# 11.1 Sequences and their notations  (Page 7/15)

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$\left(\frac{12}{6}\right)!$

$\frac{12!}{6!}$

$665,280$

$\frac{100!}{99!}$

For the following exercises, write the first four terms of the sequence.

${a}_{n}=\frac{n!}{{n}^{\text{2}}}$

First four terms: $1,\frac{1}{2},\frac{2}{3},\frac{3}{2}$

${a}_{n}=\frac{3\cdot n!}{4\cdot n!}$

${a}_{n}=\frac{n!}{{n}^{2}-n-1}$

First four terms: $-1,2,\frac{6}{5},\frac{24}{11}$

${a}_{n}=\frac{100\cdot n}{n\left(n-1\right)!}$

## Graphical

For the following exercises, graph the first five terms of the indicated sequence

${a}_{n}=\frac{{\left(-1\right)}^{n}}{n}+n$

${a}_{n}=\frac{\left(n+1\right)!}{\left(n-1\right)!}$

For the following exercises, write an explicit formula for the sequence using the first five points shown on the graph.

${a}_{n}={2}^{n-2}$

For the following exercises, write a recursive formula for the sequence using the first five points shown on the graph.

## Technology

Follow these steps to evaluate a sequence defined recursively using a graphing calculator:

• On the home screen, key in the value for the initial term $\text{\hspace{0.17em}}{a}_{1}\text{\hspace{0.17em}}$ and press [ENTER] .
• Enter the recursive formula by keying in all numerical values given in the formula, along with the key strokes [2ND] ANS for the previous term $\text{\hspace{0.17em}}{a}_{n-1}.\text{\hspace{0.17em}}$ Press [ENTER] .
• Continue pressing [ENTER] to calculate the values for each successive term.

For the following exercises, use the steps above to find the indicated term or terms for the sequence.

Find the first five terms of the sequence Use the> Frac feature to give fractional results.

First five terms: $\frac{29}{37},\frac{152}{111},\frac{716}{333},\frac{3188}{999},\frac{13724}{2997}$

Find the 15 th term of the sequence

Find the first five terms of the sequence

First five terms: $2,3,5,17,65537$

Find the first ten terms of the sequence

Find the tenth term of the sequence

${a}_{10}=7,257,600$

Follow these steps to evaluate a finite sequence defined by an explicit formula. Using a TI-84, do the following.

• In the home screen, press [2ND] LIST .
• Scroll over to OPS and choose “seq(” from the dropdown list. Press [ENTER] .
• In the line headed “Expr:” type in the explicit formula, using the $\text{\hspace{0.17em}}\left[\text{X,T},\theta ,n\right]\text{\hspace{0.17em}}$ button for $\text{\hspace{0.17em}}n$
• In the line headed “Variable:” type in the variable used on the previous step.
• In the line headed “start:” key in the value of $\text{\hspace{0.17em}}n\text{\hspace{0.17em}}$ that begins the sequence.
• In the line headed “end:” key in the value of $\text{\hspace{0.17em}}n\text{\hspace{0.17em}}$ that ends the sequence.
• Press [ENTER] 3 times to return to the home screen. You will see the sequence syntax on the screen. Press [ENTER] to see the list of terms for the finite sequence defined. Use the right arrow key to scroll through the list of terms.

Using a TI-83, do the following.

• In the home screen, press [2ND] LIST .
• Scroll over to OPS and choose “seq(” from the dropdown list. Press [ENTER] .
• Enter the items in the order “Expr” , “Variable” , “start” , “end” separated by commas. See the instructions above for the description of each item.
• Press [ENTER] to see the list of terms for the finite sequence defined. Use the right arrow key to scroll through the list of terms.

For the following exercises, use the steps above to find the indicated terms for the sequence. Round to the nearest thousandth when necessary.

List the first five terms of the sequence ${a}_{n}=-\frac{28}{9}n+\frac{5}{3}.$

List the first six terms of the sequence

First six terms: $0.042,0.146,0.875,2.385,4.708$

List the first five terms of the sequence ${a}_{n}=\frac{15n\cdot {\left(-2\right)}^{n-1}}{47}$

List the first four terms of the sequence ${a}_{n}={5.7}^{n}+0.275\left(n-1\right)!$

First four terms: $5.975,32.765,185.743,1057.25,6023.521$

List the first six terms of the sequence ${a}_{n}=\frac{n!}{n}.$

## Extensions

Consider the sequence defined by ${a}_{n}=-6-8n.$ Is ${a}_{n}=-421$ a term in the sequence? Verify the result.

If $\text{\hspace{0.17em}}{a}_{n}=-421\text{\hspace{0.17em}}$ is a term in the sequence, then solving the equation $-421=-6-8n$ for $n$ will yield a non-negative integer. However, if $\text{\hspace{0.17em}}-421=-6-8n,\text{\hspace{0.17em}}$ then $n=51.875$ so ${a}_{n}=-421$ is not a term in the sequence.

What term in the sequence ${a}_{n}=\frac{{n}^{2}+4n+4}{2\left(n+2\right)}$ has the value $41?$ Verify the result.

