Arithmetic Series: Free Response
5 questions in parts, 50 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. Choosing the sum formula from what's given . Application, 11 points. Question 1 of 5.
Series A is the arithmetic series with first term and last term , made up of terms. Series B is the arithmetic series with first term and common difference , made up of terms.
- Part A.
Find , the sum of Series A.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find , the sum of Series B.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Series B's last term was never stated directly. Explain why the formula you used in part B does not need it, and describe how you would instead find Series B's sum if you were given its last term directly instead of its common difference.
Explain why it works A sentence or two. Reasons, not steps. 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
Series A gives you the first and last term directly; Series B gives you the first term and the common difference instead. Match each situation to the formula built for it.
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Hint 2 of 4 · Part A
For Series A, plug , , and straight into .
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Hint 3 of 4 · Part B
For Series B, find first, then add , before multiplying by .
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Hint 4 of 4 · Part C
Part C is asking what the second formula does differently from the first: it replaces the missing with .
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
The -based form substitutes into , so it only ever needs , , and ; given the last term directly instead, the first form would be the more direct choice.
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
Series A gives both the first and last term, so reach for the form built for exactly that.
Since ,
Part B
Series B gives the first term and the common difference but not the last term, so use the form built from and .
Adding inside the parentheses first,
Part C
Substituting the explicit-term formula into gives
so the -based form is really the first formula in disguise, with the unknown last term replaced by its own formula. That is exactly why it needs , , and , but never itself. If Series B's last term had been given directly instead of its common difference, the first form would skip that substitution and go straight to the answer.
In one line
for Series A, found from its known first and last terms; for Series B, found from its first term and common difference since its last term was not given; the -based form works there because it substitutes into the first formula, so it never needs the last term directly.
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 both the first and last term are known and selects rather than the -based form. . Worth 2 points.
Carries out the arithmetic correctly, dividing by exactly once. . Worth 1 point.
Reports the result as , the total of all terms, not as a single term of the sequence. . Worth 1 point.
Part B 4 points
Recognizes that the last term is not given directly and selects instead. . Worth 2 points.
Computes before adding , then carries out the rest of the arithmetic correctly. . Worth 1 point.
Reports the result as , the total of Series B's terms. . Worth 1 point.
Part C 3 points
Explains that comes from substituting into , so it never needs the last term directly. . Worth 2 points. needs an explanation, not just an answer
States that, given the last term directly instead, the first formula would be the more direct choice. . Worth 1 point.
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2. Expanding and reading a sigma sum . Foundational, 9 points. Question 2 of 5.
Consider the summation .
- Part A.
Expand this sum term by term and evaluate it.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Name the index, the lower limit, the upper limit, and the summand of .
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
- Part C.
Rewrite the same sum using in place of as the index, and explain why this change does not affect the value of the sum.
Explain why it works A sentence or two. Reasons, not steps. 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
Expand the sum by substituting each whole-number value of the index into the summand, one at a time.
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Hint 2 of 4 · Part A
Compute separately for , then add the five results together.
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Hint 3 of 4 · Part B
The index, the lower limit, the upper limit, and the summand are four separate pieces of the same symbol; locate each one before answering.
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Hint 4 of 4 · Part C
Ask what changes about the expanded sum if you swap the letter used for the index; nothing about the actual numbers depends on that letter.
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
Index ; lower limit ; upper limit ; summand .
Part C
; the value is unchanged because the index is a dummy variable, a placeholder that disappears once the sum is expanded numerically.
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
Substitute each whole-number value of the index from the lower limit to the upper limit into the summand, then add the results.
That is , so
Part B
Every sigma sum has four pieces: the index (the counting letter), the lower limit (where it starts), the upper limit (where it stops), and the summand (what is being added). Reading against that pattern, the index is , the lower limit is , the upper limit is , and the summand is .
Part C
Replacing the index letter everywhere it appears, both in the limits and in the summand, gives
which expands to the very same five terms, in the very same order, giving the same total you already found in part A. The letter used for the index is never part of the final expanded sum; it is only a placeholder that steps through the whole numbers from the lower limit to the upper limit and then disappears once the substitution is done. Because of that, the index is called a dummy variable, and swapping for , or any other unused letter, changes nothing about the value of the sum.
