Algebra Lesson 3-4 Quiz v4

1

Which statement describes the sequence -33, -23, -13, -3, 7, ...?

1

Which of the following is an arithmetic sequence with a common difference of 8?

1

Match each sequence with its explicit formula.
For every sequence, let the first term be a_{1}.

Draggable item		Corresponding Item
1, \frac{3}{2}, 4, \frac{5}{2},...		a_{n}=-35-20n
45, 45, 45, 45,...		a_{n}=31+(n-1)(8)

		a_{n}=45

1

Complete the recursive definition of the sequence 6, 8, 10, 12, ...
a_{1}=6

a_{n} = ___________________

Questions 5-7 pertain to the following scenario:

The RI Department of Health has given The Pier School 100 samples of a new kind of COVID test kit, and has asked the school to see how well the new tests work. Nurse Fair decides the best use of testing kits is to simply test every third student. She wants to create a list of student ID numbers, starting with 445001 and increasing by 3 each time. So, the first new test kit will be used on student 445001. The second new test kit will be used on student 445004. The third test, student 445007.

1

Write a recursive formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

1

Write an explicit formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

1

If the function definition works correctly, it should take test kit numbers n\in\{1, 2, 3, ...\} as inputs and turn them into Student ID numbers for outputs.

As precicely and accurately as possible, describe the range of the function, that is, the set of possible outputs of the function.

1

Public school teachers get paid extra if they teach extra classes. Below is a chart that matches how many extra classes a teacher has with how much extra compensation is added to the teacher's base salary.

What function, f, takes the number of extra classes, c, as inputs and gives the amount of extra pay, f(c), as outputs?

Algebra Lesson 3-4 Quiz v4

Which statement describes the sequence -33, -23, -13, -3, 7, ...?

Which of the following is an arithmetic sequence with a common difference of 8?

Match each sequence with its explicit formula.For every sequence, let the first term be a_{1}.

Complete the recursive definition of the sequence 6, 8, 10, 12, ...a_{1}=6a_{n} = ___________________

Write a recursive formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

Write an explicit formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

If the function definition works correctly, it should take test kit numbers n\in\{1, 2, 3, ...\} as inputs and turn them into Student ID numbers for outputs.As precicely and accurately as possible, describe the range of the function, that is, the set of possible outputs of the function.

Which statement describes the sequence -33, -23, -13, -3, 7, ...?

Which of the following is an arithmetic sequence with a common difference of 8?

Match each sequence with its explicit formula.For every sequence, let the first term be a_{1}.

Complete the recursive definition of the sequence 6, 8, 10, 12, ...a_{1}=6a_{n} = ___________________

Write a recursive formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

Write an explicit formula (in function notation) to find the student ID number, f(n), for which student gets the n^{\textrm{th}} test kit.

If the function definition works correctly, it should take test kit numbers n\in\{1, 2, 3, ...\} as inputs and turn them into Student ID numbers for outputs.As precicely and accurately as possible, describe the range of the function, that is, the set of possible outputs of the function.

Match each sequence with its explicit formula.
For every sequence, let the first term be a_{1}.

Complete the recursive definition of the sequence 6, 8, 10, 12, ...
a_{1}=6

a_{n} = ___________________

If the function definition works correctly, it should take test kit numbers n\in\{1, 2, 3, ...\} as inputs and turn them into Student ID numbers for outputs.

As precicely and accurately as possible, describe the range of the function, that is, the set of possible outputs of the function.

Match each sequence with its explicit formula.
For every sequence, let the first term be a_{1}.

Complete the recursive definition of the sequence 6, 8, 10, 12, ...
a_{1}=6

a_{n} = ___________________

If the function definition works correctly, it should take test kit numbers n\in\{1, 2, 3, ...\} as inputs and turn them into Student ID numbers for outputs.

As precicely and accurately as possible, describe the range of the function, that is, the set of possible outputs of the function.