For this case we have:
The general formula of the arithmetic sequence is given by:
Where
: Last term
: First term
n: Number of terms
d: Difference
Rewriting according to the given common difference, we have:
Answer:
Answer: The filled out table is shown in the attachment below
Row 1 = 2, 4, 8
Row 2 = 6, 36, 216
=======================================================
Explanation:
In the first row we have x^2 = 4. Apply the square root to both sides to get x = 2. It appears your teacher is making x positive.
So we'll have 2 in the first box of row 1.
If x = 2, then x^3 = 8 after cubing both sides.
In other words, x^3 = 2^3 = 2*2*2 = 8
The value 8 goes in the other box of row 1.
---------------
For row 2, we use x = 6 to square that to get x^2 = 6^2 = 6*6 = 36.
36 will go in the blank box for row 2
Answer:
From the said lesson, the difficulty that I have been trough in dealing over the exponential expressions is the confusion that frequently occurs across my system whenever there's a thing that I haven't fully understand. It's not that I did not actually understand what the topic was, but it is just somewhat confusing and such. Also, upon working with exponential expressions — indeed, I have to remember the rules that pertain to dealing with exponents and frequently, I will just found myself unconsciously forgetting what those rule were — rules which is a big deal or a big thing in the said lesson because it is obviously necessary/needed over that matter. Surely, it is also a big help for me to deal with exponential expressions since it's so much necessary — it's so much necessary but I keep fogetting it.. hence, that's why I call it a difficulty. That's what my difficulty. And in order to overcome that difficulty, I will do my best to remember and understand well the said rules as soon as possible.
X= -0.5. Get Desmos, it's really helpful for this sort of thing.
I think it is, (1,1) I think that is it...
