Back To Course

Math 101: College Algebra12 chapters | 92 lessons | 11 flashcard sets

Watch short & fun videos
**Start Your Free Trial Today**

Start Your Free Trial To Continue Watching

As a member, you'll also get unlimited access to over

Your next lesson will play in
10 seconds

Lesson Transcript

Instructor:
*Erin Monagan*

Erin has been writing and editing for several years and has a degree in fiction writing.

There are many different types of problems concerning series and sequences - including some that are pretty abstract. From bouncing balls to adding up odd numbers, test your skills here with additional arithmetic and geometric series practice!

Now that you're familiar with both **arithmetic** and **geometric series**, it's time to test your skills with a few more examples. We'll need to remember the two shortcuts for finding arithmetic and geometric series. These two formulas are all we need for these examples. With that being said, these problems are a little more abstract than ones we've already done in previous lessons, so you're going to have to do some thinking before you can plug in numbers and be done.

Because of that, it may be a good idea to pause the video after I've finished each example (maybe rewind it to the beginning), write the problem down and try to do it yourself without me helping. This way, you'll quiz yourself to make sure you understand what each question is asking you before you go on to the next one.

So, let's get take a look at our first example. I see a sigma, which tells me I'm taking a sum, and then the rule (directly to the right of that) looks like *y = mx + b*. So, I know it's an arithmetic sum, which means I'm going to be using this formula: *sigma = (n/2)(a_1+a_n)*. But, there is once difference to this problem that we haven't looked at, and that is that the sum does not start at *n = 1*, it starts at *n = 3*.

That's going to change two things about how we use the formula to solve this problem. First off, in the formula, *a_1* is the first term in the series, but in this case, I'm not substituting *n = 1* for my first term, I'm substituting *n = 3*. In this problem, we're going to substitute *a_1* with *a_3* because *a_3* is the first term in my series.

Second of all, the *n* in the *n/2* part of this formula, represents the number of terms in the series. In this case, it's not as easy as substituting *n_11*. Since I'm starting at *3* and going up through *11*, there aren't actually *11* different entries in this series. Because I'm starting at *3*, I'm skipping over number *1* and *2*. So, there are actually only *11 - 2* terms, which is *9* terms in this series.

A common mistake is to do *11 - 3 = 8* (so the top number minus the bottom number and that would give you *8*), but that would be incorrect because it would imply that we are excluding *3* (because we'd be subtracting *3* away). We want to include *3*, so we should do *11 - 2 = 9*, because only the first and second entries are the ones excluded. That's how we get *9*.

Now that we've substituted all the correct values, it's easy as evaluating the formula out. So, *a_3* we find by substituting *3* for our formula *4n + 1*. And, *a_n* is our last term, so in this case we'll substitute *11* into the formula and we end up with: *(9/2) * ((4(3) + 1) + (4(11) + 1))*. Now, do the problem and multiply by *4.5* and you find the sum is *261*.

Our second example is a very common word problem that goes like this: a ball is dropped from an unknown height *(h)* and it repeatedly bounces on the floor. After each bounce, the ball reaches a height that is *3/4* of the height from which it previously fell. How could we represent the distance the ball bounces between the first and eighth bounces with sigma notation?

There are a few things to notice here. First is that this is a geometric sequence, because we find each new height by multiplying the previous one by *3/4*.

Second, when the ball starts bouncing, not only will it be bouncing up, but it will also be bouncing down. It makes two trips for all its different bounces.

Lastly, we are only asked for the distance it goes between the first and eighth bounces. That means we don't want to include the initial drop or the eighth bounce.

So, now we know all the information that we should need. We can begin writing our expression. Let's start with the rule that represents the situation. It's a geometric sequence so it's *(a_1) * (r_n - 1) = a_1((1 - r_n) / (1 - r))*. My *a_1* (the initial starting point) is *h* because that's where we drop it from, and my common ration *r* is *3/4* because it goes *3/4* as high with each bounce.

Now, I can add in the sigma notation in front of the rule and in this case we want to go from the first to the eighth bounce. So, I'll put *n = 1* on the bottom and *8* on the top. We need to take into account that we don't want to include the initial drop. We could put *n = 2* on the bottom (which is a fancier way you should be aware of). Instead of writing *n = 2*, we could change the exponent to just an *n* instead of *n - 1*. Doing that would do the same thing as if we put *n = 2* in here.

We also don't want to include the eighth bounce, so we'll need to go from *8* to *7*. Lastly, we need to take into account that it's going up and down each bounce, so we add the number *2* in front of the entire rule. We end up with our expression.

This example is another classic problem. What is the sum of all the odd integers between 1 and 201?

The trick to this problem requires that you to realize that the odd integers (if you write them out) are really just an arithmetic sequence. It's a pattern that starts at *1* and goes up by *2* every time. So, I could write a rule for this sequence by saying that my common difference is *2* and if we went backwards to the zero term it would be *-1*, so the rule for any odd integer is *2n - 1*.

Now that I know this is an arithmetic sequence, I can use the arithmetic series formula. To use this formula, I need to know which term at which we end. I know it's *201*, but which term in the sequence is that? Because I know the rule, I can set up a quick equation to figure that out. I can say that *201 = 2n -1*, and we can figure out what *n* must be. I can use inverse operations to get the *n* by itself, so *n* is *101*. Which means that *201* is the *101st* term in this sequence.

