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Five-Minute Check (over Chapter 9)
CCSS
Then/Now
New Vocabulary
Key Concept: Sequences as Functions
Example 1: Identify Arithmetic Sequences
Example 2: Graph an Arithmetic Sequence
Example 3: Real-World Example: Find a Term
Example 4: Identify Geometric Sequences
Example 5: Graph a Geometric Sequence
Example 6: Classify Sequences
Over Chapter 9
5-Minute Check 1
Find the midpoint of the line segment with
endpoints at (4, 9) and (5, 17).
A.
B.
C. (1, 5)
D.
Over Chapter 9
5-Minute Check 2
Find the distance between the points at (5, 2)
and (9, 7).
A.
B. 6 units
C.
D.
Over Chapter 9
5-Minute Check 3
Graph x
2
8x y + 19 = 0.
A.

B.

C.

D.

Over Chapter 9
5-Minute Check 4
Graph 3x
2
+ 6x + y
2
6y = 3.
A.

B.

C.

D.

Over Chapter 9
5-Minute Check 5
Which of the following equations represents a
circle?
A. 4(x + 2)
2
+ 9(y 3)
2
= 36
B. x 3 (y 2)
2
= 2
C. (y 2)
2
9(x 3)
2
= 1
D. (x + 6)
2
+ y
2
= 81
__
1
2
CCSS
Content Standards
F.IF.4 For a function that models a relationship
between two quantities, interpret key features
of graphs and tables in terms of the quantities,
and sketch graphs showing key features given
a verbal description of the relationship.
Mathematical Practices
2 Reason abstractly and quantitatively.
7 Look for and make use of structure.
Then/Now
You analyzed linear and exponential functions.
Relate arithmetic sequences to linear
functions.
Relate geometric sequences to exponential
functions.
Vocabulary
sequence
term
finite sequence
infinite sequence
arithmetic sequence
common difference
geometric sequence
common ratio
Concept
Example 1A
Identify Arithmetic Sequences
A. Determine whether the sequence is arithmetic.
3, 8, 13, 23,
There is no common difference.
Answer: This is not an arithmetic sequence.
3 8 13 23
5 5 10
Example 1B
Identify Arithmetic Sequences
B. Determine whether the sequence is arithmetic.
8, 2, 4, 10,
The common difference is 6.
Answer: The sequence is arithmetic.
8 2 4 10
+6 +6 +6
Example 1A
A. The common difference is 9.
B. The common difference is 11.
C. The common difference is 13.
D. The sequence is not arithmetic.
A. Determine whether the sequence is arithmetic.
If so, determine the common difference.
16, 5, 6, 17,
Example 1
A. The common difference is 8.
B. The common difference is 5.
C. The common difference is 8.
D. The sequence is not arithmetic.
B. Determine whether the sequence is arithmetic.
If so, determine the common difference.
22, 14, 6, 2,
Example 2A
Graph an Arithmetic Sequence
A. Consider the arithmetic sequence 8, 6, 4, .
Find the next four terms of the sequence.
Step 1 To determine the common difference, subtract
any term from the term directly after it. The
common difference is 4 (6) or 2.
Step 2 To find the next term, add 2 to the last term.
Continue to add 2 to find the following terms.
Answer: The next four terms are 2, 0, 2, and 4.
8 6 4 2 0 2 4
+2 +2 +2 +2 +2 +2
Example 2B
Graph an Arithmetic Sequence
B. Consider the arithmetic sequence 8, 6, 4, .
Graph the first seven terms of the sequence.
The domain contains the terms {1, 2, 3, 4, 5, 6, 7} and
the range contains the terms {8, 6, 4, 2, 0, 2, 4}.
So, graph the corresponding pairs.
Answer:
Example 2A
A. 4, 8, 12, and 16
B. 6, 15, 24, and 33
C. 3, 12, 21, and 30
D. 5, 14, 23, and 32
A. Consider the arithmetic sequence
22, 13, 4, . Find the next four terms of the
sequence.
Example 2B
B. Consider the arithmetic sequence
22, 13, 4, . Graph the first seven terms of the
sequence.
A. B.

