Larsen Unit Plan Final

Unit Plan Final

*Remarks before grading*

I picked a unit that I am going to start teaching next week. Thus I would be killing two birds with one stone while completing this
assignment. My reflection will be on how I felt this past semester went and how I planned my lessons to fit my student’s needs. I will
discuss what I thought went well, and what I need to do better in this upcoming unit. The notes that I am giving were created by
another teacher at my school, and as secondary III teachers we are required to stay on the same page and use these notes. I created the
assignments and tailored them to fit the notes and the students as best as I could. Welcome Work will be taken from the homework
based on what problem they are doing with and the exit tickets are created by Kuta Software to help make effective multiple choice
questions – they will be created once we begin teaching the unit. There is no assessment yet, or quizzes because I need to be able to
see how students are doing with the material first before I can create them.

Unit Overview – Heather Larsen

Subject: Secondary Math III

Grade: Juniors
Topic: Sequences and Series

Core standards, objectives, and indicators:

Algebra – Seeing Structure in Expressions.
3. Understand the formula for the sum of a series and use the formula to solve problems.
a. Derive the formula for the sum of an arithmetic series.
b. Derive the formula for the sum of a geometric series and use the formula to solve problems. Extend to infinite
geometric series. For example, calculate mortgage payments.

Big Idea (Concept):

Arithmetic series and geometric series are a function that can be represented and used in many different ways.

Unit Objective:
Students will be able to use series in solving problems, like stated in the core standards.
Larsen Unit Plan Final
Essential Question(s):
How do bankers/people in the work force use these function to their advantage? How are arithmetic series & sequences related
to previous functions we have studied? What other patterns in the real world relate to sequences and series?

Day Objective(s) Assessment (Evidence) Lesson outline

Day 1 Students are introduced Students answer -Students answer a welcome
to arithmetic and questions pertaining to work problem.
geometric sequences. the objective on the -Students will have time to
They study patterns welcome work, an exit review their Unit Test 5
and write formulas. ticket and on a -Students follow along in filling
homework assignment. in notes.
-Students begin working on
homework with some assisted
help.
-Students complete an exit
ticket.
Day 2 Students are introduced Students answer -Students answer a welcome
to finite arithmetic questions pertaining to work problem.
series and learn how the objective on the -Students will be allowed to ask
the formula was welcome work, an exit 4 questions about homework
derived and then ticket and on a 6.1
derives it themselves. homework assignment. -Students will then grade
Students will also take a homework 6.1
short quiz demonstrating -Students follow along in filling
what knowledge they in notes.
have mastered. -Students begin working on
homework with some assisted
help.
-Students complete an exit
ticket.
Day 3 Students are introduced Students answer -Students answer a welcome
to finite geometric questions pertaining to work problem.
series and learn how the objective on the -Students will review their quiz
the formula was welcome work, an exit taken on the previous lesson,
Larsen Unit Plan Final
derived and then ticket and on a and reflect on how they can
derives it themselves. homework assignment. improve the knowledge.
-Students will be allowed to ask
4 questions about homework
6.2
-Students will then grade
homework 6.2
-Students follow along in filling
in notes.
-Students begin working on
homework with some assisted
help.
-Students will take a short free
response quiz on all objectives
learned thus far.
-Students complete an exit
ticket.
Day 4 Students are introduced Students answer -Students answer a welcome
to infinite geometric questions pertaining to work problem.
series and learn how the objective on the -Students will be allowed to ask
the formula was welcome work, an exit 4 questions about homework
derived and then ticket and on a 6.3
derives it themselves. homework assignment. -Students will then grade
Students will also take a homework 6.3
short quiz demonstrating -Students follow along in filling
what knowledge they in notes.
have mastered. -Students begin working on
homework with some assisted
help.
-Students complete an exit
ticket.
Day 5 Students do not learn a Students answer -Students answer a welcome
new objective students questions pertaining to work problem.
review previous the objectives on the -Students will review their quiz
Larsen Unit Plan Final
objectives. welcome work, an exit taken on the previous day and
ticket and on a will reflect on how to improve
homework assignment, their knowledge.
which is a review for the -Students will be allowed to ask
exam. 4 questions about homework
6.4
-Students will then grade
homework 6.4
-Students begin working on
homework with some assisted
help.
-Students will take a short free
response quiz on all objectives.
-Students complete an exit
ticket.
Day 6: Students do not learn a Students will take an -Students answer a welcome
Summative new objective. exam part multiple work problem.
Assessment choice part free response -Students will have a chance to
testing the knowledge on ask questions before the exam.
all objectives learned -Students will begin working on
the exam and have the rest of
the period to complete it.
Larsen Unit Plan Final

