Contents:
1. Geometric Sequence
2. Geometric Means
3. Geometric Series
with activities
Feel free to send me a message at regie.naungayan@deped.gov.ph for corrections or other suggestions
Geometric Series and Finding the Sum of Finite Geometric SequenceFree Math Powerpoints
This document provides instruction on finding the sum of finite geometric sequences. It defines a geometric series as the sum of terms in a geometric sequence. It gives examples of finding the sum of the first n terms when the ratio r is -1, 1, or another value. The key formula provided is Sn = a1rn-1/(r-1) for finding the sum of a finite geometric sequence, where a1 is the first term, r is the common ratio, and n is the number of terms. An example problem applies this to find the total distance traveled by a ball bouncing repeatedly to 40% of its previous height.
The document discusses sequences and series. It defines what a sequence is, including the general term and different types of sequences such as arithmetic, finite, infinite, monotone, and piecewise sequences. It also defines arithmetic sequences specifically and provides the general term for an arithmetic sequence as an = a1 + (n - 1)d, where d is the common difference. Examples are given throughout to illustrate sequence concepts and properties.
This document provides examples for rewriting linear equations between the slope-intercept form (y=mx+b) and standard form (Ax + By = C).
It begins with examples of rewriting equations from standard form to slope-intercept form and identifying the slope (m) and y-intercept (b). Then it provides examples of rewriting from slope-intercept form to standard form. Finally, it provides a series of practice problems for rewriting linear equations between the two forms.
This learner's module discusses or talks about the topic of Quadratic Functions. It also discusses what is Quadratic Functions. It also shows how to transform or rewrite the equation f(x)=ax2 + bx + c to f(x)= a(x-h)2 + k. It will also show the different characteristics of Quadratic Functions.
Semi - Detailed Lesson Plan about Rectangular Coordinate System. There is a lot of activities here. Try to send me a message so that I could send you a worksheet.
References are from Google.com.
Contents:
1. Geometric Sequence
2. Geometric Means
3. Geometric Series
with activities
Feel free to send me a message at regie.naungayan@deped.gov.ph for corrections or other suggestions
Geometric Series and Finding the Sum of Finite Geometric SequenceFree Math Powerpoints
This document provides instruction on finding the sum of finite geometric sequences. It defines a geometric series as the sum of terms in a geometric sequence. It gives examples of finding the sum of the first n terms when the ratio r is -1, 1, or another value. The key formula provided is Sn = a1rn-1/(r-1) for finding the sum of a finite geometric sequence, where a1 is the first term, r is the common ratio, and n is the number of terms. An example problem applies this to find the total distance traveled by a ball bouncing repeatedly to 40% of its previous height.
The document discusses sequences and series. It defines what a sequence is, including the general term and different types of sequences such as arithmetic, finite, infinite, monotone, and piecewise sequences. It also defines arithmetic sequences specifically and provides the general term for an arithmetic sequence as an = a1 + (n - 1)d, where d is the common difference. Examples are given throughout to illustrate sequence concepts and properties.
This document provides examples for rewriting linear equations between the slope-intercept form (y=mx+b) and standard form (Ax + By = C).
It begins with examples of rewriting equations from standard form to slope-intercept form and identifying the slope (m) and y-intercept (b). Then it provides examples of rewriting from slope-intercept form to standard form. Finally, it provides a series of practice problems for rewriting linear equations between the two forms.
This learner's module discusses or talks about the topic of Quadratic Functions. It also discusses what is Quadratic Functions. It also shows how to transform or rewrite the equation f(x)=ax2 + bx + c to f(x)= a(x-h)2 + k. It will also show the different characteristics of Quadratic Functions.
Semi - Detailed Lesson Plan about Rectangular Coordinate System. There is a lot of activities here. Try to send me a message so that I could send you a worksheet.
References are from Google.com.
