Skip to 0 minutes and 8 secondsMICHAEL ANDERSON: So let's take a look at arithmetic sequences in a little bit more detail.

Skip to 0 minutes and 13 secondsPAULA KELLY: OK. So if we start off with these 3 blocks-- OK. So we're going to start a pattern that goes up by the same amount each time, as we always see in an arithmetic sequence. So this is my first pattern in my sequence. If I have my next pattern in the sequence-- so rather than having our 3 blocks, this time we have 5 blocks.

Skip to 0 minutes and 34 secondsMICHAEL ANDERSON: OK, so it's got larger by 2.

Skip to 0 minutes and 36 secondsPAULA KELLY: Absolutely. OK. So how would our next pattern of the sequence look?

Skip to 0 minutes and 42 secondsMICHAEL ANDERSON: Well, we started with 3, and then we've got 5. So the next pattern, or the next term in the pattern, should probably have 7 blocks. And I think it'll look a little bit like this one.

Skip to 0 minutes and 53 secondsSPEAKER 2: OK. So we can see our pattern is increasing each time. Each time, the legs of our pattern get slightly longer. So is this the only way we could think about how these patterns look?

Skip to 1 minute and 4 secondsMICHAEL ANDERSON: Well, the typical maths questions might be, can you figure out what the next term is, what the fifth term, what the hundredth term, and kind of come up with that general rule? Based on the fact that each time, each sequence is increasing by the same amount. So we might say, well, in this case, we've got our first term, our second term, our third term. And we might be interested in the general term, the nth term, to be able to figure out a rule or a pattern to see how it increases.

Skip to 1 minute and 32 secondsPAULA KELLY: OK.

Skip to 1 minute and 33 secondsMICHAEL ANDERSON: So for this one, we've got 3 blocks, then we've got 5 blocks, 7 blocks. And we don't really know what the kind of general rule will be, but we know that to get from one term to the next term, we just add 2 every single time.

Skip to 1 minute and 49 secondsPAULA KELLY: OK. OK. So as well as seeing it as one complete pattern, we're looking at how it grows.

Skip to 1 minute and 56 secondsMICHAEL ANDERSON: Yeah.

Skip to 1 minute and 56 secondsPAULA KELLY: Another way to have a look at it, if I extended the pattern-- so we take this away-- what's different about how this one looks now?

Skip to 2 minutes and 5 secondsMICHAEL ANDERSON: So we've got some different colours. I suppose the way I saw the pattern growing was that corner one, the blue one in this case, stays the same every time. And then we have a length of 1 going up and a length of 1 going out for this one. And in the next one, that length, the pink blocks, grew by 1 each.

Skip to 2 minutes and 23 secondsPAULA KELLY: So we should have-- again, we keep our blue fixed.

Skip to 2 minutes and 27 secondsMICHAEL ANDERSON: Mm-hmm.

Skip to 2 minutes and 27 secondsPAULA KELLY: And these ends are extending by an extra block each time.

Skip to 2 minutes and 31 secondsMICHAEL ANDERSON: Yeah.

Skip to 2 minutes and 31 secondsPAULA KELLY: So rather than having just 1 on each end, we've got 2 on each end.

Skip to 2 minutes and 35 secondsMICHAEL ANDERSON: Yeah. So if I was to write that down in some kind of pattern, I suppose we'd have that 1 block there, and then 1 above it, and 1 below it, in the first term. In the second term, we still have that 1, but then we have 2 coming up and 2 coming out. The third term, I predict, will be 1, 3, and 3.

Skip to 2 minutes and 54 secondsPAULA KELLY: OK. Well, quite conveniently, we have another one. So let's have this one.

Skip to 2 minutes and 58 secondsMICHAEL ANDERSON: Yeah.

Skip to 2 minutes and 59 secondsPAULA KELLY: And again, our pattern works. We have our 1 in our corner, we have 3 either end. So our pattern remains the same. We still have 7 blocks.