Find a recursive formula for the sequence ( Hint : find a pattern for $\text{\hspace{0.17em}}{a}_{n}\text{\hspace{0.17em}}$ based on the first two terms.)

${a}_{1}=1,{a}_{2}=0,{a}_{n}={a}_{n-1}-{a}_{n-2}$

Calculate the first eight terms of the sequences ${a}_{n}=\frac{\left(n+2\right)!}{\left(n-1\right)!}$ and ${b}_{n}={n}^{3}+3{n}^{2}+2n,$ and then make a conjecture about the relationship between these two sequences.

Prove the conjecture made in the preceding exercise.

$\frac{\left(n+2\right)!}{\left(n-1\right)!}=\frac{\left(n+2\right)·\left(n+1\right)·\left(n\right)·\left(n-1\right)·...·3·2·1}{\left(n-1\right)·...·3·2·1}=n\left(n+1\right)\left(n+2\right)={n}^{3}+3{n}^{2}+2n$

can you not take the square root of a negative number
Suppose P= {-3,1,3} Q={-3,-2-1} and R= {-2,2,3}.what is the intersection
can I get some pretty basic questions
In what way does set notation relate to function notation
Ama
is precalculus needed to take caculus
It depends on what you already know. Just test yourself with some precalculus questions. If you find them easy, you're good to go.
Spiro
the solution doesn't seem right for this problem
what is the domain of f(x)=x-4/x^2-2x-15 then
x is different from -5&3
Seid
All real x except 5 and - 3
Spiro
how to prroved cos⁴x-sin⁴x= cos²x-sin²x are equal
Don't think that you can.
Elliott
how do you provided cos⁴x-sin⁴x = cos²x-sin²x are equal
What are the question marks for?
Elliott
Someone should please solve it for me Add 2over ×+3 +y-4 over 5 simplify (×+a)with square root of two -×root 2 all over a multiply 1over ×-y{(×-y)(×+y)} over ×y
For the first question, I got (3y-2)/15 Second one, I got Root 2 Third one, I got 1/(y to the fourth power) I dont if it's right cause I can barely understand the question.
Is under distribute property, inverse function, algebra and addition and multiplication function; so is a combined question
Abena
find the equation of the line if m=3, and b=-2
graph the following linear equation using intercepts method. 2x+y=4
Ashley
how
Wargod
what?
John
ok, one moment
UriEl
how do I post your graph for you?
UriEl
it won't let me send an image?
UriEl
also for the first one... y=mx+b so.... y=3x-2
UriEl
y=mx+b you were already given the 'm' and 'b'. so.. y=3x-2
Tommy
Please were did you get y=mx+b from
Abena
y=mx+b is the formula of a straight line. where m = the slope & b = where the line crosses the y-axis. In this case, being that the "m" and "b", are given, all you have to do is plug them into the formula to complete the equation.
Tommy
thanks Tommy
Nimo
0=3x-2 2=3x x=3/2 then . y=3/2X-2 I think
Given
co ordinates for x x=0,(-2,0) x=1,(1,1) x=2,(2,4)
neil
"7"has an open circle and "10"has a filled in circle who can I have a set builder notation
Where do the rays point?
Spiro
x=-b+_Гb2-(4ac) ______________ 2a
I've run into this: x = r*cos(angle1 + angle2) Which expands to: x = r(cos(angle1)*cos(angle2) - sin(angle1)*sin(angle2)) The r value confuses me here, because distributing it makes: (r*cos(angle2))(cos(angle1) - (r*sin(angle2))(sin(angle1)) How does this make sense? Why does the r distribute once
so good
abdikarin
this is an identity when 2 adding two angles within a cosine. it's called the cosine sum formula. there is also a different formula when cosine has an angle minus another angle it's called the sum and difference formulas and they are under any list of trig identities
strategies to form the general term
carlmark
consider r(a+b) = ra + rb. The a and b are the trig identity.
Mike
How can you tell what type of parent function a graph is ?
generally by how the graph looks and understanding what the base parent functions look like and perform on a graph
William
if you have a graphed line, you can have an idea by how the directions of the line turns, i.e. negative, positive, zero
William
y=x will obviously be a straight line with a zero slope
William
y=x^2 will have a parabolic line opening to positive infinity on both sides of the y axis vice versa with y=-x^2 you'll have both ends of the parabolic line pointing downward heading to negative infinity on both sides of the y axis
William
y=x will be a straight line, but it will have a slope of one. Remember, if y=1 then x=1, so for every unit you rise you move over positively one unit. To get a straight line with a slope of 0, set y=1 or any integer.
Aaron
yes, correction on my end, I meant slope of 1 instead of slope of 0
William
what is f(x)=
I don't understand
Joe
Typically a function 'f' will take 'x' as input, and produce 'y' as output. As 'f(x)=y'. According to Google, "The range of a function is the complete set of all possible resulting values of the dependent variable (y, usually), after we have substituted the domain."
Thomas
Sorry, I don't know where the "Â"s came from. They shouldn't be there. Just ignore them. :-)
Thomas
Darius
Thanks.
Thomas
Â
Thomas
It is the Â that should not be there. It doesn't seem to show if encloses in quotation marks. "Â" or 'Â' ... Â
Thomas
Now it shows, go figure?
Thomas