The document discusses probability and events, defining key terms like experiment, outcome, sample space, and event. It provides examples of simple and compound events, and explains how to calculate the probability of simple events using the formula of number of outcomes in the event over the total number of possible outcomes. Rules for probability are also outlined, such as the probability of any event being between 0 and 1 and the sum of probabilities of all outcomes equaling 1.
This document provides instructions for factoring trinomials with leading coefficients of 1 or greater than 1. For trinomials with a leading coefficient of 1, the document explains how to list the factors of the last term, identify the factor pair that sums to the middle term, and write the factors. For trinomials with a leading coefficient greater than 1, the instructions are to find the product of the leading and last terms, identify factor pairs that sum to the middle term, rewrite the trinomial, group terms, and factor. Examples are provided to demonstrate the process.
The document provides examples of calculating terms in harmonic sequences, finding harmonic means, and calculating terms in the Fibonacci sequence. It gives the formulas and step-by-step workings for finding the 7th and 10th terms of a harmonic sequence with first term 1/3, the harmonic mean of several number pairs, and the 6th term of the Fibonacci sequence starting with 5, 8, 13, 21, 34.
Detailed Lesson plan of Product Rule for Exponent Using the Deductive MethodLorie Jane Letada
The document outlines the procedures for a lesson on the product rule for exponent-like terms with exponents. It includes the objectives, subject content, materials, and steps of the lesson. The teacher leads the students in examples of applying the product rule to simplify expressions with the same bases and adds the exponents. Students then practice applying the rule to example expressions on their own.
Center-Radius Form of the Equation of a Circle.pptxEmeritaTrases
This document discusses the center-radius form of the equation of a circle. It provides the standard equation (x - h)^2 + (y - k)^2 = r^2, where (h, k) are the coordinates of the center and r is the radius. It also shows how to determine the center and radius from a given equation, either in standard or general form. Examples are provided to illustrate writing the equation in both standard and general form, as well as determining the center and radius from equations in various forms.
Union and intersection of events (math 10)Damone Odrale
The document discusses probability concepts like sample space, number of outcomes of an event, and calculating probability. It provides examples like rolling a die, picking balls from an urn, and drawing cards from a deck. It also covers compound events and calculating probability for multiple outcomes. The examples are meant to illustrate key probability terms and how to set up and solve probability problems.
This document discusses arithmetic and geometric sequences. An arithmetic sequence is one where the difference between consecutive terms is constant, while a geometric sequence is one where the ratio between consecutive terms is constant. Formulas are provided to calculate individual terms and the sum of terms for both arithmetic and geometric sequences. Examples are worked through demonstrating how to identify sequences and apply the formulas to problems involving cash prizes, savings accounts, and other real-world scenarios.
Determining the center and the radius of a circleHilda Dragon
This document provides instruction on determining the center and radius of a circle given its equation in standard form and vice versa. It begins with stating the objectives of identifying the standard form of a circle equation and using it to determine center and radius or write the equation given one of those. Several examples are worked through, including transforming equations to standard form and finding center and radius. Short exercises are provided for students to practice these skills.
This document discusses geometric sequences, which are sequences where each term is found by multiplying the preceding term by a constant ratio. It provides the recursive and explicit forms for writing geometric sequences, and gives examples of finding specific terms and writing the explicit formula given the first term and ratio. Key details include that the recursive form is an+1 = ar, and the explicit form is an = arn-1, where a is the first term and r is the common ratio.
This document discusses arithmetic and geometric sequences. It defines arithmetic sequences as having a constant difference between consecutive terms, called the common difference. Geometric sequences have a constant ratio between consecutive terms, called the common ratio. Formulas are provided for finding the nth term of an arithmetic sequence and a geometric sequence based on the initial term and common difference or ratio. Examples are given of identifying the type of sequence and calculating terms. The document also discusses notation, formal definitions, and graphing sequences.
probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in
This document provides a strategic intervention material on illustrating geometric sequences for mathematics learners in 10th grade. It contains various activities to distinguish between arithmetic and geometric sequences, identify the common ratio of geometric sequences, find the nth term and sum of finite and infinite geometric sequences, and determine geometric means. The activities include examples of dividing terms to find ratios, identifying common ratios, stating whether sequences are geometric or not, finding missing terms, using the nth term formula, and assessing understanding. The document was prepared by a teacher and submitted for approval to help students master the key skills of working with geometric sequences.