Contextual Factors and Rationale for Instructional Design

Part I: The Community

The students that attend Bountiful High live in Bountiful City or its neighboring city North Salt Lake. The Davis School District
covers Davis County and its center location is in Farmington. Bountiful and Farmington are fairly similar in their demographic. North
Salt Lake varies a little bit, because much of North Salt includes a somewhat new home development Foxboro, which are somewhat
cheaper homes than found in Bountiful City.
Here are the characteristics of the community may impact teaching and learning.

 Bountiful City is a pretty well to do city. The homes are more on the pricy end compared to other homes in Utah. Because of
this students have a bit more of an entitled attitude.

 The district has a board of education that meets several times a year and posts the notes of their meeting to allow members of
the community to see them. The members of Davis County can also vote in new board members to have a voice to say who
they allow to head their children’s education.

 The socio-economic and linguistic profile of the community details: The following percentages are in Davis School District
boundaries. (http://proximityone.com/acs/dput/dp2_4900210.htm)

o 46.4% of families have children under the age of 18

o 39 % of families have two parents living at home
o 3% of families have just dad living at home
o 8.4% of families have just mom living at home
o 21.5% of citizens are in 9-12 grade
o 9.8 % of citizens have a graduate degree or higher
o 22.9% of citizens have a bachelor’s degree or higher
o 28.8% of citizens have some college no degree
o 23.7% of citizens have a high school degree or equivalent.
o 19.8% of households makes $35000 or less a year
o 80.2% of household makes $35000 or more a year
Larsen Unit Plan Final

 Bountiful High School received a letter B grade.

o 53.3% of students are proficient in Language Arts
o 51% of students are proficient in Mathematics
o 52.1% of students are proficient in Science

 percentage of students classified as Special Education/504: 9%

 percentage of ESL students and their level of English proficiency: 2.3% of ESL students

Part II: The School/Classroom/Individual Students

This section will be broken down into three sub-areas: (a) the school in general, (b) the classroom and (c) the individual students. Each
of these can greatly impact the lives of the students. Are these environments accommodating and accepting? Are they conducive to
positive and constructive growth and development? An examination of these environments can identify the learning needs of all
students.

School

Bountiful High School is fully staffed at about 80 people, and can handle about 1500 students. All classrooms are in the main
building, the field house or tech center. The school only has enough parking to allow the juniors and seniors to get a parking pass.
Sophomores park on the street or at a nearby church. The school itself was built in 1951, but has had several renovations since then.
Bountiful is on an A/B day schedule with one lunch. Campus is open so students may leave for lunch. If a student misses 10
consecutive days they are in jeopardy of being kicked out. Major disciplinary situations are handled through the administration.

Classroom

I have a newer classroom; it was remodeled several years ago, with a projector system. I share a set of laptops with another teacher
next door to me. I used my projector every day to project my document camera.

Most students are respectful and kind to each other. Some students (especially my sophomores) giggle and laugh at each other. Some
students are still nervous to ask questions, however as the year goes on the class climate has gotten warmer.
Larsen Unit Plan Final
The specific class I am using for the field experience is similar to mine, however this teacher teaches more honor classes, which makes
her climate a bit more focused.

