Item: tExamplesGeometric2b

Stem:

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

1. The first term is a negative integer between -4 and -2, inclusive.

2. The common ratio is a positive integer between 2 and 4, 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: -4, -8, -16. 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, -12, -36. 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: -3, -6, -12. 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: -3, -9, -27. 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: -3, -12, -48. 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: -2, -4, -8. 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: -2, -6, -18. 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: -2, -8, -32. 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, -2, 0. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 2 to each term instead of multiplying by 2. 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, 2. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 3 to each term instead of multiplying by 3. 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: -3, -1, 1. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 2 to each term instead of multiplying by 2. 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: -3, 0, 3. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 3 to each term instead of multiplying by 3. 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: -3, 1, 5. 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: -2, 0, 2. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 2 to each term instead of multiplying by 2. 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: -2, 1, 4. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you added 3 to each term instead of multiplying by 3. 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: -2, 2, 6. 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: 2, -8, 32. 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 2 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: 2, -6, 18. 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 2 as its first term and -3 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: 2, -4, 8. 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 2 as its first term and -2 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: 3, -12, 48. 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 3 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: 3, -9, 27. 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 3 as its first term and -3 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: 3, -6, 12. 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 3 as its first term and -2 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: 4, -12, 36. 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 -3 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, -8, 16. 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 -2 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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