If you are looking for math video tutorials (with voice recording), you may download it on our YouTube Channel. Don't forget to SUBSCRIBE for you to get updated on our upcoming videos.
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A quadratic inequality is an inequality involving a quadratic expression, such as ax^2 + bx + c < 0. To solve a quadratic inequality, we first find the solutions to the corresponding equation (set the inequality equal to 0) and then test values on either side of those solutions in the original inequality to determine the solutions to the inequality. The solutions to the inequality will be all values of the variable that satisfy the given relationship.
Mathematics 9 Lesson 1-C: Roots and Coefficients of Quadratic EquationsJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Roots and Coefficients of Quadratic Equations. It also discusses and explains the rules, steps and examples of Roots and Coefficients of Quadratic Equations
Lesson plan in mathematics 9 (illustrations of quadratic equations)Decena15
The lesson plan outlines a lesson on quadratic equations. It introduces quadratic equations and their standard form of ax2 + bx + c = 0. Examples are provided to illustrate how to write quadratic equations in standard form given values of a, b, and c or when expanding multiplied linear expressions. Students complete an activity identifying linear and quadratic equations. They are then assessed by writing equations in standard form and identifying the values of a, b, and c.
This document discusses geometric sequences and provides examples. It defines a geometric sequence as a sequence where each term is found by multiplying or dividing the same value from one term to the next. An example given is 2, 4, 8, 16, 32, 64, 128, etc. The document also provides the general formula for a geometric sequence as {a, ar, ar2, ar3, ...} where a is the first term and r is the common ratio between terms. It gives practice problems for finding missing terms and the common ratio of geometric sequences.
This lesson plan teaches students how to graph linear functions using x-intercepts and y-intercepts. It includes the following:
1) An activity where students name local products on a graph and connect points to form lines representing stores.
2) An explanation of how two points determine a line and how linear equations can be graphed using intercepts. Students practice finding the intercepts of an example equation.
3) An application where students graph equations using given intercepts and an assessment where they graph additional equations and find intercepts of other equations.
The document discusses mutually exclusive and non-mutually exclusive events. It provides examples to illustrate the difference, including examples involving drawing balls from a jar numbered 1-15 and rolling a die. It discusses how to calculate the probability of unions of events depending on whether they are mutually exclusive or not. Key points are that for mutually exclusive events, the probability of their union is the sum of their individual probabilities, while for non-mutually exclusive events it is the sum of their probabilities minus their intersection.
This lesson plan teaches students about inverse functions. It begins with objectives, materials, and a teaching strategy of lecture. Examples are provided to show how to find the inverse of one-to-one functions by interchanging x and y and solving for the new y. Properties are discussed, such as the inverse of an inverse is the original function. Students are asked to find inverses and solve word problems. The lesson concludes by having students generalize their understanding and complete an evaluation with additional inverse problems.
An infinite sequence is a function whose domain is the set of natural numbers, while a finite sequence has a domain of natural numbers up to some limit. A sequence can be described by its general term, which gives a rule for calculating each term based on its position in the sequence. The sum of the terms of a sequence is called a series, which is finite if it includes a finite number of terms and infinite if it includes all terms.
This document discusses geometric sequences and series. It defines a geometric sequence as a sequence whose consecutive terms have a common ratio. The nth term of a geometric sequence can be found using the formula an = a1rn-1, where a1 is the first term and r is the common ratio. It also provides the formula to find the sum of a finite geometric series, which is S = a1(1-rn)/(1-r), where S is the sum, a1 is the first term, r is the common ratio, and n is the number of terms. Several examples are provided to demonstrate finding terms, sums, and determining if a sequence is geometric.