Individual Students

I have one student who is a foreign exchange student from Germany. She uses her phone for translation and instruction a lot. However
she is very bright and does well as long as she has a translating device.

Part III: Implications

This teacher has very set procedures and methods. Students know what is expected of them. They are respectful and encouraging to
each other.

I’ve noticed that I teach better when my students are respectful and encouraging to each other as well. I can get them to this point by
setting up a lesson that allows them to portray this behavior.

I am mindful of who my students are and what their home life is like. Most students have a similar home life; however there are a few
with some extreme circumstances. I will always be fair with each student, but I am going to be mindful and notice those students who
may not get the support they need at home and give them the support they need in the classroom. I will do this by creating a warm
climate for students to relate to each other so that they feel welcome and at home. I will be kind and giving with assignments and
extra help to those who need it. With these added affects I hope to give my students the extra support they need to succeed.

Part IV: Rationale for Design

The structure of the lessons is designed specifically so that the students have a consistent learning schedule when they come to class.
In the secondary III classes, my students are very similar. There’s the group of students that have done well in school their whole life,
the group that specifically struggle in math, and the group that have given up trying. In these classes I do not have ESL students. I
structure my classes this way so that the students know that this is how they are going to learn the material all year. The students have
grown up with this same structure throughout the education career, and I know this because I grew up in the same area with the same
education structure.
Larsen Unit Plan Final

The welcome work, the assignments, and the exit tickets, are all there to help the students use their full time in class, and to help the
students solidify and practice their knowledge learned. The students that need extra help, are placed into a math lab course, where the
structure is not as rigid, where they can work and ask questions as they go along with no extra work on top of their homework from
the secondary III course. The students that have given up we place in the lab class to see if it will help, and if it does not, we try to find
a better place for them. They either need to repeat secondary II again, or they need to go into mathematical decision making for life,
which is a review on those basic math concepts.

Reflection

Reflecting on this past semester one thing I really want to do more of is reviewing, assessments with the students. We correct and
review the homework every day, however only several really get anything good out of it. They are so used to doing homework to just
do it that they don’t even care what they are doing until it comes to quiz or test day then they really focus on it. In my lesson outline I
didn’t put a spot for reviewing assessments – except for on day 1 to review the assessment for the previous unit, so I went back and
edited it and put in quizzes, and a chance for reviewing them. I would like to have to students to have a chance to retake their quiz, or
do quiz corrections or something, however all the secondary math III teachers have a strict no quiz retake policy. I’m thinking I can
get around that by giving them a similar quiz and then just making it a new score. Time permitting all of these adds to the lesson I may
or may not be able to do this.

One thing that I have added in to this semester is the welcome work and exit tickets. This allows me to see how well the students are
picking up the new material. The students see their welcome work every day, so they know if they get it right or wrong, however their
exit tickets they don’t see again, and I think I’m okay with that because really it’s just so I can see if they got the material and so that
they keep practicing until the bell rings.
Larsen    Unit Plan Final 
Notes:
Unit 6 Notes
Sequences & Series

Day 1
Arithmetic Sequences (8.1)
An arithmetic sequence is a sequence of terms in which the difference between any two consecutive terms is
a constant (d = common difference). Arithmetic sequences have explicit formulas to calculate each term of
the sequence using the index (n), and a recursive formula for generating each new term based on a preceding
term of the sequence.

Explicit Formula: an  a1  d (n  1)  

Recursive Formula: an  an 1  d  

Examples. Analyze each arithmetic sequence and identify the common difference. Then, find (or draw) the
next three terms and write the explicit and recursive formulas.

1. −5, −1, 3, 7, 11, ____, ____, ____ … 2. 27, 19, 11, 3, ____, ____, ____ …

d = _____ d = _____

explicit formula: explicit formula:

recursive formula: recursive formula:

3.

d = _____ explicit formula: recursive formula:

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Larsen    Unit Plan Final 
You can use an explicit formula to find the value of the nth term of an arithmetic sequence when the previous
term is unknown.