C. D.
Example 3
Find a Term
MARCHING BAND During their routine, a high
school marching band marches in rows. There is
one performer in the first row, three performers in
the next row, and five in the third row. This pattern
continues for the rest of the rows. Use this
information to determine how many performers
will be in the 20th row during the routine.
Understand Because the difference between any
two consecutive rows is 2, the common
difference for the sequence is 2.
Plan Use point-slope form to write an equation
for the sequence. Let m = 2 and
(x
1
, y
1
) = (3, 5). Then solve for x = 20.
Example 3
Find a Term
Solve (y y
1
) = m(x x
1
) Point-slope form
(y 5) = 2(x 3) m = 2 and
(x
1
, y
1
) = (3, 5)
y 5 = 2x 6 Multiply.
y = 2x 1 Add 5 to each
side.
y = 2(20) 1 Replace x
with 20.
y = 40 1 or 39 Simplify.
Example 3
Find a Term
Check You can find the terms of the sequence by
adding 2, starting with row 1, until you
reach 20.
Answer: There will be 39 performers in the 20th row.
Example 3
A. 41 blocks
B. 45 blocks
C. 49 blocks
D. 53 blocks
PYRAMIDS Hermn is building a pyramid out of
blocks for an engineering class. On the top level,
there is one block. In the second level, there are
5 blocks. In the third, there are 9 blocks. This
pattern continues for the rest of the levels down to
the 18
th
level at the base of the pyramid. Use this
information to determine how many blocks will be
in the 13
th
level of the pyramid.
Example 4A
Identify Geometric Sequences
A. Determine whether the sequence is geometric.
8, 20, 50, 125,
Find the ratios of the consecutive terms.
Answer: The ratios are the same, so the sequence is
geometric.
Example 4B
Identify Geometric Sequences
B. Determine whether the sequence is geometric.
19, 30, 41, 52,
Answer: The ratios are not the same, so the
sequence is not geometric.
A. A
B. B
Example 4A
A. The sequence is geometric.
B. The sequence is not geometric.
A. Determine whether the sequence is geometric.
4, 8, 16, 32,
Example 4B
A. The sequence is geometric.
B. The sequence is not geometric.
B. Determine whether the sequence is geometric.
2, 9, 40.5, 121.5,
Example 5A
Graph a Geometric Sequence
A. Consider the geometric sequence
10, 15, 22.5, .
Find the next three terms of the sequence.
Step 2 To find the next term, multiply the previous
term by Continue multiplying by to find the
following terms.
Step 1 Find the value of the common ratio:
Example 5A
Graph a Geometric Sequence
Answer: The next three terms are 33.75, 50.625, and
75.938.
10 15 22.5 33.75 50.625 75.938
Example 5B
Graph a Geometric Sequence
B. Graph the first six terms of the sequence.
Domain: {1, 2, 3, 4, 5, and 6}
Range: {10, 15, 22.5, 33.75, 50.625, 75.938}
Answer:
Example 5A
A. 30, 42, 54
B. 36, 72, 144
C. 72, 288, 1152
D. 54, 162, 486
A. Consider the geometric sequence 2, 6, 18, .
Find the next three terms of the sequence.
Example 5B
B. Graph the first six terms of the sequence.
A. B.

C. D.
Example 6A
Classify Sequences
A. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
13, 25, 37, 49,
Check for a common difference.
49 37 = 12 37 25 = 12 25 13 = 12
Answer: Because there is a common difference, the
sequence is arithmetic.
Check for a common ratio.


Example 6B
Classify Sequences
B. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
2, 5, 9, 14,
Check for a common difference.
14 9 = 5 9 5 = 4
Answer: Because there is no common difference or
common ratio, the sequence is neither
arithmetic nor geometric.
Check for a common ratio.


Example 6C
Classify Sequences
C. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
6, 12, 24, 48,
Check for a common difference.
48 24 = 72 24 (12) = 36
Answer: Because there is a common ratio, the
sequence is geometric.
Check for a common ratio.


Example 6A
A. The sequence is arithmetic.
B. The sequence is geometric.
C. The sequence is neither.
A. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
8, 24, 48, 96,
Example 6B
A. The sequence is arithmetic.
B. The sequence is geometric.
C. The sequence is neither.
B. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
5, 12, 19, 26,
Example 6C
A. The sequence is arithmetic.
B. The sequence is geometric.
C. The sequence is neither.
C. Determine whether the sequence is arithmetic,
geometric, or neither. Explain your reasoning.
300, 200,
End of the Lesson