### Learning Objectives

In this section, you will:

- Find the common difference for an arithmetic sequence.
- Write terms of an arithmetic sequence.
- Use a recursive formula for an arithmetic sequence.
- Use an explicit formula for an arithmetic sequence.

### Corequisite Skills

#### Learning Objectives

- Determine if a sequence is arithmetic (IA 12.2.1)
- Find the general term (nth term) of an arithmetic sequence (IA 12.2.2)

#### Objective 1: Determine if a sequence is arithmetic (IA 12.2.1)

An arithmetic sequence is a sequence where the difference between consecutive terms is always the same.

The difference between consecutive terms, *d*, and is called the common difference, for n greater than or equal to two.

### Example 1

Determine if each sequence is arithmetic. If so, indicate the common difference.

ⓐ $5,9,13,17,21,25\text{,}\phantom{\rule{0.2em}{0ex}}\text{\u2026}$

ⓑ $4,9,12,17,20,25\text{,}\phantom{\rule{0.2em}{0ex}}\text{\u2026}$

##### Practice Makes Perfect

Determine if each sequence is arithmetic. If so, indicate the common difference.

-4, 4, 2, 10, 8, 16, …

________________________________________ | ________________________________________ |

Find the difference of consecutive terms. | ________________________________________ |

________________________________________ | ________________________________________ |

-3, -1, 1, 3, 5, 7, …

________________________________________ | ________________________________________ |

Find the difference of consecutive terms. | ________________________________________ |

________________________________________ | ________________________________________ |

### Example 2

Write the first five terms of the sequence where the first term is 5 and the common difference is $d=\mathrm{-6}.$

##### Practice Makes Perfect

Write the first five terms of the sequence where the first term is –4 and the common difference is $d=7.$

The sequence is: ________________________________________

#### Objective 2: Find the general term (nth term) of an arithmetic sequence (IA 12.2.2)

In the last section, we found a formula for the general term of a sequence, we can also find a formula for the general term of an arithmetic sequence.

Let’s write the first few terms of a sequence where the first term is ${a}_{1}$ and the common difference is *d*. We will then look for a pattern.

As we look for a pattern we see that each term starts with ${a}_{1}$ .

The first term adds 0*d* to the ${a}_{1}$ , the second term adds 1*d*, the third term adds 2*d*, the fourth term adds 3*d*, and the fifth term adds 4*d*. The number of *d*s that were added to ${a}_{1}$ is one less than the number of the term. We then have the formula for the general term of an arithmetic sequence.

### General term (nth term) of an arithmetic sequence

${a}_{n}={a}_{1}+(n-1)d$

### Example 3

Find the general term (nth term) of an arithmetic sequence.

- ⓐ
Find the twenty-first term of a sequence where the first term is three and the common difference is eight.

- ⓑ
Find the eleventh term of a sequence where the third term is 19 and the common difference is five. Give the formula for the general term.

##### Practice Makes Perfect

Find the general term (nth term) of an arithmetic sequence.

Find the sixteenth term of a sequence where the first term is 11 and the common difference is −6.

________________________________________ | ${a}_{n}={a}_{1}+(n\u20131)d$ |

________________________________________ | ________________________________________ |

________________________________________ | ________________________________________ |

Find the 19th term of a sequence where the 5th term is 1 and the common difference is -4. Give the formula for the general term.

________________________________________ | ________________________________________ |

________________________________________ | ________________________________________ |

________________________________________ | ________________________________________ |

Companies often make large purchases, such as computers and vehicles, for business use. The book-value of these supplies decreases each year for tax purposes. This decrease in value is called depreciation. One method of calculating depreciation is straight-line depreciation, in which the value of the asset decreases by the same amount each year.

As an example, consider a woman who starts a small contracting business. She purchases a new truck for $25,000. After five years, she estimates that she will be able to sell the truck for $8,000. The loss in value of the truck will therefore be $17,000, which is $3,400 per year for five years. The truck will be worth $21,600 after the first year; $18,200 after two years; $14,800 after three years; $11,400 after four years; and $8,000 at the end of five years. In this section, we will consider specific kinds of sequences that will allow us to calculate depreciation, such as the truck’s value.

### Finding Common Differences

The values of the truck in the example are said to form an **arithmetic sequence** because they change by a constant amount each year. Each term increases or decreases by the same constant value called the **common difference** of the sequence. For this sequence, the common difference is –3,400.

The sequence below is another example of an arithmetic sequence. In this case, the constant difference is 3. You can choose any term of the sequence, and add 3 to find the subsequent term.