Examples.
4. Use the explicit formula to find the 25th term in the sequence 5, 11, 17, 23, 29…

5. Suppose you participate in a bike-a-thon for charity. The charity starts with $1100 in donations. Each
participant must raise at least $35 in pledges. What is the minimum amount of money raised if there are
75 participants? (Find the explicit formula and use it to answer the question.)

Geometric Sequences (8.1)

A geometric sequence is a sequence of terms in which the ratio between any two consecutive terms is a
constant (r = common ratio). Geometric sequences also have explicit and recursive formulas.
Explicit Formula: an  a1  r n 1

Recursive Formula: an  an 1  r

Examples. Analyze each geometric sequence and identify the common ratio. Then, find the next three terms
(for 6 and 7) and write the explicit and recursive formulas.

6. 2, −10, 50, −250, ____, ____, ____ … 7. 9, 3, 1, 1

3 , ____, ____, ____ …

r = _____ r = _____

explicit formula: explicit formula:

recursive formula: recursive formula:

8. number of black triangles

r = _____

explicit formula:

recursive formula:

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Larsen    Unit Plan Final 

The explicit formula is helpful for finding a specific term without knowing the preceding term.

Examples.
9. For the geometric sequence 4, 10, 25, 62.5, … use the explicit formula to find the indicated term.

Explicit formula (nth term):

a. 5th term b. 14th term

10. Suppose you want a reduced copy of a photograph. The actual length of the photograph is 10 inches. The
smallest size the copier can make is 64% of the original. Find the length of the photograph after five
reductions at 64%.

Assignment 6.1
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Day 2
Finite Arithmetic Series (8.2)
A series is the sum of terms in a given sequence. The sum of the first n terms of a sequence is denoted by Sn.
For example, S3 is the sum of the first three terms of a sequence. There is special notation for the summation
n
of terms using a capital sigma, and looks like this: S n   ai = a1  a2  a3  ...  an 1  an .
i 1

A series can be finite or infinite. A finite series is the sum of a finite number of terms. An infinite series is
the sum of an infinite number of terms.

Examples. Use sigma notation to rewrite each finite series, and then compute the sum.

1. 5 + 9 + 13 + 17 + 21 2. 3 + 6 + 12 + 24 + 48 + 96 + 192

S2  S3 

S5  S7 

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Larsen    Unit Plan Final 

Finite arithmetic series can always be computed by adding each individual term, but this can take a lot of time.
A famous mathematician named Carl Friedrich Gauss developed an easier way to compute these series. When
Gauss was in elementary school, his teacher asked the class to calculate the sum of the first 100 positive
integers. Gauss determined the answer in a matter of seconds. How did he do it?

Gauss’s method can be generalized for any finite arithmetic series: n(a1  a2 )
Sn 
2

Examples.
3. Find the sum of the first 15 terms of the following arithmetic sequences. If an explicit formula is not given,
find it.

a. an  12  3(n  1) b. 25, 19, 13, . . .

4. Use this formula to check how many toothpicks Pauley needed for all 10 rows. What if Pauley decides to
include 18 rows instead of 10? Will a box of 350 toothpicks be enough for his project?

5. You are in charge of setting up for your high school band’s annual Spring concert. The concert will be
held outdoors on the school football field, and one of your duties is to arrange the seating for the show.
You have room for 11 rows, and each row will have 3 more chairs than the previous row. The first row
only has room for 7 chairs.

a. How many chairs can you put in the second row? third row? Write an explicit formula for this
arithmetic sequence.

b. What is the maximum number of people that can be seated? Use sigma notation to represent the total
number of chairs and then calculate the maximum.

c. What if you were able to fit 15 rows instead of 11? Represent the total number of chairs with sigma
notation and calculate the number of people that can be seated in 15 rows.

