Arithmetic Sequences and Series: Free Response
5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Rebuilding an arithmetic rule from two distant terms . Foundational, 12 points. Question 1 of 5.
An arithmetic sequence has and .
- Part A.
Find the common difference , showing the number of steps you divide by.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find the first term .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Write the explicit formula in simplified form, then use it to find .
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
The between-terms relationship lets you find from any two terms of an arithmetic sequence, not only neighbouring ones.
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Hint 2 of 4 · Part A
Count how many steps of size separate position from position before dividing.
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Hint 3 of 4 · Part B
Once you know , step backward from by however many positions get you to .
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Hint 4 of 4 · Part C
Substitute your and into and simplify before evaluating at .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
.
Part C
, so .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Position and position are separated by steps of size , and those steps carry the value from up to , a rise of .
Part B
The first term is four steps before the fifth term, so back up from using .
Part C
Substitute and into the explicit formula and simplify.
Evaluating at ,
As a check, the formula still reproduces the given data: and .
In one line
For and : , , so , and .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Counts the steps between the two given positions before dividing. . Worth 1 point.
Divides the rise by to correctly get . . Worth 2 points.
States that this value is the constant step between consecutive terms, not a term value itself. . Worth 1 point.
Part B 4 points
Steps backward the correct number of positions (four) from to reach . . Worth 2 points.
Computes correctly. . Worth 1 point.
Confirms the result names the first term, position , not another position. . Worth 1 point.
Part C 4 points
Substitutes and into and simplifies to . . Worth 1 point.
Evaluates the simplified formula at to get . . Worth 2 points.
Reports the result as the value of the st term, not the position number itself. . Worth 1 point.
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2. How many weeks until the target distance . Application, 11 points. Question 2 of 5.
A runner training for a race runs kilometers in week of her training block, and increases her weekly distance by kilometers over the week before in every week after that.
- Part A.
Find the distance she runs in week .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Her training block ends the week she first runs exactly kilometers. How many weeks long is the training block?
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Suppose instead her training block was defined to end the first week her distance exceeds kilometers, rather than lands on exactly . Explain why the counting formula from part B cannot be applied directly to this new stopping rule, and describe what you would do instead.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
This sequence's terms and its counting formula are two separate tools: one names the distance run in a specific week, the other names which week reaches a specific distance.
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Hint 2 of 4 · Part A
Reaching week from week takes steps of , not .
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Hint 3 of 4 · Part B
Solve with , and check that the division comes out to a whole number.
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Hint 4 of 4 · Part C
Ask whether 'exactly ' and 'more than ' name the same kind of target for a formula that solves for one specific position .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
kilometers.
Part B
weeks.
Part C
The counting formula only applies directly when the target is literally a term of the sequence; 'exceeds ' does not name a single value, so instead solve the inequality for , which gives .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The weekly distances are arithmetic with and . Reaching week from week takes steps.
Part B
The last week's distance is , so count how many steps of separate it from the first week's , then convert steps back into weeks.
Part C
The counting formula works by treating as a specific term of the sequence and solving for its position; it needs the division to come out to a whole number. 'A distance exceeding ' is not one specific value, so there is no single to substitute, and the formula cannot be applied to it directly.
Instead, solve the inequality for .
The smallest whole number satisfying is . This differs from week in part B, because week 's distance of kilometers exactly equals the threshold rather than exceeding it, so under this new stopping rule the block runs one week longer.
In one line
With km and km: week 's distance is km; the training block lasts weeks to reach exactly km; and under an 'exceeds ' stopping rule the counting formula cannot be applied directly, since is not exceeded, only reached, so solving the inequality instead gives week .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Uses steps in the explicit formula, not . . Worth 1 point.
Computes correctly. . Worth 1 point.
Reports the distance with its unit, kilometers. . Worth 1 point.
Part B 4 points
Sets up the counting formula with , , . . Worth 1 point.
Computes steps, then adds to get . . Worth 2 points.
Reports the result as weeks, matching the training-block context. . Worth 1 point.
Part C 4 points
Explains that the counting formula only applies directly when is literally a term of the sequence (the division comes out whole), and that 'exceeds ' does not name such a value. . Worth 2 points. needs an explanation, not just an answer
Sets up and solves the inequality correctly to find the smallest whole . . Worth 2 points.
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3. A savings jar with a fixed weekly increase . Application, 12 points. Question 3 of 5.
A student adds money to a savings jar for a fundraiser: dollars in week , and dollars more than the week before in every week after that, for weeks total.
- Part A.
Model the weekly deposits as an arithmetic sequence (state and ), then find , the total saved over all weeks.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points
- Part B.
Find the total saved from week through week , inclusive.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Compute , the total saved over just the first weeks, then use it together with from part A to check your answer to part B without repeating the range-sum computation.
Carry your own answer forward Use your value of from part A.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Treat the full weeks and the range from week to week as two separate arithmetic series, each with its own first term, last term, and count.
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Hint 2 of 4 · Part A
You know and but not the last term directly, so reach for the sum formula built from and .
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Hint 3 of 4 · Part B
Find and first, count the range inclusively, then apply the sum formula to just that range.
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Hint 4 of 4 · Part C
is the total through week ; ask what subtracting the total through week leaves behind.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, ; dollars.
Part B
dollars.
Part C
dollars; dollars, matching part B.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The weekly deposits form an arithmetic sequence with and dollars, since each week adds a fixed dollars over the week before. Only , , and are known directly, so use the -based sum formula.
Part B
This range is its own arithmetic series, with its own first term, last term, and count. There are weeks in the range, since both the starting and ending week are counted. The range's end values are
Treat the range as a -term series running from to :
Part C
Apply the same -based sum formula with .
is the running total through week , and is the running total through week , so subtracting removes exactly the first weeks and leaves weeks through behind.
which agrees with part B.