The document discusses probability and events, defining key terms like experiment, outcome, sample space, and event. It provides examples of simple and compound events, and explains how to calculate the probability of simple events using the formula of number of outcomes in the event over the total number of possible outcomes. Rules for probability are also outlined, such as the probability of any event being between 0 and 1 and the sum of probabilities of all outcomes equaling 1.
This document provides instructions for factoring trinomials with leading coefficients of 1 or greater than 1. For trinomials with a leading coefficient of 1, the document explains how to list the factors of the last term, identify the factor pair that sums to the middle term, and write the factors. For trinomials with a leading coefficient greater than 1, the instructions are to find the product of the leading and last terms, identify factor pairs that sum to the middle term, rewrite the trinomial, group terms, and factor. Examples are provided to demonstrate the process.
The document provides examples of calculating terms in harmonic sequences, finding harmonic means, and calculating terms in the Fibonacci sequence. It gives the formulas and step-by-step workings for finding the 7th and 10th terms of a harmonic sequence with first term 1/3, the harmonic mean of several number pairs, and the 6th term of the Fibonacci sequence starting with 5, 8, 13, 21, 34.
Detailed Lesson plan of Product Rule for Exponent Using the Deductive MethodLorie Jane Letada
The document outlines the procedures for a lesson on the product rule for exponent-like terms with exponents. It includes the objectives, subject content, materials, and steps of the lesson. The teacher leads the students in examples of applying the product rule to simplify expressions with the same bases and adds the exponents. Students then practice applying the rule to example expressions on their own.
Center-Radius Form of the Equation of a Circle.pptxEmeritaTrases
This document discusses the center-radius form of the equation of a circle. It provides the standard equation (x - h)^2 + (y - k)^2 = r^2, where (h, k) are the coordinates of the center and r is the radius. It also shows how to determine the center and radius from a given equation, either in standard or general form. Examples are provided to illustrate writing the equation in both standard and general form, as well as determining the center and radius from equations in various forms.
Union and intersection of events (math 10)Damone Odrale
The document discusses probability concepts like sample space, number of outcomes of an event, and calculating probability. It provides examples like rolling a die, picking balls from an urn, and drawing cards from a deck. It also covers compound events and calculating probability for multiple outcomes. The examples are meant to illustrate key probability terms and how to set up and solve probability problems.
This document discusses arithmetic and geometric sequences. An arithmetic sequence is one where the difference between consecutive terms is constant, while a geometric sequence is one where the ratio between consecutive terms is constant. Formulas are provided to calculate individual terms and the sum of terms for both arithmetic and geometric sequences. Examples are worked through demonstrating how to identify sequences and apply the formulas to problems involving cash prizes, savings accounts, and other real-world scenarios.
Determining the center and the radius of a circleHilda Dragon
This document provides instruction on determining the center and radius of a circle given its equation in standard form and vice versa. It begins with stating the objectives of identifying the standard form of a circle equation and using it to determine center and radius or write the equation given one of those. Several examples are worked through, including transforming equations to standard form and finding center and radius. Short exercises are provided for students to practice these skills.
This document discusses geometric sequences, which are sequences where each term is found by multiplying the preceding term by a constant ratio. It provides the recursive and explicit forms for writing geometric sequences, and gives examples of finding specific terms and writing the explicit formula given the first term and ratio. Key details include that the recursive form is an+1 = ar, and the explicit form is an = arn-1, where a is the first term and r is the common ratio.