Assignment 6.2
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

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Larsen    Unit Plan Final 
Day 3
Finite Geometric Series (8.3)

A geometric series is the sum of the terms of a geometric sequence. The formula to compute any finite
geometric series is:
a1 (1  r n )
Sn   
1 r

Examples. Identify the number of terms n, the common ratio r, and the first term a1 for each series. Then
compute the sum using the formula.

1. 1  21  22  23  24 2. 1 + 5 + 25 + 125 + 625

8
3. 1 – 2 + 4 – 8 + 16 – 32 4. 5
i 1
i 1

5. Jane analyzes the salary schedule for the same position at two different electrical engineering companies,
Nothing’s Shocking and High Voltage. The salary schedules for the first 5 years are provided with
promises from each company that the rate of salary increase will be the same each year.

a. What is the salary in year 10 for each company? Write

an explicit formula for each company’s salaries.

b. Assuming all other factors are equal, which company

offers the better salary over a 10-year period?

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Larsen    Unit Plan Final 

c. What would be the difference in total career salary if you work for 30 years?

Assignment 6.3
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Day 4
Infinite Geometric Series (8.4)
The formulas for finding the sum of arithmetic or geometric series only work if they are finite. However,
sometimes an infinite geometric series can also have a finite sum. A geometric series converges if the
common ratio of the series is between −1 and 1 and the sum exists. If not, then the series diverges and the
sum is infinity. The formula to compute a geometric series when −1 < r < 1 is:
a1
S   
1 r

Examples. Determine whether each infinite geometric series will have a finite sum. If the series has a finite
sum, use the formula to compute the sum.
 
1. 1
3  19  271  ... 2. 
i 1
1
3 (3)i 3.  i 1
1 i
4

Applications of Arithmetic and Geometric Series (8.6)

Examples.
5. Benjamin is anxious. After finishing his undergraduate degree, he must take the GRE in order to get into
graduate school, but the amount of information he needs to cover is overwhelming. “I only have a month
to prepare!” he exclaims. Sally tells him to calm down and start slowly. She recommends studying just 15
minutes the first day and adding 3 minutes each day to his study time. “But a friend told me that you need
to study at least 20 hours to get ready for this thing! I think I need a different plan.” Will Sally’s plan lead
to enough study time? Show all work and explain your reasoning.

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Larsen    Unit Plan Final 

6. Rhonda is considering two different physical therapist positions.

 Range of Motion offers an initial salary of $50,000 per year with annual increases of $1,500 per year.
 Mobility, Inc. offers an initial salary of $42,000 with a guaranteed 4% increase in salary every year.

a. Is this situation arithmetic or geometric? Explain your reasoning.

b. Determine the years for which Range of Motion pays more than Mobility, Inc.

c. Determine which company pays more salary over a 30-year career. Show all work and explain your
reasoning.

7. A stomach virus spreads rapidly through a town. Initially only 12 people were infected, but the virus
spreads quickly, increasing the number of people infected by 15% each day.

a. How many new people are infected on the 10th day? Show all work and explain your reasoning.

b. How many total people are infected on the 10th day? Show all work and explain your reasoning.

Assignment 6.4
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Day 5
Unit 6 Review
Assignment 6.5
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Day 6
Unit 6 Test All late/absent assignments due for Unit 6
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

60 
 
Secondary Math III Name: _________________________________
Assignment #6.1 Period: _____
Arithmetic and Geometric Sequences

Analyze each sequence and identify whether it is arithmetic, geometric, or neither. If the sequence is
arithmetic, identify the common difference. If the sequence is geometric, identify the common ratio. Then
write the recursive and explicit formulas.

1.
2.

