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hvvrq $ulwkphwlf 6htxhqfhv dqg 6hulhv - NCPN
hvvrq $ulwkphwlf 6htxhqfhv dqg 6hulhv - NCPN
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LESSON PLANNING<br />
Vocabulary<br />
arithmetic sequence<br />
common difference<br />
arithmetic mean<br />
series<br />
summation notation<br />
Extra Resources<br />
Reteaching 9.2<br />
Extra Practice 9.2<br />
Enrichment 9.2<br />
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Answer to Ongoing Assessment<br />
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Yes, the pattern is an arithmetic sequence with a common difference of 0.6.<br />
The next 3 terms of the sequence are 4.0, 4.6, and 5.2.<br />
Assignment<br />
In-class practice: 1–5<br />
Homework: 6–34<br />
Math Applications<br />
Exercises 5, 9, 11, and 12 from<br />
pages 422–429<br />
START UP<br />
Write the following sequences on<br />
the board.<br />
a) 1, 3, 5, 7, 9, 11 . . .<br />
b) 4, 9, 16, 25, 36 . . .<br />
c) 12, 9, 6, 3, . . .<br />
d) 3, 9, 27, 81, 243, . . .<br />
Tell students that sequences a and<br />
d are called arithmetic sequences,<br />
but that sequences b and c are<br />
not. Ask students to deduce<br />
the definition of an arithmetic<br />
sequence.<br />
INSTRUCTION<br />
Tell students that an arithmetic<br />
sequence can be defined both<br />
using a recursive formula and<br />
using an explicit formula.<br />
Example 1 Ask students if<br />
this sequence implies that the<br />
distance between bus stops is the<br />
same. (no)<br />
9.2 Arithmetic Sequences and Series 397
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