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These are the Transum resources related to the statement: "Arithmetic sequences and series. Use of the formulae for the nth term and the sum of the first n terms of the sequence. Use of sigma notation for sums of arithmetic sequences".

Here are some specific activities, investigations or visual aids we have picked out. Click anywhere in the grey area to access the resource.

- Arithmetic Sequences An exercise on linear sequences including finding an expression for the nth term and the sum of n terms.
- Arithmetic Sequences Video A reminder of how to find the next term, the nth term and the sum of terms of an arithmetic or linear sequence.
- Matchstick Patterns Create a formula to describe the nth term of a sequence by examining the structure of the diagrams.
- Parts of Sequences Find the formula that describes the part of the sequence that can be seen
- Sigma Practise using the sigma notation to find the sum of various number series.
- Venn Diagram of Sequences Find the formula for the nth term of sequences that belong in the given sets.

Here are some exam-style questions on this statement:

- "
*(a) Find the \(n\)th term of the sequence 7, 13, 19, 25,...*" ... more - "
*The first three and last terms of an arithmetic sequence are \(7,13,19,...,1357\)*" ... more - "
*An arithmetic sequence is given by 6, 13, 20, …*" ... more - "
*In an arithmetic sequence, the fifth term is 44 and the ninth term is 80.*" ... more - "
*A celebrity football match is planned to take place in a large stadium.*" ... more - "
*A Grecian amphitheatre was built in the form of a horseshoe and has 22 rows.*" ... more - "
*(a) Expand the following as the sum of six terms:*" ... more - "
*Consider the number sequence where \(u_1=500, u_2=519, u_3=538\) and \(u_4=557\) etc.*" ... more

Here is an Advanced Starter on this statement:

Click on a topic below for suggested lesson Starters, resources and activities from Transum.

The IB syllabus includes the following notes:

Spreadsheets, GDCs and graphing software may be used to generate and display sequences in several ways. If technology is used in examinations, students will be expected to identify the first term and the common difference.

Examples of applications include simple interest over a number of years.

Analysis, interpretation and prediction where a model is not perfectly arithmetic in real life. Students will need to approximate common differences.

If you use a TI-Nspire GDC there are instructions here for generating a sequence on the calculator.

How do you teach this topic? Do you have any tips or suggestions for other teachers? It is always useful to receive feedback and helps make these free resources even more useful for Maths teachers anywhere in the world. Click here to enter your comments.