In one line
; the index is , the lower limit is , the upper limit is , and the summand is ; rewriting with in place of gives the same value, because the index is a dummy variable that vanishes once the sum is expanded.
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
Substitutes into the summand to generate the five terms of the sum. . Worth 2 points.
Adds the five terms to a single total, distinguishing the completed sum from any one term. . Worth 1 point.
Part B 3 points
Correctly names the index and the lower and upper limits of the sum. . Worth 2 points.
Correctly names the summand as the expression being added. . Worth 1 point.
Part C 3 points
Rewrites the sum with in place of throughout, leaving the limits and summand otherwise identical. . Worth 1 point.
Explains that the index is a dummy variable, so changing its letter does not change the expanded numerical sum. . Worth 2 points. needs an explanation, not just an answer
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3. An orchard's harvest that grows by a fixed amount each day . Application, 11 points. Question 3 of 5.
An orchard's harvest crew picks a growing number of bins of apples each day of the picking season. On day they pick bins, and on every day after that they pick more bins than they picked the day before.
- Part A.
Model the daily bin counts as an arithmetic sequence (state and ), then find the total number of bins picked over the first days of the season.
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 number of bins picked from day through day of the season, inclusive.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain, in general terms and without restating the specific totals above, why the number of days from day through day inclusive is rather than .
Explain why it works A sentence or two. Reasons, not steps. 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
Set up the daily bin counts as an arithmetic sequence before computing anything: find and from the description.
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Hint 2 of 4 · Part A
Find first if you want to use , or go straight to the -based form instead.
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Hint 3 of 4 · Part B
Treat days through as their own short arithmetic series, with its own first term, own last term, and own count.
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Hint 4 of 4 · Part C
Think about how many whole days lie between day and day , counting both, and generalize that count to positions and .
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 total over the first days is bins.
Part B
bins.
Part C
Both the starting and ending days are included in an inclusive range, so plain subtraction leaves one of them out; adding restores it, giving days in all.
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 daily counts form an arithmetic sequence with first term and common difference , since each day adds a fixed bins over the day before. The total over the first days is the arithmetic series , and only , , and are known, so use the -based form.
Adding inside the parentheses,
Part B
This range is its own arithmetic series, with its own first term, last term, and count. There are days in the range, because both the starting and ending day are counted. The end terms of the range are
Treat the range as a series of terms running from to :
Part C
Subtracting the day numbers, , counts only the gap between the two days, not the days themselves. Both the starting day and the ending day belong to the range and must be counted, so one more day than the gap is actually included. Adding that missing day back in turns into .
A small case makes it concrete: days through are two days, both counted, even though .
In one line
With and , the first days total bins; days through total bins, using the range's own first term, last term, and its own count of days; in general, an inclusive range from day to day has days because both endpoints are counted.
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 and as the model for the daily bin counts. . Worth 1 point.
Selects and correctly applies a sum formula for the first days, using . . Worth 2 points.
Reports the total with its unit, bins. . Worth 1 point.
Part B 4 points
Counts the days in the range inclusively, using rather than . . Worth 1 point.
Finds the range's own first and last term and applies the sum formula to reach its total. . Worth 2 points.
Reports the total with its unit, bins. . Worth 1 point.
Part C 3 points
Explains that both endpoints of an inclusive range are counted, so plain subtraction leaves one of them out. . Worth 2 points. needs an explanation, not just an answer
Illustrates or restates the general rule clearly, independent of the specific days above. . Worth 1 point.
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4. Proving a formula for the sum of the first n odd numbers . Reasoning, 10 points. Question 4 of 5.
The sum of the first odd numbers is claimed to satisfy for every positive integer .
- Part A.
Identify as an arithmetic series: state its first term and its th term , both in terms of .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Substitute and from part A into and simplify completely to show .
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
- Part C.
Explain why this algebraic argument, unlike checking the identity for a few specific values of , establishes for EVERY positive integer .
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
Treat as an arithmetic series and identify its first and last term before reaching for any formula.
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Hint 2 of 4 · Part A
The th odd number is ; pair that with .