So when I'm adding all the entries up, I'm simply taking this series from the first term to the *101st* term of *2n - 1*. We'll plug that into our formula where *n* is the number of terms in the sequence (*101*) and *1* is the first term and *n* is the last term (*201*). Solving this, we find that our sum must be *10,201*

Our last example is probably the most abstract that you'll find in a college algebra course. It simply tells us that if a sum from the first through the fourth term of a sequence is equal to *20*, then what must the same sum of first to the fourth sequence *2a_n - 1 =*?

Let's take a look at what it tells us: this sum (from the first to the fourth) is *20*. That means that whatever the terms are (*a_1 + a_2 + a_3 + a_4*) must be *20*. But, it's asking us is not just for *a_n*, but to find *2a_n - 1*. Instead of term *a_1*, we want *2a_1 -1* and *2a_1 - 1* and *2a_3 -1* and so on. When we add those up, what do we get?

What it's asking for is exactly what we have now. It might not be obvious that we know what the answer is, but because addition is **commutative** (*2 + 3* is the same as *3 + 2*), I can switch the order of these around without changing what it is. By grouping together the *a* terms (*2a_1 + 2a_2 + 2a_3 + 2a_4*) and the *-1*s, we get *2(a_1 +a_2 + a_3 + a_4) - 4*. So we get the same expression as before, just written differently.

I know that *a_1 + a_2 + a_3 + a_4 = 20*, so now I just have *2(20) - 4 =*. The sum that this is asking for is *36*!

To review, when finding the sum that does not begin at *n = 1*, make sure to adjust the formula accordingly. In the *n/2* term, make sure the *n* represents how many numbers you're adding up. And the *a_1* is no longer going to be *a_1*, it's just going to be the new first term (wherever your series begins).

We can change an exponent on a geometric series from *n - 1* to simply *n* in order to skip the initial term. Odd integers are really just an arithmetic sequence and can be represented by the rule *2n - 1* and would be represented by the rule with just *2n*.

To unlock this lesson you must be a Study.com Member.

Create your account

Already a member? Log In

BackDid you know… We have over 49 college courses that prepare you to earn credit by exam that is accepted by over 2,000 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.

To learn more, visit our Earning Credit Page

Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you.

Back To Course

Math 101: College Algebra12 chapters | 92 lessons | 11 flashcard sets

- Go to Inequalities

- Go to Functions

- What is a Mathematical Sequence? 5:37
- How to Find and Classify an Arithmetic Sequence 9:09
- Finding and Classifying Geometric Sequences 9:17
- Summation Notation and Mathematical Series 6:01
- How to Calculate an Arithmetic Series 5:45
- How to Calculate a Geometric Series 9:15
- Arithmetic and Geometric Series: Practice Problems 10:59
- Go to Sequences and Series

- GATE Exam - EY (Ecology & Evolution): Test Prep & Syllabus
- GATE Exam - GG (Geology & Geophysics): Test Prep & Syllabus
- ISC Physics: Study Guide & Syllabus
- BITSAT Exam - Physics: Study Guide & Test Prep
- BITSAT Exam - English & Logic: Study Guide & Test Prep
- Conduction of Electricity
- Structural Geology
- Radioactive Prospecting Methods
- Seismic Methods of Prospecting
- Geophysical Equations
- Roots of the Vietnam War: Learning Objectives & Activities
- Unrest in Vietnam During the Eisenhower Years: Learning Objectives & Activities
- John F. Kennedy and the Vietnam War: Learning Objectives & Activities
- Vietnam War During the Nixon Years: Learning Objectives & Activities
- Major Battles & Offensives of the Vietnam War: Learning Objectives & Activities
- The Vietnam War After American Involvement: Learning Objectives & Activities
- Lyndon B. Johnson and the Vietnam War: Learning Objectives & Activities

- Genre of Animal Farm
- Peacock Facts: Lesson for Kids
- London, 1802 by Wordsworth: Summary & Poem Analysis
- Conflict in A Separate Peace
- Assessment Techniques for Print Awareness
- Direct Instruction vs. Differentiated Instruction
- Common Suffixes: Lesson for Kids
- Formative Assessment Ideas for Reading
- Quiz & Worksheet - Stacked Bar Charts
- Quiz & Worksheet - Concurrence & the Law
- Quiz & Worksheet - Point of View in Orwell's 1984
- Quiz & Worksheet - Desert Food Chain Facts for Kids
- Quiz & Worksheet - The Censors by Valenzuela
- Prehistoric Art History Flashcards
- Dance Terms List & Flashcards

- UExcel Calculus: Study Guide & Test Prep
- AP English Literature: Homework Help Resource
- American Literature Textbook
- PPST Reading Test: Practice & Study Guide
- High School Biology: Tutoring Solution
- Degree ROI: Finding a Degree That's a Good Investment
- Igneous Rocks: Homework Help
- Quiz & Worksheet - Linked Genes
- Quiz & Worksheet - Glossopteris
- Quiz & Worksheet - Gravitational Pull of the Earth
- Quiz & Worksheet - The Concentration of Minerals
- Quiz & Worksheet - Characteristics of the Earth's Core

- Single-slit Diffraction: Interference Pattern & Equations
- Shakespeare's Sonnet 79: Analysis, Overview
- What are the National Board Certification Areas for Teachers?
- 1st Grade Reading List
- North Carolina Homeschool Laws
- Sequencing Activities for Kindergarten
- Math Activities for Kids
- Informational Writing Prompts
- Common Core State Standards in Florida
- What is a Passing Score on the CSET?
- 5th Grade Common Core Math Standards
- Teacher Associations in Texas

Browse by subject