# MA.912.AR.10.1 Export Print
Given a mathematical or real-world context, write and solve problems involving arithmetic sequences.

### Examples

Tara is saving money to move out of her parent’s house. She opens the account with \$250 and puts \$100 into a savings account every month after that. Write the total amount of money she has in her account after each month as a sequence. In how many months will she have at least \$3,000?
General Information
Subject Area: Mathematics (B.E.S.T.)
Strand: Algebraic Reasoning
Status: State Board Approved

## Benchmark Instructional Guide

### Terms from the K-12 Glossary

• Arithmetic sequence

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

In Algebra I, students wrote and solved equations of linear functions. In Math for Data and Financial Literacy, students write and solve problems using arithmetic sequences.
• Instruction focuses on real-world contexts involving arithmetic sequences (MTR.7.1).
• Students may use a variety of representations to solve problems such as writing out the sequence using the explicit formula. The focus of the benchmark is to understand arithmetic sequences and how they relate to linear equations (MTR.2.1).
• In the example given in the benchmark, students are asked to write the total amount of money she has in her account after each month as a sequence. In how many months will she have at least \$3,000? The sequence goes as follows: 350, 450, 550, 650, 750, 850, 950, 1050, 1150, 1250, 1350, 1450, 1550, 1650, 1750, 1850, 1950, 2050, 2150, 2250, 2350, 2450, 2550, 2650, 2750, 2850, 2950, 3050, ...
Once students have written the sequence, they can simply count the number of months it takes to get to at least \$3,000. It would take 28 months.
• Another method to solve this would be to use the explicit formula. In the case of using the explicit formula, students would not need to write as many terms in the sequence since solving the problem this way would not involve counting all the terms until getting to \$3,000. When using the explicit formula, arithmetic sequences have a linear relationship where the constant change is the slope while the $y$-intercept is the starting amount. Students can use the equation $y$ = 100$x$ + 250, where $x$ is the number of months and $y$ is the amount of money in her account. To solve this problem students would substitute \$3,000 with the $y$-value.
3000 = 100$x$ + 250
2750 = 100$x$
27.5 = $x$
• Since she is only putting money in once per month, the $x$ would need to be a whole number. She wouldn’t quite have \$3,000 after 27 months so the solution would need to be rounded up to 28 months (MTR.6.1).
• If the $y$-intercept is unknown, students can use point-slope form of a line and any term in the sequence to write the formula for the sequence. For example, in the second month she has \$450. Using point-slope form of a line, students get $y$ − 450 = 100($x$ − 2).
$y$  − 450 = 100($x$ − 2)
3000 − 450 = 100$x$ − 200
2550 = 100$x$ − 200
2750 = 100$x$
27.5 = $x$

### Common Misconceptions or Errors

• Students may have a hard time distinguishing between arithmetic sequences and geometric sequences.
• Students may have trouble using the equation by confusing the slope and $y$-intercept or not knowing to use point-slope form when the $y$-intercept is unknown.
• Students may not round correctly when needed depending on the context.

• Albuquerque boasts one of the longest aerial trams in the world. The tram transports people up to Sandia Peak. The table shows the elevation of the tram at various times during a particular ride. The tram increases elevation by 255 feet every minute. After 1 minute, the elevation of the tram is 6,814 feet.
• Part A. What was the elevation at the beginning of the ride?
• Part B. If the ride took 15 minutes, what was the elevation of the tram at the end of the ride?

### Instructional Items

Instructional Item 1
• In a theater, there are 16 seats in the first row and the number of seats in each row after that increase by 2 successively. There are 35 rows in the theater. How many seats does the last row in the theater have?
a. 65
b. 78
c. 84
d. 86

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

## Related Courses

This benchmark is part of these courses.
1200340: Algebra 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1200400: Foundational Skills in Mathematics 9-12 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1202340: Precalculus Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1212300: Discrete Mathematics Honors (Specifically in versions: 2022 and beyond (current))
1200388: Mathematics for Data and Financial Literacy Honors (Specifically in versions: 2022 and beyond (current))
1200384: Mathematics for Data and Financial Literacy (Specifically in versions: 2022 and beyond (current))
1209315: Mathematics for ACT and SAT (Specifically in versions: 2022 and beyond (current))

## Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

## Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

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