This document discusses arithmetic and geometric sequences. It defines arithmetic sequences as having a constant difference between consecutive terms, called the common difference. Geometric sequences have a constant ratio between consecutive terms, called the common ratio. Formulas are provided for finding the nth term of an arithmetic sequence and a geometric sequence based on the initial term and common difference or ratio. Examples are given of identifying the type of sequence and calculating terms. The document also discusses notation, formal definitions, and graphing sequences.
probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in mathematics 10 .statistics and probability . probability of a mutually and non mutually events. topic in
This document provides a strategic intervention material on illustrating geometric sequences for mathematics learners in 10th grade. It contains various activities to distinguish between arithmetic and geometric sequences, identify the common ratio of geometric sequences, find the nth term and sum of finite and infinite geometric sequences, and determine geometric means. The activities include examples of dividing terms to find ratios, identifying common ratios, stating whether sequences are geometric or not, finding missing terms, using the nth term formula, and assessing understanding. The document was prepared by a teacher and submitted for approval to help students master the key skills of working with geometric sequences.
If you are looking for math video tutorials (with voice recording), you may download it on our YouTube Channel. Don't forget to SUBSCRIBE for you to get updated on our upcoming videos.
https://tinyurl.com/y9muob6q
Also, please do visit our page, LIKE and FOLLOW us on Facebook!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
A quadratic inequality is an inequality involving a quadratic expression, such as ax^2 + bx + c < 0. To solve a quadratic inequality, we first find the solutions to the corresponding equation (set the inequality equal to 0) and then test values on either side of those solutions in the original inequality to determine the solutions to the inequality. The solutions to the inequality will be all values of the variable that satisfy the given relationship.
Mathematics 9 Lesson 1-C: Roots and Coefficients of Quadratic EquationsJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Roots and Coefficients of Quadratic Equations. It also discusses and explains the rules, steps and examples of Roots and Coefficients of Quadratic Equations
Lesson plan in mathematics 9 (illustrations of quadratic equations)Decena15
The lesson plan outlines a lesson on quadratic equations. It introduces quadratic equations and their standard form of ax2 + bx + c = 0. Examples are provided to illustrate how to write quadratic equations in standard form given values of a, b, and c or when expanding multiplied linear expressions. Students complete an activity identifying linear and quadratic equations. They are then assessed by writing equations in standard form and identifying the values of a, b, and c.
This document discusses geometric sequences and provides examples. It defines a geometric sequence as a sequence where each term is found by multiplying or dividing the same value from one term to the next. An example given is 2, 4, 8, 16, 32, 64, 128, etc. The document also provides the general formula for a geometric sequence as {a, ar, ar2, ar3, ...} where a is the first term and r is the common ratio between terms. It gives practice problems for finding missing terms and the common ratio of geometric sequences.
This lesson plan teaches students how to graph linear functions using x-intercepts and y-intercepts. It includes the following:
1) An activity where students name local products on a graph and connect points to form lines representing stores.
2) An explanation of how two points determine a line and how linear equations can be graphed using intercepts. Students practice finding the intercepts of an example equation.
3) An application where students graph equations using given intercepts and an assessment where they graph additional equations and find intercepts of other equations.
The document discusses mutually exclusive and non-mutually exclusive events. It provides examples to illustrate the difference, including examples involving drawing balls from a jar numbered 1-15 and rolling a die. It discusses how to calculate the probability of unions of events depending on whether they are mutually exclusive or not. Key points are that for mutually exclusive events, the probability of their union is the sum of their individual probabilities, while for non-mutually exclusive events it is the sum of their probabilities minus their intersection.
This lesson plan teaches students about inverse functions. It begins with objectives, materials, and a teaching strategy of lecture. Examples are provided to show how to find the inverse of one-to-one functions by interchanging x and y and solving for the new y. Properties are discussed, such as the inverse of an inverse is the original function. Students are asked to find inverses and solve word problems. The lesson concludes by having students generalize their understanding and complete an evaluation with additional inverse problems.
An infinite sequence is a function whose domain is the set of natural numbers, while a finite sequence has a domain of natural numbers up to some limit. A sequence can be described by its general term, which gives a rule for calculating each term based on its position in the sequence. The sum of the terms of a sequence is called a series, which is finite if it includes a finite number of terms and infinite if it includes all terms.