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Hint 3 of 4 · Part B
Simplify before multiplying by and dividing by ; the factor of should cancel cleanly.
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Hint 4 of 4 · Part C
Ask what would be missing from an argument that only checked instead of leaving general throughout.
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
and .
Part B
.
Part C
Because was never fixed to a specific number, every step holds for an arbitrary positive integer, so the conclusion holds for all of them at once, unlike checking only finitely many specific cases.
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 first odd number is , so . The odd numbers increase by each time, and the th odd number is , so the th term is .
Part B
Substituting the values from part A into the sum formula,
Inside the parentheses, , so
Every step used only the general expressions for and , never a specific number for .
Part C
Testing the identity at, say, only shows that it happens to hold for those three values; nothing about that check rules out failure at or beyond. The algebraic argument in part B is different: was never replaced by a specific number anywhere in the derivation. Every step, from substituting and to the final simplification, is valid no matter what positive integer stands for, so the same identity holds for the whole family at once.
A finite list of checks can never reach every one of these; a general algebraic argument already covers all of them simultaneously.
In one line
With and , substituting into gives , proving for every positive integer because was left arbitrary throughout, not fixed to specific cases.
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
Identifies and as the first and th terms of the series. . Worth 2 points.
Recognizes the sum runs over exactly terms, matching the series . . Worth 1 point.
Part B 4 points
Substitutes and into . . Worth 1 point.
Simplifies to and completes the algebra to reach . . Worth 2 points.
Shows every algebraic step so the simplification is fully justified rather than merely asserted. . Worth 1 point. needs an explanation, not just an answer
Part C 3 points
States that the argument treats as an arbitrary positive integer throughout, never substituting a specific value. . Worth 2 points. needs an explanation, not just an answer
Contrasts this with checking only finitely many specific cases, which could never cover every . . Worth 1 point.
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5. The same sequence, two different questions . Reasoning, 9 points. Question 5 of 5.
An arithmetic sequence has first term and common difference .
- Part A.
Find , the ninth term of the sequence.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find , the sum of the sequence's first nine terms.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
and came from the very same sequence, yet they measure different things. Explain, in general terms independent of this particular sequence, what a term tells you that a sum does not, and how a word problem's phrasing usually signals which one is being asked for.
Compare the two methods Say what each one costs you, and when you would reach for it. 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
Compute and separately with their own formulas; do not expect one to fall out of the other.
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Hint 2 of 4 · Part A
Part A asks for one term of the sequence; use .
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Hint 3 of 4 · Part B
Part B asks for a running total; use either sum formula, whichever fits the information you have.
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Hint 4 of 4 · Part C
Think about what kind of question in a word problem is really asking for a single entry versus asking for everything added together so far.
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
names one entry of the sequence; totals every entry from the first through the th. A word problem asking for a total, a running amount, or 'altogether' wants ; one asking about a single position or occurrence wants .
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
Use the explicit formula for a single term.
Part B
Use a sum formula with . Since both and are known, the -based form works directly.
Adding inside the parentheses,
Part C
A term is a single entry of the sequence: it reports the value at one specific position and says nothing about any of the other terms. A sum is a running total: it adds every entry from the first position through the th, so it depends on all of them at once, not just the last one.
A word problem asking for the amount at one specific position, occurrence, or moment is asking for ; one asking for a total, a running amount, or how much 'in all' or 'altogether' is asking for .
In one line
is a single term of the sequence; is the sum of its first nine terms. The two are different kinds of quantity: a term reports one position, while a sum adds every term up through that position, and a word problem's wording (a single occurrence versus a total or 'altogether') signals which one is being asked for.
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
Applies correctly to find . . Worth 2 points.
Reports as a single term of the sequence, not a running total. . Worth 1 point.
Part B 3 points
Applies a correct sum formula to find . . Worth 2 points.
Reports as the total of all nine terms added together, not as a single term. . Worth 1 point.
Part C 3 points
States the general distinction: is one entry of the sequence while adds every entry from the first through the th. . Worth 2 points. needs an explanation, not just an answer
Gives a general way to tell the two apart from a word problem's phrasing. . Worth 1 point.
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