In one line
With and dollars per week over weeks: the full fundraiser total is dollars; the total for weeks through is dollars; and dollars, so confirms the range sum.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
States the model and for the weekly deposits. . Worth 1 point.
Applies with correctly to get . . Worth 2 points.
Reports the total as a dollar amount. . Worth 1 point.
Part B 4 points
Counts the range from week through week inclusively as terms. . Worth 1 point.
Finds and , then applies the sum formula to the -term range to get . . Worth 2 points.
Reports the total as a dollar amount. . Worth 1 point.
Part C 4 points
Computes correctly. . Worth 2 points.
Explains that isolates weeks through , and confirms matches part B. . Worth 2 points. needs an explanation, not just an answer
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4. What a quadratic partial sum reveals about the sequence . Reasoning, 10 points. Question 4 of 5.
A sequence's partial sums satisfy for every positive integer .
- Part A.
Derive a formula for in terms of from , and use it to show that this sequence must be arithmetic, stating its common difference .
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
- Part B.
Find and , and verify that agrees with computed directly from the given formula for .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A classmate insists you must first compute several individual terms before you can know whether the sequence is arithmetic or find . Explain why examining as a formula in settles both questions at once, without computing any individual term first.
Justify your claim State the claim, then give the reason it has to be true. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
A sequence's own terms are always the differences between consecutive partial sums, .
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Hint 2 of 4 · Part A
Expand fully before subtracting it from .
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Hint 3 of 4 · Part B
Once you have a formula for , evaluating it at and is direct substitution.
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Hint 4 of 4 · Part C
Ask what property of the formula , not any single number it produces, is what proves the sequence arithmetic.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
; the sequence is arithmetic with .
Part B
and .
Part C
Because simplifies to one formula that holds for every at once, its being linear in proves the sequence arithmetic and its coefficient of names directly, with no individual term needed.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A term is the jump the running total makes when that term arrives, .
Subtracting,
This subtraction is valid even at , since is the empty partial sum, by convention, and the algebraic expression for evaluated at gives to match, so no special case is needed at the low end.
The formula is linear in , and a sequence whose th term is linear in is exactly an arithmetic sequence, with equal to the coefficient of . So the sequence is arithmetic with .
Part B
Evaluate the formula from part A directly.
As a check, should equal itself, and indeed .
Part C
Computing individual terms one at a time, , only ever shows that a finite list of differences happens to match; it can never rule out a change further along. Simplifying algebraically is different, because is never fixed to a specific number anywhere in that simplification: the result is a single formula valid for every positive integer simultaneously.
valid at too since by the usual empty-sum convention, as noted in part A. That formula being linear in is exactly the condition for the sequence to be arithmetic, and the coefficient of in it is by definition, so both facts, that the sequence is arithmetic and what its is, fall out of the same algebraic step. No individual term ever needs to be computed to reach either conclusion.
In one line
For : , which is linear in , so the sequence is arithmetic with ; and ; and because produces one formula valid for every at once, its linearity settles both whether the sequence is arithmetic and the value of without computing any individual term first.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Correctly expands and subtracts it from . . Worth 2 points.
States that the simplified difference is linear in , which is exactly the condition for the sequence to be arithmetic, and reads off . . Worth 2 points. needs an explanation, not just an answer
Part B 3 points
Evaluates correctly at to get and at to get . . Worth 2 points.
Checks that agrees with computed directly from the given formula. . Worth 1 point.
Part C 3 points
Explains that produces a single formula valid for every simultaneously, so its linearity in settles both whether the sequence is arithmetic and the value of , without computing any individual term first. . Worth 3 points. needs an explanation, not just an answer
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5. Using a middle term to complete an arithmetic sum . Reasoning, 12 points. Question 5 of 5.
An arithmetic sequence has terms, and the sum of all terms is .
- Part A.
This sequence has an odd number of terms, so its sum equals the number of terms times its middle term. Find , the sequence's 7th (middle) term.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Given , find the common difference .
Carry your own answer forward Use the middle term you found in part A.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Find the last term , then verify that reproduces the given sum of .
Carry your own answer forward Use the common difference you found in part B.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
For an odd number of terms, the sum's average is exactly the sequence's middle term, and the between-terms formula reaches that middle term from in the usual way.
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Hint 2 of 4 · Part A
Divide the total sum by the number of terms to get the value of the middle term directly.
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Hint 3 of 4 · Part B
The middle term sits steps of away from the first term, since .
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Hint 4 of 4 · Part C
Once you have , the last term is steps from the first term, since .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
.
Part C
; , matching the given sum.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
With terms, an odd count, the middle position is , since , and a sum of an odd number of arithmetic terms always equals the count times that middle term.
Part B
Position is steps from position , so
Part C
Position is steps from position .
Substituting the first and last term into the sum formula,
which matches the sum given in the stem.
In one line
For terms summing to with : the middle term is ; the common difference is ; and the last term is , since matches the given sum.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Recognizes that for (odd) terms, the middle term is and equals . . Worth 1 point.
Divides by correctly to get . . Worth 2 points.
States that this value is a single term of the sequence, not the sum itself. . Worth 1 point.
Part B 4 points
Sets up , using as the number of steps from position to position . . Worth 1 point.
Solves correctly to get . . Worth 2 points.
States that this value is the constant step between consecutive terms of the sequence. . Worth 1 point.
Part C 4 points
Computes , using steps from position to position . . Worth 2 points.
Substitutes and into and confirms the result equals the given sum, . . Worth 2 points. needs an explanation, not just an answer
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