a warm up or bell work), before a quiz on the topic, and more. ✰ ✰ ✰Ī DIGITAL VERSION OF THIS ACTIVITY IS SOLD SEPARATELY AT MY STORE HERE They complete it in class as a bell work. ✰ ✰ ✰ My students truly were ENGAGED answering this maze much better than the textbook problems. ![]() After seeing the preview, If you would like to modify the maze in any way, please don't hesitate to contact me via Q and A. Please, take a look at the preview before purchasing to make sure that this maze meets your expectations. From start to end, the student will be able to answer 13 questions out of the 15 provided to get to the end of the maze. There are 15 possible questions provided in the maze. A worked out example is provided at the end of this maze which could be used as a reference. In this Arithmetic Sequence activity, the student would need to use the first term and the common difference and substitute them them into the explicit formula of the arithmetic sequence and simplify it. This maze is a review of how to "Find the Explicit Formula of an Arithmetic Sequence given the First Term and the Common Difference". ![]()
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