Item: tExamplesGeometric2a

Stem:

Give the first 3 terms of a geometric sequence that satisfies the following:

1. The first term is a negative integer between -6 and -4, inclusive.

2. The common ratio is a positive integer between 4 and 6, inclusive.

Note: There is more than one correct answer. Any example you choose that meets the above requirements will be scored as correct.

Inputs:

1. Enter your answers here:
2. ,
3. and

Key:

• Observable: -6, -24, -96. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -6, -30, -150. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -6, -36, -216. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -5, -20, -80. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -5, -25, -125. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -5, -30, -180. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -4, -16, -64. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -4, -20, -100. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -4, -24, -144. Score: 1; Evidence Value: 1.
  • Student:Right! You correctly generated the first three terms of a geometric sequence that satisfies the requirements specified in the question.
  • Teacher:The student correctly generated a geometric sequence that met the constraints defined in the question.
• Observable: -6, -2, 2. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 4 to each term instead of multiplying by 4. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -6, -1, 4. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 5 to each term instead of multiplying by 5. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -6, 0, 6. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 6 to each term instead of multiplying by 6. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -5, -1, 3. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 4 to each term instead of multiplying by 4. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -5, 0, 5. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 5 to each term instead of multiplying by 5. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -5, 1, 7. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 6 to each term instead of multiplying by 6. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -4, 0, 4. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 4 to each term instead of multiplying by 4. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -4, 1, 6. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 5 to each term instead of multiplying by 5. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: -4, 2, 8. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 6 to each term instead of multiplying by 6. The example you generated is still a sequence, but it is an arithmetic sequence rather than than a geometric sequence.
  • Teacher:The student may not understand the distinction between arithmetic and geometric sequences.
• Observable: 4, -24, 144. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 4 as its first term and -6 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 4, -20, 100. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 4 as its first term and -5 as its common ratio Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 4, -16, 64. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 4 as its first term and -4 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 5, -30, 180. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 5 as its first term and -6 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 5, -25, 125. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 5 as its first term and -5 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 5, -20, 80. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 5 as its first term and -4 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 6, -36, 216. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 6 as its first term and -6 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 6, -30, 150. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 6 as its first term and -5 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: 6, -24, 144. Score: 0; Evidence Value: 0.
  • Student:You are very close, but your response is incorrect. You have given an example of a geometric sequence, but the sequence you specified has 6 as its first term and -4 as its common ratio. Perhaps you misread the question.
  • Teacher:The student generated an example of a geometric sequence, but it was not the correct sequence. It is possible the student simply misread the question.
• Observable: . Score: 0; Evidence Value: 0.
  • Student:Sorry, your answer did not meet the requirements specified in the question.
  • Teacher:The student did not give an example of a sequence that satisfied the constraints as defined in the question.

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