J. 26 ply answering the following qu
Learning Task 1. Write the letter before the number. The letters will spell out
the Khmer greeting.
1. What is the 5th term of the arithmetic sequence an= 5n + 1 ?
G. 23
H. 24
I. 25
2. What is the next 3 terms of the Fibonacci sequence 0, 1, 1, 2, 3, 5,...?
T. 8, 10, 18 U. 8, 13, 21 V. 8, 12, 16 W. 8, 11, 14
3. What are the missing numbers in the sequence 4, ---,_,_, 64 ?
M. 8, 16, 32 N. 8, 14, 28 0.8, 18, 28 P. 8, 12, 16
4. What is the common ratio of the given sequence 3, -6, 12,-24, 48 ?
Q.-2
R. 2
S. 3
T. -3
5. What is the 10th term of the arithmetic sequence an = 3n - 5 ?
I. 25
J. 30
K. 35
L. 40
6. If a1 = 2, d = -2, then what is a 12?
T. -20
U. -22
V. 20
W. 22
7. What is the common ratio of the given sequence 1000, 500, 250, 125?
R.
Q. -2
S.
P. 2
8. What is the 8th term of the sequence -10, - 8, -6, -4, ...?
1
T.4
U. 62
S. 2
V. 8
9. What is the Khmer greetings?

See explanation

Step-by-step explanation:

1. What is the 5th term of the arithmetic sequence an= 5n + 1 ?

This will be:

= 5n + 1

= 5(5) + 1

= 25 + 1

= 26

2. What is the next 3 terms of the Fibonacci sequence 0, 1, 1, 2, 3, 5,

Fibonacci sequence means that you'll add the two previous numbers given to get the next number. Therefore, the next numbers will be:

3+5 = 8

5+8 = 13

8 + 13 = 21

The numbers are 8, 13 and 21.

3. What are the missing numbers in the sequence 4, ---,_,_, 64 ?

a = 4

ar^4 = 64

We replace a with 4

4r^4 = 64

r^4 = 64/4

r^4 = 16

r = 2

2nd term = ar = 4 × 2 = 8

3rd term = ar^2 = 4 × 2^2 = 4 × 4 = 16

4th term = ar^3 = 4 × 2^3 = 4 ×✓8 = 32

The numbers are 8, 16 and 32.

4. What is the common ratio of the given sequence 3, -6, 12,-24, 48 ?

Common ratio = 2nd term / 1st term

= ar / a

= -6/3

= -2

5. What is the 10th term of the arithmetic sequence an = 3n - 5 ?

an = 3n - 5

= 3(10) - 5

= 30 - 5

= 25

6. If a1 = 2, d = -2, then what is a 12?

a12 = a + (n - 1)d

a12 = a + (12 - 1)d

a12 = a + 11d

a12 = 2 + 11(-2)

a12 = 2 - 22

a12 = -20

7. What is the common ratio of the given sequence 1000, 500, 250, 125?

Common ratio = 2nd term / 1st term

= 500 / 1000

= 1/2

8. What is the 8th term of the sequence -10, - 8, -6, -4, ...?

a = -10

d = -8 - (-10) = -8 + 10 = 2

8th term = a + (n - 1)d

= a + (8 - 1)d

= a + 7d

= -10 + 7(2)

= -10 + 14

= 4

9. What is the Khmer greetings?

It is a greeting used by Cambodians when they meet and they will say Choum Reap Sur which simply means Hello. Also, when they're leaving they'll Som Pas and then the person will say Choum Reap Lir which mean Goodbye. It should be noted that Don Pas is used by Cambodians to greet and to also show respect for someone.

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.