Skip to 3 minutes and 7 secondsMICHAEL ANDERSON: And I think thinking about it this way helps us with that kind of general idea that no matter what term we have, we're going to have that 1 blue block. And then if it was the first term, the pink lengths were just 1. In the second term there were 2. In the third term there were 3. So in the nth term, in the general term, they're going to be n. So if this was the 10th pattern-- we've gone up by 2 all the way to the 10th term-- we'd have 1, and then 10, and then 10.

Skip to 3 minutes and 35 secondsPAULA KELLY: That's a way of trying to predict how many cubes we'd need, how it would look, without physically making 10, 100 in our pattern.

Skip to 3 minutes and 42 secondsMICHAEL ANDERSON: Yeah. But there are probably quite lots of different ways of thinking about these sequences. Did you see it growing any differently?

Skip to 3 minutes and 48 secondsPAULA KELLY: Well, conveniently, yes. So we have another one. If we had some green this time-- so can you tell me why I've chosen these colours?

Skip to 3 minutes and 59 secondsMICHAEL ANDERSON: OK, so I think we've got two dark green ones on the bottom and then one on the top. So our first sequence would probably be a 1 there and then a 2 as the base.

Skip to 4 minutes and 10 secondsPAULA KELLY: Fantastic. So next in our sequence, if we had-- how would that look?

Skip to 4 minutes and 16 secondsMICHAEL ANDERSON: OK, so with these 2 legs, they're each growing by 1 each time. So the sequence overall is growing by 2, but we can think of each leg, almost, as growing by 1 each. So this 1 has gone to a 2, and the 2 has gone to a 3.

Skip to 4 minutes and 31 secondsPAULA KELLY: So our next one should have 3 at the top and a 4 on the bottom.

Skip to 4 minutes and 36 secondsMICHAEL ANDERSON: Yeah. We can almost see this arithmetic sequence itself. So 1, 2, 3, going up by the same amount, and 2, 3, 4, going up by the same amount.

Skip to 4 minutes and 45 secondsPAULA KELLY: OK. We'll just see how that looks. So we should have our last one, as we're saying, 3 going up, 4 going across.

Skip to 4 minutes and 52 secondsMICHAEL ANDERSON: Yeah. And in our first term, we had a length of 1 on the top, the light green ones. 2 was 2, 3 was 3. So n, our general one, is probably going to be n. And then the bottom one, the base, the dark green, was always 1 more than that. So that would be n plus 1.

Skip to 5 minutes and 10 secondsPAULA KELLY: OK. So another way we could see this, then, if we took these away-- if I made a very small change, so if we made it look a bit like this, how is that different?

Skip to 5 minutes and 21 secondsMICHAEL ANDERSON: Well, it's probably really similar to the previous one. But instead of seeing the base as the starting point with the dark green, you're almost seeing the length going up as the starting point. So in this one we've got a 2 going up and then a 1 next to it.

Skip to 5 minutes and 36 secondsPAULA KELLY: OK. So with that pattern to continue, if I use the same blocks but a different way around-- so going up, we have 3 now. Going across, we have 2.

Skip to 5 minutes and 47 secondsMICHAEL ANDERSON: So I can represent that as the second term, as a 3 plus a 2.

Skip to 5 minutes and 52 secondsPAULA KELLY: And then finally, we should have a 4 going up, 3 across.

Skip to 5 minutes and 57 secondsMICHAEL ANDERSON: So that's a 4, a tower of 4 going up, and then 3 next to it. So I think my general rule, again-- what we seem to have is something like-- and I'll put this bit in brackets-- n plus 1, and then another n coming out of the side of it. So for the 10th term, we'd have a tower of 11, and then 10 going across.

Skip to 6 minutes and 17 secondsPAULA KELLY: OK. One more way we could see it.

Skip to 6 minutes and 20 secondsMICHAEL ANDERSON: OK.

