Free Printable WorksheetMathAlgebra IMath CurriculumF-IF.3

ALG1.116 Connect Sequences to Linear and Exponential Functions Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Algebra I Math worksheet provides structured practice on ALG1.116 Connect Sequences to Linear and Exponential Functions. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

ALG1.116 Connect Sequences to Linear and Exponential Functions - Match arithmetic sequences to linear functions and geometric sequences to exponential functions; Select the option that shows how to model real situations with sequences and interpret terms meaningfully. (CCSS: F-IF.3; F-BF.2; TEKS: §111.39(c)(10) (sequences referenced), local scope; VA SOL: A.F.2 g (comparisons); FL B.E.S.T.: MA.912.F.1.1 (function types include linear/exponential), MA.912.AR.5.* (geometric growth); NY-NGLS: AI-F.IF.3, AI-F.BF.2; CA CCSSM: F-IF.3, F-BF.2; MA 2017: HS.F-BF.2; DoDEA CCRSM; NAEP: Algebra—patterns; NCTM P2A: Practices 2, 4.)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Algebra I

Subject

Math

Domain

Math Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related ALG1.116 Connect Sequences to Linear and Exponential Functions skill assessments:

Problem 1Difficulty: Mastery
Newsletter A has 40 subscribers on day 1 and adds 12 subscribers each day. Newsletter B has 40 subscribers on day 1 and grows by 30% each day. Which comparison at day 4 is correct?
AA is linear with 76 subscribers; B is exponential with about 87.88 subscribers, so B is larger.
BA is linear with 88 subscribers; B is exponential with 76 subscribers, so A is larger.
CBoth are linear because the input is day number; both have 76 subscribers.
DA is exponential with 76 subscribers; B is linear with about 87.88 subscribers, so B is larger.
Solution & Explanation:Newsletter A adds 12 each day: A_4 = 40 + 12(3) = 76. Newsletter B multiplies by 1.30 each day: B_4 = 40(1.30)3 = 87.88, so B is larger.
Problem 2Difficulty: Mastery
A table gives n = 1, 2, 3, 4 and f(n) = 15, 18, 21, 24. Why is f(n) = 3n + 12 a valid linear function model for the sequence?
AIt is valid because the sequence has common ratio 3.
BIt is invalid because sequences cannot be functions.
CIt is valid because the values increase by 3 for each increase of 1 in n, even though only whole-number inputs are used.
DIt is invalid because f(1) should equal 12.
Solution & Explanation:The term values change by a constant 3 for each step in n. A sequence can be viewed as a function with whole-number inputs, so f(n) = 3n + 12 fits the terms.
Problem 3Difficulty: Mastery
A shipping display has 6 boxes in layer 1. Each new layer has 6 more boxes than the previous layer. Which model is best?
Ab_n = 6n2 because layers are physical objects
Bb_n = 6(6)^(n - 1) because the word more means multiply
Cb_n = 6(1/6)^(n - 1) because the count changes each layer
Db_n = 6 + 6(n - 1) because each layer adds a constant number
Solution & Explanation:The phrase 6 more boxes indicates repeated addition, not repeated multiplication. A constant addition produces an arithmetic sequence and linear model.

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Frequently Asked Questions

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QIs this ALG1.116 Connect Sequences to Linear and Exponential Functions worksheet free for teachers and homeschoolers?

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QCan students practice ALG1.116 Connect Sequences to Linear and Exponential Functions online with instant feedback?

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Algebra I Math students. It aligns with educational standard F-IF.3 (Primary standard selected for prompt fields in this prompt cell: CCSS F-IF.3. Skill statement in this prompt cell: Match arithmetic sequences to linear functions and geometric sequences to exponential functions; Select the option that shows how to model real situations with sequences and interpret terms meaningfully. Associated standards listed with this skill in the curriculum source: CCSS: F-IF.3; F-BF.2; TEKS: §111.39(c)(10) (sequences referenced), local scope; VA SOL: A.F.2 g (comparisons); FL B.E.S.T.: MA.912.F.1.1 (function types include linear/exponential), MA.912.AR.5.* (geometric growth); NY-NGLS: AI-F.IF.3, AI-F.BF.2; CA CCSSM: F-IF.3, F-BF.2; MA 2017: HS.F-BF.2; DoDEA CCRSM; NAEP: Algebra—patterns; NCTM P2A: Practices 2, 4. Use this prompt-provided wording as the supporting standard description for this workflow.).

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