7.5.

4 Test (TST): Sequences and Functions Test

Algebra I Name:
Date:

Answer the following questions using what you've learned from this unit. Write your
answers in the space provided. Be sure to show all work.

SEQUENCES

1. Describe and extend each sequence.

A. The height, in feet, of windowsills in a high-rise building is represented by this

sequence:

3, 15, 27, 39, ...

Describe the rule for the sequence.

Find the next two terms of the sequence. Show your work.

B. Mason put sticky notes on some pages of his math book. The page numbers form
this sequence:

3, 5, 8, 13, 21, 34, ...

Describe the rule for the sequence.

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Find the next two terms of the sequence. Show your work.

THE EXPLICIT FORMULA

2. Use the following arithmetic sequence and the formula an = a1 + (n – 1)d to

answer the questions below.

123, 116, 109, 102, 95, ...

Part I: Find the value of each of the following:

a1 = _______ and d = _______

Part II: Find the explicit formula. Show your work.

Part III: Use the explicit formula you found in Part II to find the value of the 100th
term in the sequence, a100. Show your work.

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3. State whether each sequence is arithmetic or geometric, and then find the explicit
and recursive formulas for each sequence. (10 points: 5 points each)

Formulas:

Geometric sequence
Arithmetic sequence
Explicit : an = a1 ∙ r n−1
Explicit : an = a1 + (n − 1)d
​ ​

a = first term
Recursive: { 1
​ ​ ​ ​ ​ ​

a = first term
Recursive : { 1
​

an = an−1 ∙ r
​
​

an = an−1 + d
​ ​

​ ​

Part I: The total value of a collection of nickels can be described by this sequence:

5, 10, 15, 20, 25, 30, ...

Type of sequence:

Explicit formula:

Recursive formula:

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Part II: The number of rats living in an abandoned building increases each year. The
total number of rats can be described by this sequence:

2, 6, 18, 54, 162, ...

Type of sequence:

Explicit formula:

Recursive formula:

4. A stone nudged off the Royal Gorge Bridge near Cañon City, Colorado, falls 1053
feet before hitting water. Because its speed increases as it falls, the distance it travels
each second increases. During the first second, it drops 16 feet. During the next
second, it drops an additional 48 feet. During the third second, it drops another 80
feet. The distances traveled each second form an arithmetic sequence:

16, 48, 80, ...

Part I: How far does the stone fall during the 5th second? Find and use the explicit
formula.

a. What is the first term of the sequence? _____

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 b. What is d, the common difference? _____

c. Write the explicit formula in function notation. Use f(n) = f(1) + (n – 1)d, where
f(1) represents the first term. _______________

d. Use the explicit formula to find the distance the stone travels in the 5th second.

Part II: The table below shows the values in the sequence you already know. Use the
explicit formula or the common difference to complete the table for the first 7
seconds.

Time (s) 1 2 3 4 5 6 7

Distance (ft) 16 48 80 144

Part III: Use the table from part II to answer the questions.

a. The values in the table form a(n) ______ sequence.

b. The term values are shown in the ______ row, and the term numbers are shown
in the ______ row.

c. This sequence is associated with a(n) ______ function.

d. The domain of the function is the set of time values: __________.

5. Your track coach is letting you choose between two different workouts.

A: Run 10 minutes on Monday and double that time every day through Friday.

B: Run 30 minutes on Monday and add 10 minutes every day through Friday.

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What type of function is represented by plan A? By plan B? Which plan should you
choose if you have plans Friday night and want a short workout on Friday? Why?
Create a table to justify your answer.

Plan A: _________ function

Plan B: _________ function

I would choose plan ____ because

___________________________________________________.

Plan A minutes Plan B minutes

Monday

Tuesday

Wednesday

Thursday

Friday

6. Prove that linear functions grow by equal differences over equal intervals.

Part I. This is the graph of y = − 12 x + 10. Use the graph to show that equal
​

intervals of x-values have equal differences of y-values.

Click here for long description

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 a) Think about an interval on the x-axis starting with p and ending with p + k.
What is the difference between the x-values? What is the difference between the y-
values for these x-values? Complete the tables using y = − 12 x + 10.
​

Interval between p = 2 and p + k = 6 Difference

x-value 2 6 4

y-value y = − 12 (2) + 10 = 9 y = − 12 (6) + 10 = ___

​ ​ –2

Interval between p = 10 and p + k = 14 Difference

x-value 10 14

y-value y = − 12 (10) + 10 = ___ y = − 12 (14) + 10 = 3

​ ​

b) The difference in the x-values for each interval is ____. This value is constant
because
difference = (p + k) – p = ____.

c) The difference in the y-values for each interval is ____. This value is also
constant because
1 1
difference = − (p + k) + 10 − (− p + 10)
2 2
​ ​

1 1 1
= − p − k + 10 + p − 10
2 2 2
​ ​ ​
​

1
=− k
2
​

d) Does your answer in part c depend on p? If not, what does it depend on?

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Part II. Use a similar method to prove that for any linear equation, y = mx + b, equal
intervals result in growth by equal differences.

Step 1: If the equal interval length is k, the two endpoints of the interval will be
labeled p and p + k. Label the endpoints of the corresponding interval on the y-axis of
the graph below. Hint: First, substitute x = p into y = mx + b. Next, substitute x = p + k
into y = mx + b.

Click here for long description

Step 2: Find the difference between the endpoints of the interval on the y-axis.

(1) (2)

[y-value at x = – [y-value at x =
p] p + k]

Step 3: Interpret your answer from Step 2 to prove that linear functions always grow
by equal differences over equal intervals.

Hint: Use these questions to justify your answer:

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 Does your answer to Step 2 depend on p?

What does it depend on?

Is the difference between the y-values the same regardless of where the interval
starts?

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