### Arithmetic Sequence

An arithmetic sequence is a sequence that has the property that the difference between any two consecutive terms is a constant. This constant is called the common difference. If ${a}_{1}$ is the first term of an arithmetic sequence and $d$ is the common difference, the sequence will be:

### Example 1

#### Finding Common Differences

Is each sequence arithmetic? If so, find the common difference.

- ⓐ $\{1,2,4,8,16,\mathrm{...}\}$
- ⓑ $\{-3,1,5,9,13,\mathrm{...}\}$

#### Analysis

The graph of each of these sequences is shown in Figure 1. We can see from the graphs that, although both sequences show growth, $a$ is not linear whereas $b$ is linear. Arithmetic sequences have a constant rate of change so their graphs will always be points on a line.

### Q&A

**If we are told that a sequence is arithmetic, do we have to subtract every term from the following term to find the common difference?**

* No. If we know that the sequence is arithmetic, we can choose any one term in the sequence, and subtract it from the subsequent term to find the common difference.*

Is the given sequence arithmetic? If so, find the common difference.

Is the given sequence arithmetic? If so, find the common difference.

### Writing Terms of Arithmetic Sequences

Now that we can recognize an arithmetic sequence, we will find the terms if we are given the first term and the common difference. The terms can be found by beginning with the first term and adding the common difference repeatedly. In addition, any term can also be found by plugging in the values of $n$ and $d$ into formula below.

### How To

**Given the first term and the common difference of an arithmetic sequence, find the first several terms.**

- Add the common difference to the first term to find the second term.
- Add the common difference to the second term to find the third term.
- Continue until all of the desired terms are identified.
- Write the terms separated by commas within brackets.

### Example 2

#### Writing Terms of Arithmetic Sequences

Write the first five terms of the arithmetic sequence with ${a}_{1}=17$ and $d=-3$ .

List the first five terms of the arithmetic sequence with ${a}_{1}=1$ and $d=5$ .

### How To

**Given any first term and any other term in an arithmetic sequence, find a given term.**

- Substitute the values given for ${a}_{1},{a}_{n},n$ into the formula ${a}_{n}={a}_{1}+(n-1)d$ to solve for $d.$
- Find a given term by substituting the appropriate values for ${a}_{1},n,$ and $d$ into the formula ${a}_{n}={a}_{1}+(n-1)d.$

### Example 3

#### Writing Terms of Arithmetic Sequences

Given ${a}_{1}=8$ and ${a}_{4}=14$ , find ${a}_{5}$ .

#### Analysis

Notice that the common difference is added to the first term once to find the second term, twice to find the third term, three times to find the fourth term, and so on. The tenth term could be found by adding the common difference to the first term nine times or by using the equation ${a}_{n}={a}_{1}+\left(n-1\right)d.$

Given ${a}_{3}=7$ and ${a}_{5}=17$ , find ${a}_{2}$ .

### Using Recursive Formulas for Arithmetic Sequences

Some arithmetic sequences are defined in terms of the previous term using a recursive formula. The formula provides an algebraic rule for determining the terms of the sequence. A recursive formula allows us to find any term of an arithmetic sequence using a function of the preceding term. Each term is the sum of the previous term and the common difference. For example, if the common difference is 5, then each term is the previous term plus 5. As with any recursive formula, the first term must be given.

### Recursive Formula for an Arithmetic Sequence

The recursive formula for an arithmetic sequence with common difference $d$ is:

### How To

**Given an arithmetic sequence, write its recursive formula.**

- Subtract any term from the subsequent term to find the common difference.
- State the initial term and substitute the common difference into the recursive formula for arithmetic sequences.

### Example 4

#### Writing a Recursive Formula for an Arithmetic Sequence

Write a recursive formula for the arithmetic sequence.

#### Analysis

We see that the common difference is the slope of the line formed when we graph the terms of the sequence, as shown in Figure 3. The growth pattern of the sequence shows the constant difference of 11 units.

### Q&A

**Do we have to subtract the first term from the second term to find the common difference?**

* No. We can subtract any term in the sequence from the subsequent term. It is, however, most common to subtract the first term from the second term because it is often the easiest method of finding the common difference.*

Write a recursive formula for the arithmetic sequence.

### Using Explicit Formulas for Arithmetic Sequences

We can think of an arithmetic sequence as a function on the domain of the natural numbers; it is a linear function because it has a constant rate of change. The common difference is the constant rate of change, or the slope of the function. We can construct the linear function if we know the slope and the vertical intercept.

To find the *y*-intercept of the function, we can subtract the common difference from the first term of the sequence. Consider the following sequence.

The common difference is $-50$ , so the sequence represents a linear function with a slope of $-50$ . To find the $y$ -intercept, we subtract $-50$ from $200:\phantom{\rule{0.8em}{0ex}}200-(-50)=200+50=250$ . You can also find the $y$ -intercept by graphing the function and determining where a line that connects the points would intersect the vertical axis. The graph is shown in Figure 4.