This document discusses geometric sequences and series. It defines a geometric sequence as a sequence whose consecutive terms have a common ratio. The nth term of a geometric sequence can be found using the formula an = a1rn-1, where a1 is the first term and r is the common ratio. It also provides the formula to find the sum of a finite geometric series, which is S = a1(1-rn)/(1-r), where S is the sum, a1 is the first term, r is the common ratio, and n is the number of terms. Several examples are provided to demonstrate finding terms, sums, and determining if a sequence is geometric.
Series in Discrete Structure || Computer ScienceMubasharGhazi
The document defines and provides examples of sequences, series, arithmetic progressions, and geometric progressions. It gives the formal definitions and notations used to represent these concepts. Several examples are worked through to demonstrate finding explicit formulas for sequences based on given terms, computing specific terms of sequences, and identifying terms of sequences based on given properties like the first term, common difference or ratio, and a target term value.
1. The document defines sequences as sets of numbers arranged in order. Each number is called a term and is identified by its subscript position.
2. It provides examples of calculating terms of sequences using a general nth term formula or a recursive formula. Arithmetic sequences are defined as sequences where the difference between consecutive terms is constant.
3. Geometric sequences are sequences where each term is obtained by multiplying the previous term by a constant ratio. Formulas are given for calculating the nth term and summing terms of arithmetic and geometric sequences.
SEQUENCE AND SERIES
SEQUENCE
Is a set of numbers written in a definite order such that there is a rule by which the terms are obtained. Or
Is a set of number with a simple pattern.
Example
1. A set of even numbers
• 2, 4, 6, 8, 10 ……
2. A set of odd numbers
• 1, 3, 5, 7, 9, 11….
Knowing the pattern the next number from the previous can be obtained.
Example
1. Find the next term from the sequence
• 2, 7, 12, 17, 22, 27, 32
The next term is 37.
2. Given the sequence
• 2, 4, 6, 8, 10, 12………
This document introduces sequences and series in mathematics. It defines a sequence as a set of numbers written in a particular order, with the n-th term written as un. A series is the sum of terms in a sequence. An arithmetic progression has terms where each new term is obtained by adding a constant difference to the preceding term. The n-th term of an arithmetic progression is a + (n - 1)d, where a is the first term and d is the common difference. A geometric progression multiplies each new term by a constant ratio r to obtain the next term, with the n-th term written as arn-1. Formulas are provided for finding the n-th term, sum of terms,
The document provides information about arithmetic and geometric sequences. It defines arithmetic sequences as sequences where each term is obtained by adding a constant (the common difference) to the preceding term. Geometric sequences are defined as sequences where each term is obtained by multiplying the preceding term by a constant (the common ratio). Formulas are provided for finding specific terms, sums of terms, and other properties of arithmetic and geometric sequences. Examples of solving various arithmetic and geometric sequence problems are also presented.
This document provides information about geometric sequences. It defines a geometric sequence as a sequence where each term is obtained by multiplying the preceding term by a common ratio. The key points are:
- A geometric sequence is defined by a common ratio r that is used to multiply the preceding term to obtain the next term.
- To find missing terms, the common ratio r is used to multiply or divide the preceding term.
- The formula for the nth term an of a geometric sequence is an = a1rn-1, where a1 is the first term and r is the common ratio.
- Examples are provided to demonstrate finding missing terms and calculating the nth term using the formula.
- The
The document provides information about sequences, including defining characteristics, types of sequences, general terms of sequences, recursive and explicit formulas, and examples. It discusses finite and infinite sequences, terms in a sequence, writing the general nth term as a function, and finding specific terms. Examples of sequences include the Fibonacci sequence and using the golden ratio in photography. Worked problems demonstrate finding terms of sequences given their formulas.
Here are the key steps to identify and classify sequences as arithmetic or geometric:
1) Find the common difference (d) or common ratio (r) by taking the difference or ratio of consecutive terms.
2) Check if d or r is constant. If d is constant, it is arithmetic. If r is constant, it is geometric.
3) For arithmetic, d should be the same when taking differences of all consecutive terms.
