<meta http-equiv="refresh" content="1; url=/nojavascript/"> Geometric Sequences and Exponential Functions | CK-12 Foundation
Dismiss
Skip Navigation
You are reading an older version of this FlexBook® textbook: Algebra I Teacher's Edition Go to the latest version.

8.7: Geometric Sequences and Exponential Functions

Created by: CK-12

Learning Objectives

At the end of this lesson, students will be able to:

  • Identify a geometric sequence.
  • Graph a geometric sequence.
  • Solve real-world problems involving geometric sequences.

Vocabulary

Terms introduced in this lesson:

geometric sequence
common ratio
term, n^{\mathrm{th}} term
discrete, continuous

Teaching Strategies and Tips

Use this lesson to show how exponential functions and geometric sequences are related.

  • In a geometric sequence, terms are found by multiplying the same constant to the previous term.
  • For exponential functions, when the input variable is increased by 1, the output variable changes by the value of the growth rate.

Point out that students have two important models of growth in the real world: linear and exponential. Have students compare and contrast them.

  • The terms of an arithmetic sequence are said to grow “linearly.” The terms of a geometric sequence are said to grow “exponentially.”
  • The discrete model of linear growth is S_n = a + nd; where a is the first term and d the common difference. The continuous model is y = mx + b; where b is the y-intercept and m the slope. The discrete model of exponential growth is S_n = ar^{n - 1}; where the first term is a, and r is the common ratio. The continuous model is y = Ab^x.

Additional Examples:

1. Find the common ratio of each geometric sequence.

a. 3, 12, 48, 192, \ldots

b. -1, 1, -1, 1, -1, \ldots

c. 6, -2, \frac{2} {3}, - \frac{2} {9}, \ldots

d. -10, -80, -640, -5120, \ldots

Tips: Have students create scatterplots of the sequences in their calculators.

  • Allow them to discover how each is related to the value of the common ratio and the sign of the first term.
  • Have them develop an explicit formula for each sequence.

2. A company is offering to pay you one penny on your first day at work and each day after that your salary would triple. Assume you work five days a week.

a. Fill out the tables representing your daily salary for your first two weeks at work, assuming you take the job.

& \text{Monday} && \text{Tuesday} && \text{Wednesday} && \text{Thursday} && \text{Friday}\\& 0.01&&&&&&&&

& \text{Monday} && \text{Tuesday} && \text{Wednesday} && \text{Thursday} && \text{Friday} b. Write an equation to model the growth of your salary.

c. How much will you make at the end of the third week?

3. Solve for the following.

a. In a geometric sequence, a_1 =105 and a_5 = 8505. Find r.

b. In a geometric sequence, a_7 = 4096 and r = 2. Find a_1.

Error Troubleshooting

In Example 1b and Review Questions 5 and 6, students run into difficulty because there are no consecutive terms that can be divided to find the common ratio. Have them use unknowns for the sequence terms starting with the first given term. Solve the resulting equation. See the hint at the end of Example 1b.

Image Attributions

Description

Authors:

Grades:

Date Created:

Feb 22, 2012

Last Modified:

Apr 29, 2014
You can only attach files to None which belong to you
If you would like to associate files with this None, please make a copy first.

Reviews

Please wait...
Please wait...
Image Detail
Sizes: Medium | Original
 
CK.MAT.ENG.TE.1.Algebra-I.8.7

Original text