EXERCISE I (a) Determine the general term of each of the following quadratic number patterns: (1) \( 8 ; 13 ; 20 ; 29 ; \ldots \) (3) \( \quad 0 ; \frac{5}{2} ; 6 ; \frac{21}{2} ; \ldots \) (b) Consider the quadratic number pattern \( -1 ; 1 ; 7 ; 17 ; \ldots \) (1) Calculate the value of the \( 50^{\text {th }} \) term in this pattern. (2) Determine \( n \) if \( T_{n}=6961 \). (4) \( -1 ;-4 \frac{1}{2} ;-10 ;-17 \frac{1}{2} ; \ldots \) (c) Consider the quadratic number pattern \( 0 ;-2 ;-5 ;-9 ; \ldots \) (1) Calculate the value of \( T_{25} \) : (2) Which term in this pattern is equal to -1034 ? (d) Solve for \( x \) in the following quadratic number patterns: (1) \( \quad 2 ; 8 ; x ; 26 ; \ldots \) (2) \( \quad 6 ; 3 x-1 ; x ;-3 ; \ldots \) (e) If \( 3 ; x ; 11 ; 21 ; y ; \ldots \) is a quadratic number pattern, determine the values of \( x \) and \( y \). (f) The general term of a quadratic number pattern is given by \( T_{n}=-(n-50)^{2}+20 \). (1) What is the constant second difference of the number pattern? (2) Which term has the highest value and what is the value of this term? (2) \( \quad 2 \)
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Bonus Knowledge
Did you know that quadratic sequences have been studied for centuries? They arise naturally in various real-world contexts, such as physics, where the paths of projectiles are described by quadratic equations. This pattern is often traced back to ancient mathematicians, with significant advancements made during the Renaissance and into modern mathematics. It’s fascinating how something so simple can describe complex phenomena! If you're looking to deepen your understanding of quadratic sequences, there are numerous resources available! Books like "The Art of Problem Solving" series delve into not just the theory but also fun challenges and explorations of patterns. Websites offer interactive lessons and community discussions, letting you learn alongside fellow math enthusiasts. Happy exploring!