Skip to 6 minutes and 20 secondsPAULA KELLY: OK. So if we extend this very slightly-- so we had our first pattern like this. If I add that just in there, how does that help us with the sequence?

Skip to 6 minutes and 34 secondsMICHAEL ANDERSON: Oh, OK. So I think what we've got now is a square. So that's a 2-by-2 square. The red is the bit that we're actually interested in. So we almost take away that orange square?

Skip to 6 minutes and 44 secondsPAULA KELLY: Mm-hmm.

Skip to 6 minutes and 45 secondsMICHAEL ANDERSON: So if I was to think about drawing or writing this out, it would be probably something like 2 squared take away 1 squared.

Skip to 6 minutes and 54 secondsPAULA KELLY: Because this whole lot would be 2 by 2, so 2 squared. And this small orange to subtract is 1 by 1.

Skip to 7 minutes and 0 secondsMICHAEL ANDERSON: Yeah.

Skip to 7 minutes and 1 secondPAULA KELLY: [INAUDIBLE]

Skip to 7 minutes and 2 secondsMICHAEL ANDERSON: OK. Does that work for the next term?

Skip to 7 minutes and 3 secondsPAULA KELLY: Let's have a look. So if you had our next one, if it's all red, we'd have a 3-by-3 square--

Skip to 7 minutes and 11 secondsMICHAEL ANDERSON: --which is the sequence we were looking at.

Skip to 7 minutes and 13 secondsPAULA KELLY: So you've got a 3 squared. And then our orange to subtract is a 2-by-2 square, so we subtract 2 squared.

Skip to 7 minutes and 19 secondsMICHAEL ANDERSON: So if I was carrying on this pattern, we have a 3-by-3 square, and we're taking away a 2-by-2 square.

Skip to 7 minutes and 27 secondsPAULA KELLY: OK. One last one. So if we have this enormous one-- so we could have our-- now we have a 4-by-4 square, and we're going to subtract a 3-by-3 square.

Skip to 7 minutes and 39 secondsMICHAEL ANDERSON: OK, so that was 4 squared take away 3 squared. And I think the key to all of these arithmetic sequences is to see how they're growing, and how much they're going up by each time. So if I look at these number patterns, with the first number we had 2 squared, 3 squared, 4 squared. So that seems to be going up by 1 each time. And then we're taking away 1 squared, 2 squared, and 3 squared. That's going up by 1 each time. So our general rule seems to be, whatever the term we're at, we add 1 and square it-- so the third term, it was 4 squared-- and then we take away n squared.

Skip to 8 minutes and 18 secondsPAULA KELLY: Perfect.

Skip to 8 minutes and 19 secondsMICHAEL ANDERSON: Now, the nice thing about these is that we're describing the same sequence in lots and lots of different ways, but we always seem to be getting the same answer. If we look at our general rule, we've got 2n plus 1, 2n plus 1, and 2n plus 1. And if we expand all that out and simplify it, we'll end up with 2n plus 1.

# The geometry of arithmetic sequences

When students learn about arithmetic sequences they are very often just taught the procedure for finding the position to term rule: the n^{th} term.

It can help students understand the mathematical structure of arithmetic sequences if they explore how arithmetic sequences grow using interlocking cubes.

Students can be creative, showing different ways of explaining how the sequence grows and how the position to term rule, the n^{th} term, is generated.

In this video, Paula and Michael model what a lesson may look like when exploring the geometry of arithmetic sequences to find the nth term of the sequence. Watch the video and then attempt the challenge below.

## Challenge

Describe how the following sequence grows in as many different ways as you can.

For each way show how the rule for the n

^{th}term can be generated.

## Problem worksheet

Now complete question 5 from this week’s worksheet.

## Teaching resource

- Arithmetic sequence puzzle: The first puzzle involves three intersecting lines with circles marked. The challenge is to create arithmetic sequences that will fit each line. The second challenge is harder since there are four lines and more intersections.

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