Recall the slope-intercept form of a line is $y=mx+b.$ When dealing with sequences, we use ${a}_{n}$ in place of $y$ and $n$ in place of $x.$ If we know the slope and vertical intercept of the function, we can substitute them for $m$ and $b$ in the slope-intercept form of a line. Substituting $-50$ for the slope and $250$ for the vertical intercept, we get the following equation:

We do not need to find the vertical intercept to write an explicit formula for an arithmetic sequence. Another explicit formula for this sequence is ${a}_{n}=200-50(n-1)$ , which simplifies to ${a}_{n}=-50n+250.$

### Explicit Formula for an Arithmetic Sequence

An explicit formula for the $n\text{th}$ term of an arithmetic sequence is given by

### How To

**Given the first several terms for an arithmetic sequence, write an explicit formula.**

- Find the common difference, ${a}_{2}-{a}_{1}.$
- Substitute the common difference and the first term into ${a}_{n}={a}_{1}+d(n-1).$

### Example 5

#### Writing the *n*th Term Explicit Formula for an Arithmetic Sequence

Write an explicit formula for the arithmetic sequence.

#### Analysis

The graph of this sequence, represented in Figure 5, shows a slope of 10 and a vertical intercept of $-8$ .

Write an explicit formula for the following arithmetic sequence.

#### Finding the Number of Terms in a Finite Arithmetic Sequence

Explicit formulas can be used to determine the number of terms in a finite arithmetic sequence. We need to find the common difference, and then determine how many times the common difference must be added to the first term to obtain the final term of the sequence.

### How To

**Given the first three terms and the last term of a finite arithmetic sequence, find the total number of terms.**

- Find the common difference $d.$
- Substitute the common difference and the first term into ${a}_{n}={a}_{1}+d(n\u20131).$
- Substitute the last term for ${a}_{n}$ and solve for $n.$

### Example 6

#### Finding the Number of Terms in a Finite Arithmetic Sequence

Find the number of terms in the finite arithmetic sequence.

### Try It #7

Find the number of terms in the finite arithmetic sequence.

#### Solving Application Problems with Arithmetic Sequences

In many application problems, it often makes sense to use an initial term of ${a}_{0}$ instead of ${a}_{1}.$ In these problems, we alter the explicit formula slightly to account for the difference in initial terms. We use the following formula:

### Example 7

#### Solving Application Problems with Arithmetic Sequences

A five-year old child receives an allowance of $1 each week. His parents promise him an annual increase of $2 per week.

- ⓐWrite a formula for the child’s weekly allowance in a given year.
- ⓑWhat will the child’s allowance be when he is 16 years old?

### Try It #8

A woman decides to go for a 10-minute run every day this week and plans to increase the time of her daily run by 4 minutes each week. Write a formula for the time of her run after n weeks. How long will her daily run be 8 weeks from today?

### Media

Access this online resource for additional instruction and practice with arithmetic sequences.

### 9.2 Section Exercises

#### Verbal

How is the common difference of an arithmetic sequence found?

What are the main differences between using a recursive formula and using an explicit formula to describe an arithmetic sequence?

#### Algebraic

For the following exercises, find the common difference for the arithmetic sequence provided.

$\{5,11,17,23,29,\mathrm{...}\}$

For the following exercises, determine whether the sequence is arithmetic. If so find the common difference.

$\{11.4,9.3,7.2,5.1,3,\mathrm{...}\}$

For the following exercises, write the first five terms of the arithmetic sequence given the first term and common difference.

${a}_{1}=\mathrm{-25}$ , $d=\mathrm{-9}$

For the following exercises, write the first five terms of the arithmetic series given two terms.

${a}_{1}=17,\phantom{\rule{0.8em}{0ex}}{a}_{7}=-31$

For the following exercises, find the specified term for the arithmetic sequence given the first term and common difference.

First term is 3, common difference is 4, find the 5^{th} term.

First term is 5, common difference is 6, find the 8^{th} term.

First term is 7, common difference is 8, find the 7^{th} term.

For the following exercises, find the first term given two terms from an arithmetic sequence.

Find the first term or ${a}_{1}$ of an arithmetic sequence if ${a}_{7}=21$ and ${a}_{15}=42.$

Find the first term or ${a}_{1}$ of an arithmetic sequence if ${a}_{9}=54$ and ${a}_{17}=102.$

For the following exercises, find the specified term given two terms from an arithmetic sequence.

${a}_{1}=33$ and ${a}_{7}=-15.$ Find ${a}_{4}.$

For the following exercises, use the recursive formula to write the first five terms of the arithmetic sequence.