3. 4. -4, -7, -10, -13, …

5. 1 1
, 1
10 100 1000, ,... 6. 7, 9.3, 11.6, 13.9, …

7. 1
4 ,  14 , 14 ,  14 ... 8. 3, 5, 9, 15, …

9. 3.1, 1.1, -0.9, … 10. -2, -4, -8, -16, …

11. A cafeteria in a school has square tables where students can eat lunch in groups of four. If six students
want to eat lunch at the same table, then they can push two tables together to accommodate their group.
Larger groups can be handled by joining together more tables in a straight line.
a. Draw a picture representing this sequence.

b. Construct a sequence that models this situation. Is it arithmetic or geometric?

c. Write the explicit and recursive formulas for the sequence.

d. Find the value of the 32nd term of the sequence. What does this term tell us?

e. Find the term of this sequence that has a value of 324.

12. Social media has created a way to quickly share information. Gangnam Style is a YouTube video that
became popular in July 2012. On September 6th, 2012 the clip had 100,000,000 views. On December
21st, 2012, the video was the first in history to have over 1,000,000,000 views.

To model viral videos, assume that on day 1 there is one view, and that every new view corresponds
to a new person seeing the video and then sharing the video to two new people.
a. How many times will the video be viewed on day 2? day 3? day 4?

b. What type of sequence is this? Write the explicit and recursive formulas for this sequence.

c. How many times will the video be viewed on day 20?

d. Does this sequence accurately model the behavior of a viral video? What are the limitations?
Secondary Math III Name: _________________________________
Assignment #6.2 Period: _____
Finite Arithmetic Series

Use sigma notation to rewrite each finite series. Then calculate the given sum.
1. 4 + 8 + 12 + 16 + 20 ; S5 2. -1 + (-5) + (-9) + (-13) ; S4

1 1 1 1 1
3.     ; S3 4. -1 + 1 + (-1) + 1 + (-1) ; S3
2 4 8 16 32

Find the first and last term in the arithmetic series. Then use Gauss’s formula to find the sum of the series.
5
 (3i  4)
4
5. 6.  (0.4i )
i 1 i 1

Write an explicit formula for each arithmetic sequence. Then use Gauss’s formula to calculate the sum of
the series.
7. 3 + 5 + 7 + 9 + 11 8. -2 + (-3) + (-4) + (-5) + (-6) + (-7)

9. 1 + 2 + 3 + ….. + 51 10. 3 + 6 + 9 + ….. + 30

Given the explicit formula find the first and last term in the series, then use Gauss’ formula to find the sum
of the series.

11. If 𝑎𝑛 = 4𝑛 − 3, find 𝑎1 , 𝑎12 , & 𝑆12 12. If 𝑎𝑛 = −3𝑛 + 2, find 𝑎1 , 𝑎17 , & 𝑆17

1
13. If 𝑎𝑛 = 3.5𝑛 + 2, find 𝑎1 , 𝑎10 , & 𝑆10 14. If 𝑎𝑛 = 𝑛, find 𝑎1 , 𝑎50 , & 𝑆50
2

15. A military band marches in a formation consisting of 8 rows. The first row has 2 band members, and
each successive row has 3 more band members than the previous row. Use the given information to
answer each question.
a. Write an arithmetic series to represent the number of band members in the formation. Then, rewrite
the series using sigma notation.

b. Write an explicit formula to calculate the number of band members in any given row. Then, use the
explicit formula to verify that the last row has 23 band members or a8  23 .

c. Use Gauss’s formula to determine the number of band members in the first 5 rows.

d. Use Gauss’s formula to determine the total number of band members in the formation.

e. Determine the additional number of band members needed to create 4 more rows.

f. Determine the number of band members in the formation if the last row in the formation contains
44 members.