4) For geometric, r should be the same when taking ratios of all consecutive terms.
Some examples:
1) Geometric: r = 5 (15/3 = 5, 75/15 = 5)
2) Geometric: r = 1/
The document defines an arithmetic progression (AP) as a sequence of numbers where each term is calculated by adding a constant value, called the common difference, to the preceding term. The general formula for calculating any term in an AP is: tn = a + (n - 1)d, where a is the first term, d is the common difference, and n is the term number. Several examples of AP sequences are provided to illustrate the definition and formula. Methods for calculating the nth term, sum of terms, and finding consecutive terms in an AP are also explained.
This document discusses different types of sequences:
1. Arithmetic sequences are sequences where the difference between consecutive terms is constant. The nth term can be calculated using a formula involving the first term and the common difference.
2. Geometric sequences are sequences where the ratio between consecutive terms is constant. The nth term can be calculated using a formula involving the first term and the common ratio.
3. Examples are provided to demonstrate how to calculate the nth term and sum of terms for both arithmetic and geometric sequences. Formulas are given for finding individual terms and summing finite and infinite sequences.
This document provides an introduction to arithmetic, geometric, and harmonic progressions. It defines each type of progression and provides examples and formulas for calculating terms, sums, and other properties. Key points covered include the characteristics of an arithmetic progression, formulas for finding sums and identifying terms, geometric progressions and their essential components including starting value, ratio, and number of terms, and the definition and reverse relationship between harmonic and arithmetic progressions.
This document provides information on calculating the sum of terms in a geometric series using formulas. It gives three examples of finding the sum of terms for different geometric sequences: (1) the sum of the first 12 terms of 4, 16, 64,... (2) the sum of the first 7 terms of -1, -5, -25, -125,... (3) the sum of the first 10 terms where the first term is 1/2 and the fourth term is 4. The key steps are to identify the initial term (A1), common ratio (r), and number of terms (n); then apply the formula Sn = A1(1 - rn)/(1 - r) to calculate the sum, where r
This document discusses arithmetic sequences and their properties. It defines an arithmetic sequence as a sequence where the difference between consecutive terms is constant. It provides the formula for the nth term of an arithmetic sequence as an = a1 + (n-1)d, where a1 is the first term, n is the term number, and d is the common difference. It gives examples of finding specific terms and summarizing sequences. It also discusses the arithmetic mean and arithmetic sum formulas.
This document discusses arithmetic sequences and their properties. It defines an arithmetic sequence as a sequence where the difference between consecutive terms is constant. It provides the formula for the nth term of an arithmetic sequence as an = a1 + (n-1)d, where a1 is the first term, n is the term number, and d is the common difference. It gives examples of finding specific terms and summarizing sequences. It also discusses the arithmetic mean and arithmetic sum formulas.
This document discusses arithmetic sequences and their properties. It defines an arithmetic sequence as a sequence where the difference between consecutive terms is constant. It provides the formula for the nth term of an arithmetic sequence as an = a1 + (n-1)d, where a1 is the first term, n is the term number, and d is the common difference. It gives examples of finding specific terms and summarizing sequences. It also discusses the arithmetic mean and arithmetic sum formulas.
1. The document discusses arithmetic and geometric sequences.
2. Arithmetic sequences are defined by adding a common difference to get the next term, while geometric sequences multiply by a common ratio.
3. Examples are provided of finding terms in arithmetic and geometric sequences using formulas.
Similar to Arithmetic vs Geometric Series and Sequence (20)
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1. **Synchronous TDM**: In synchronous TDM, time slots are pre-assigned to each signal, regardless of whether the signal has data to transmit or not. This can lead to inefficiencies if some time slots remain empty due to the absence of data.
2. **Asynchronous TDM (or Statistical TDM)**: Asynchronous TDM addresses the inefficiencies of synchronous TDM by allocating time slots dynamically based on the presence of data. Time slots are assigned only when there is data to transmit, which optimizes the use of the communication channel.
