Item: tExamplesGeometric3a

Stem:

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

1. The first term is an integer between 3 and 5, inclusive.

2. The common ratio is a negative integer between -4 and -2, 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: 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: 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, -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: 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, -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, -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: 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, -15, 45. 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, -10, 20. 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, -1, -5. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 4 from 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, 0, -3. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 3 from 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, -1. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 2 from 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, 0, -4. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 4 from 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, -2. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 3 from 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, 2, 0. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 2 from 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: 5, 1, -3. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 4 from 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, 2, -1. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 3 from 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: 5, 3, 1. Score: 0; Evidence Value: 0.
  • Student:Sorry, that's incorrect. The first term is correct, but it looks like you subtracted 2 from 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, -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, -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, -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: -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, -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, -15, -75. 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 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: -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, -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, -10, -50. 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 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: . 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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