Question

Write the next two apparent terms of the sequence. Describe the pattern you used to find these terms. \(3,-\frac{3}{2}, \frac{3}{4},-\frac{3}{8}, \ldots\)

Short answer

The next two terms of the sequence are \( \frac{3}{16} \) and \( -\frac{3}{32} \). The pattern used to find these terms involved alternating the sign and halving the absolute value of each term.

Step-by-step solution

Identify the pattern in the sequence

Note that the sign of each term alternates from positive to negative. The absolute value of each term also halves for every subsequent term starting from 3. The first term is 3, the second term is -3/2, the third term is 3/4, and the fourth term is -3/8, each halved from the previous term.

Apply the identified pattern to find the next terms

According to the pattern identified in step 1, the fifth term should be half of the absolute value of the fourth term (3/8), which equals 3/16, but positive. Likewise, the sixth term should be half of the fifth term (3/16), which equals 3/32, but negative.

Key concepts

Understanding Sequence Patterns

A sequence is a set of numbers arranged in a particular order that often follows a specific rule or formula. Understanding the patterns in sequences is crucial for identifying how the numbers are related and predicting subsequent terms. The given exercise features an arithmetic sequence where each term changes according to a clear pattern.

For this sequence, the pattern involves alternating signs and halving the previous term's absolute value. To determine the next terms of a sequence like this, it's essential to observe the existing terms and apply the recognized pattern consistently. For instance, noting that each term after the first is negative if its predecessor was positive and vice versa, combined with the halving process, gives us a path to follow.

When trying to improve understanding in exercises involving sequence patterns, it's useful to:

• Identify the initial terms clearly.
• Note any change in signs between consecutive terms.
• Determine if there's a consistent mathematical operation applied to terms as the sequence progresses, like multiplication or division by a certain number.
• Predict future terms by applying the observed rules to the most recent term.

Being thorough in these steps ensures a clear pathway to not only solve but also understand the underlying structure of sequences.

Alternating Series Explained

An alternating series is a sequence of numbers where the signs of the terms switch with each subsequent term. Typically, this means that a positive term is followed by a negative term, and then by a positive term again, and so on. The sequence in question demonstrates such an alternating pattern: it starts with a positive term (3), followed by a negative term (-3/2), then a positive term again (3/4), and continues to alternate accordingly.

To recognize an alternating series, look for a consistent switching of the plus and minus signs. Why is this important? Identifying an alternating pattern is not only crucial for predicting the sequence's terms but also for understanding convergence in more complex mathematical contexts, like infinite series. For students, recognizing these patterns can simplify problem-solving by providing a clear structure to follow.

Here is a suggestion for exercise improvement:

Visual Patterns

Visually mapping out the terms on a number line or creating a chart can help students better grasp the concept of alternating series, especially when dealing with abstract patterns.

Rational Numbers in Sequences

Rational numbers are numbers that can be expressed as a fraction where both the numerator and denominator are integers, and the denominator is not zero. In the case of the exercise, each term of the sequence is a rational number: 3, -3/2, 3/4, and so on. Recognizing that a sequence consists of rational numbers is essential because it tells us that the values can be precisely expressed as fractions or decimals, which can be helpful in calculations.

The concept of rational numbers allows for a wide variety of mathematical operations, including finding common denominators, reducing fractions to their simplest form, and performing arithmetic operations. It provides a foundation for understanding more complex mathematical concepts such as real numbers and algebraic fractions.

To assist students in their comprehension of rational numbers within sequences, it's beneficial to:

• Explain what makes a number rational, and provide examples.
• Show how to perform arithmetic operations with fractions.
• Practice simplifying fractions to enhance understanding of equivalence.

In this sequence, keeping the rational numbers in their fractional form is more intuitive for recognizing the pattern of the series and predicting future terms.