### Applications of TDM
- **Telecommunications**: TDM is extensively used in telecommunication systems, such as in T1 and E1 lines, where multiple telephone calls are transmitted over a single line by assigning each call to a specific time slot.
- **Digital Audio and Video Broadcasting**: TDM is used in broadcasting systems to transmit multiple audio or video streams over a single channel, ensuring efficient use of bandwidth.
- **Computer Networks**: TDM is used in network protocols and systems to manage the transmission of data from multiple sources over a single network medium.
### Advantages of TDM
- **Efficient Use of Bandwidth**: TDM all
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8. SEQUENCE:
A sequence is just a list of elements usually written in a row.
EXAMPLES:
1. 1, 2, 3, 4, 5, …
2. 4, 8, 12, 16, 20,…
3. 2, 4, 8, 16, 32, …
4. 1, 1/2, 1/3, 1/4, 1/5, …
5. 1, -1, 1, -1, 1, -1, …
Find the first 4 terms
C n = 1+ (-1) ^n for all integers n ≥ 0
a n = (-1) n for all integers n ≥ 0
bj = 1 + 2j, for all integers j ≥ 0
An=n+1/2n+5 for all integers n ≥ 0
9. Find the explicit formula
1. 1-1/2 , 1/2-1/3 , 1/3-1/4
2. 2, 6, 12, 20, 30, 42, 56, …
3. 1/4, 2/9, 3/16, 4/25, 5/36, 6/49, …
Find the specified term of A.P
1)3,7,11......61 term
2)6,4,2....45 term
3)-4,-7,-10,.....19 term
10. Find the term indicated in following sequence
1) 2,6,11,17....a8
2) 2)1,1/3,1/9,1/27...a5
Find the missing element of A.P
a=2,an=402 ,n=26
A=16, an=0 ,d=-1/4
Find the 15th term of A.P where 3rd term is 8 and
common difference is 1/8;
Which term of A.P is 6,2,-2,..........is -146
Find the nth term of A.P where An-5=3n+9
Find the nth term of A.P (3/4)2 , (3/7)2 , (3/10)2
11. Find A.M between X2 +X+1 , X2 -X+1 ;
If 3 and 6 are two A.Ms between a and b ,find A and B;
Find 6 A.Ms between 7 and 13;
If the A.M 9 and B is 27 ,find the valve of B;
12. GEOMETRIC SEQUENCE:
A sequence in which every term after the first is
obtained from the preceding term by multiplying it
with a constant number is called a geometric sequence
or geometric progression (G.P.)
the common ratio of the G.P. commonly denoted by “r”.
EXAMPLE:
1. 1, 2, 4, 8, 16, … (common ratio = 2)
2. 3, - 3/2, 3/4, - 3/8, … (common ratio = - 1/2)
3. 0.1, 0.01, 0.001, 0.0001, … (common ratio = 0.1 = 1/10)
13.
14.
15. Find the 8th term of the following geometric sequence 4, 12, 36, 108, …
Which term of the geometric sequence is 1/8 if the first term is 4 and
common ratio ½
Write the geometric sequence with positive terms whose second term is 9
and fourth term is 1
Write the geometric sequence with positive terms whose second term is 9
and fourth term is 1.
Find the missing term
R=10,an=100,a=1;
A=128 ,r=1/2 ,an=1/4
If the three A.Ms between A and B are 5,9,13 Find A and
B.
16.
17.
18. SUMMATION NOTATION:
The capital Greek letter sigma ∑ is used to write a sum in
a short hand notation. where k varies from 1 to n
represents the sum given in expanded form by = a1 +
a2 + a3 + … + an
19. How important the subject
discrete structure in computer
programming ?
Used to arrange Apps(Application) in any sequence
Used to arrange your Phone contacts in any sequence
Discrete Structure gives you complete structure about
computer programming
Without discrete structure you don’t gave any sequence
in your programming.
Ask examples , like arranging array, char array