${a}_{1}=39;\phantom{\rule{0.8em}{0ex}}\text{}{a}_{n}={a}_{n-1}-3$

For the following exercises, write a recursive formula for each arithmetic sequence.

$a=\left\{40,60,80,\mathrm{...}\right\}$

$a=\{-1,2,5,\mathrm{...}\}$

$a=\{-15,-7,1,\mathrm{...}\}$

$a=\{-0.52,-1.02,-1.52,\mathrm{...}\}$

$a=\left\{-\frac{1}{2},-\frac{5}{4},-2,\mathrm{...}\right\}$

For the following exercises, write a recursive formula for the given arithmetic sequence, and then find the specified term.

$a=\left\{7\text{,}4\text{,}1\text{,}\mathrm{...}\right\};$ Find the 17^{th} term.

$a=\left\{2\text{,}6\text{,}10\text{,}\mathrm{...}\right\};$ Find the 12^{th} term.

For the following exercises, use the explicit formula to write the first five terms of the arithmetic sequence.

${a}_{n}=\frac{1}{2}n-\frac{1}{2}$

For the following exercises, write an explicit formula for each arithmetic sequence.

$a=\{32,24,16,\mathrm{...}\}$

$a=\left\{\mathrm{-17}\text{,}\mathrm{-217}\text{,}\mathrm{-417}\text{,}\mathrm{...}\right\}$

$a=\{\mathrm{-18.1},\mathrm{-16.2},\mathrm{-14.3},\mathrm{...}\}$

$a=\left\{\frac{1}{3},-\frac{4}{3},\mathrm{-3}\text{,}\mathrm{...}\right\}$

$a=\left\{-5,-\frac{10}{3},-\frac{5}{3},\dots \right\}$

For the following exercises, find the number of terms in the given finite arithmetic sequence.

$a=\{1.2,1.4,1.6,\mathrm{...},3.8\}$

#### Graphical

For the following exercises, determine whether the graph shown represents an arithmetic sequence.

For the following exercises, use the information provided to graph the first 5 terms of the arithmetic sequence.

${a}_{1}=0,d=4$

${a}_{n}=-12+5n$

#### Technology

For the following exercises, follow the steps to work with the arithmetic sequence ${a}_{n}=3n-2$ using a graphing calculator:

- Press
**[MODE]**- Select SEQ in the fourth line
- Select DOT in the fifth line
- Press
**[ENTER]**

- Press
**[Y=]**- $n\text{Min}$ is the first counting number for the sequence. Set $n\text{Min}=1$
- $u(n)$ is the pattern for the sequence. Set $u(n)=3n-2$
- $u(n\text{Min)}$ is the first number in the sequence. Set $u(n\text{Min)}=1$

- Press
**[2ND]**then**[WINDOW]**to go to**TBLSET**- Set $\text{TblStart}=1$
- Set $\Delta \text{Tbl}=1$
- Set Indpnt: Auto and Depend: Auto

- Press
**[2ND]**then**[GRAPH]**to go to the**TABLE**

Use the scroll-down arrow to scroll to $n=50.$ What value is given for $u(n)\text{?}$

Press **[WINDOW]**. Set $n\text{Min}=1$, $n\text{Max}=5$, $x\text{Min}=0$, $x\text{Max}=6$, $y\text{Min}=-1$, and
$y\text{Max}=14.$ Then press **[GRAPH]**. Graph the sequence as it appears on the graphing calculator.

For the following exercises, follow the steps given above to work with the arithmetic sequence ${a}_{n}=\frac{1}{2}n+5$ using a graphing calculator.

What are the first seven terms shown in the column with the heading $u(n)$ in the TABLE feature?

Graph the sequence as it appears on the graphing calculator. Be sure to adjust the WINDOW settings as needed.

#### Extensions

Give two examples of arithmetic sequences whose 4^{th} terms are $9.$

Find the 5^{th} term of the arithmetic sequence $\{9b,5b,b,\dots \}.$

At which term does the sequence $\{5.4,14.5,23.6,\mathrm{...}\}$ exceed 151?

At which term does the sequence $\left\{\frac{17}{3},\frac{31}{6},\frac{14}{3},\mathrm{...}\right\}$ begin to have negative values?

For which terms does the finite arithmetic sequence $\left\{\frac{5}{2},\frac{19}{8},\frac{9}{4},\mathrm{...},\frac{1}{8}\right\}$ have integer values?

Write an arithmetic sequence using a recursive formula. Show the first 4 terms, and then find the 31^{st} term.

Write an arithmetic sequence using an explicit formula. Show the first 4 terms, and then find the 28^{th} term.