![]() ![]() (Minds-on activity: bridging between activity and concept). The learners derive the general form of getting the nth term of this particular arithmetic sequence. The number of times the common difference occurs is (n–1) in the nth term. (Minds-on activity: bridging between activity and concept) Through group discussion, the learners get the number of matchsticks used to make 30 and 100 squares, using the patterns in the table. The teacher asks learners to find the number of matchsticks needed to form: Learners count the number of matchsticks required in the cases of four, five and six squares. The learners complete the table and identify the pattern of getting the number of matchsticks used to make the squares (Minds-on activity). , 16+3, 19+3, 22+3, 25+3, 28+3, 31+3.ĪCTIVITY Learners carry out the following activities presented in printed paper, manila sheets or simply written on a whiteboard by a teacher. When numbers appear or are presented one after the other in an orderly manner, we refer to the set of numbers as a sequence.Īn arithmetic sequence is a form of sequence in which each term is gotten by the addition of a common difference to the preceding one, ie Arithmetic sequences are a sequence that follows a simple addition rule. The set of numbers are arranged consecutively (orderly manner), ie following one another and every member of the set is obtained from the previous member by a certain rule. to explain how to get the 20th term of the first arithmetic sequence.to explain their observation in the set of numbers above?.The teacher writes the following sequences on a whiteboard and the learners write them down in their notebooks. The first three terms of the sequence are 2, 7, 12 The third term of the sequence T3 = a + (3 - 1)d The second term of the sequence T2 = a + (2 - 1)d Write down the first 3 terms of the sequence.įrom (ii) a + 3d = 17 substituting for d in (ii). The 10th term of an A.P is 47, the 4th term is 17.Find the 9th term of the sequence 6, 11, 16, 21, 26.Apply the general formula to solve problems.constant difference b/w any two consecutive terms = dįrom the example of the sequence above 1, 2, 3, 4, 5.In an Arithmetic Progression, A.P, it is conventional to denote the: Derive the general formula of a particular arithmetic sequence (progression) A.P.Learning Objectives: By the end of the lesson learners should be able to: ![]()
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