16.
Secondary Math III Name: _________________________________
Assignment #6.3 Period: _____
Finite Geometric Series

Use sigma notation to rewrite each finite geometric series. Then calculate the given sum.
1. 2 + 6 + 18 + 54 + 162 ; 𝑆5 2. 1 + (-4) + 16 + (-64) + 256 + (-1024); 𝑆6

1 1 1 1 1
3.     ; 𝑆5 4. -0.2 + (-0.02) + (-0.002) + (-0.0002); 𝑆4
2 10 50 250 1250

Find the first and last term in the arithmetic series. Then find the sum of the series.
5. 6.

Write an explicit formula for each arithmetic sequence. Then find the sum of the series.
1 1 1
7. 3+1+ + + 8. 4 + 24 + 96 + 384 + 1536
3 6 18

9. 2 + 10 + 50 + ⋯ + 31250 10. 1 + (−2) + 4 + (−8) + ⋯ + (−512)

11. A geometric sequence with 7 terms, a common ratio of 3, and a first term of -2.

12. A geometric sequence with 6 terms, a common ratio of 0.1, and a first term of 6.
Given the explicit formula find the first term in the series, then find the sum of the series.
1
13. If 𝑎𝑛 = 4𝑛−1 , find 𝑎1 , & 𝑆10 14. If 𝑎𝑛 = ( )(2)𝑛−1 , find 𝑎1 , & 𝑆7
4

Solve each problem, using the geometric sequences and series formulas.
15. A rubber ball is dropped from a height of 800 centimeters and bounces on the ground. The table shows
the height reached by the ball after each successive bounce. What is the total distance traveled by the
ball from the first bounce to the fifth?

16. A small grocery store reviewed their net profits for the past 7 years and
observed that profits increased by 2% per year. The table shows the net profits. What is the grocery
store’s total net profit for the past 7 years?

17. 18.
Secondary Math III Name: _________________________________
Assignment #6.4 Period: _____
Infinte Geometric Series

Find the sum of each infinite series. If the sum does not exist, write ∞.
1 1 1
1.    ... 2. 0.3 + 0.9 + 2.7 + …
5 25 125

 
 i 5 10 20
3.  2 4.    ...
7
i 1 7 21 63

1 3 9
5.    ... 6.
10 20 40

7. Jill is laying 1 foot by 1 foot tiles that each have 1 gray side and 1 white side in a room that measures 25
feet by 25 feet. She lays a gray tile in the center of the room. Next, she lays a ring of white tiles around
the center tile. Then, she lays a ring of gray tiles around the white tiles and continues in this manner.

a. Determine the pattern in the number of tiles added in each ring.

b. Write an explicit formula to represent the number of tiles added in ring n.

c. Determine the number of tile rings that must be added around the center tile to completely fill the
room’s floor.

d. Determine the number of tiles needed to completely cover the floor.

e. Jill only has enough money to buy 400 tiles. She decides to lay as many complete rings around the
center tile as she can. How many complete rings can Jill lay with 400 tiles? Of the 400 tiles, how
many will Jill use if she only lays complete rings?
8. A soccer tournament has 64 participating teams. In the first round of the tournament, 32 games are
played, with the winning team from each game moving on to the next round. In the second round, 16
games are played, with the winning team from each game moving on to the next round. This pattern
continues until one team emerges as the winner of the tournament. How many games are played in the
tournament to determine the winner?

9. Serena paid $8700 to attend college her freshman year, then found out that her cost would increase by
8% each year she stayed in college. If it takes Serena 6 years to graduate, how much will it cost her to
complete college?

10. At six years old, Tanya is a prolific block builder. Her mother walked into the playroom to find that
Tanya had built a wall with blocks. On further inspection her mother realized that there was a pattern
to how the wall was built. The top row contained 1 block, the next row contained 7 blcoks, the next
row contained 13 blocks, and the bottom row contained 55 blocks. In total, there were 10 rows.
Determine how many block Tanya used to build her wall.

11. Malinda and Otto are a song writing team. During their first year of collaboration they wrote only 3
songs but in each succeeding year they were able to triple the number of songs written each year.
Determine how many songs they were able to write in the fourth year.

12. 13.