Geometric Sequences and Series: Free Response
5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Confirming a ratio and reaching a distant term . Foundational, 11 points. Question 1 of 5.
A sequence begins
- Part A.
Test whether this sequence is geometric by dividing consecutive terms, and state the common ratio .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Write the explicit formula for and use it to find .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A student instead computes for . Identify which term of the sequence this number actually is, and explain why the exponent has to be rather than .
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Check for a geometric sequence the same way every time: divide a term by the one directly before it, and see whether that quotient repeats.
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Hint 2 of 3 · Part B
Count how many multiplications separate the first term from the seventh, rather than using the position number itself as the exponent.
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Hint 3 of 3 · Part C
Work out which term the student's exponent of actually lands on by comparing it to the formula for .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
; .
Part C
is , one term too far; the exponent must be because reaching term from term takes only multiplications by , not .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Divide each term by the one directly before it, never subtract.
Every quotient is the same, so the sequence is geometric with .
Part B
The explicit formula is
Reaching the th term from the first uses factors of , not .
Part C
Check what actually equals in the sequence: it is , which is the formula for , not .
The exponent in counts multiplications, and there are only of those between term and term : the step from term to term is the first multiplication, and the step from term to term is the sixth, not the seventh. Using an exponent of instead always overshoots by exactly one position.
In one line
The sequence is geometric with , giving and . Using an exponent of instead of produces , which is actually : the exponent in the formula counts the multiplications between the first term and term , never itself.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Finds the ratio by dividing a term by the one directly before it, not by subtracting. . Worth 2 points.
Confirms the ratio stays constant by checking it against all three consecutive pairs of terms (, , ). . Worth 1 point.
Part B 4 points
Writes the explicit formula and uses the exponent , not , when substituting . . Worth 2 points.
Evaluates the power of and multiplies by the first term correctly. . Worth 1 point.
Reports the result as a single term value at the position asked for. . Worth 1 point.
Part C 4 points
Identifies that is , not . . Worth 2 points.
Explains why the exponent must be , tying the count to the number of multiplications between term and term . . Worth 2 points. needs an explanation, not just an answer
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2. Recovering a ratio from terms that are an odd number of steps apart . Reasoning, 12 points. Question 2 of 5.
In a geometric sequence, and .
- Part A.
Use the relation to find every real value of consistent with these two terms.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find , write the explicit formula, and use it to compute .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain in general terms why an odd number of steps between two known terms, as in part A, always pins down a single real value of , while an even number of steps would not.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Two known terms of a geometric sequence relate by ; count how many positions separate the two you are given before solving for .
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Hint 2 of 4 · Part A
Once you isolate , remember that a cube root of a negative number is itself a single negative real number.
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Hint 3 of 4 · Part B
Divide the known term by the ratio, not by a power of it, to walk back to the very first term.
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Hint 4 of 4 · Part C
Compare how many real solutions has against how many has, for a nonzero .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, the only real solution.
Part B
; ; .
Part C
An odd power such as has exactly one real solution, so an odd step-count forces a single . An even power has two real solutions when and none when ; here is itself an even power of , so is always positive, and the sign of stays undetermined.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Apply the relation with , :
A cube has exactly one real cube root, so is the only real solution; there is no second candidate to check.
Part B
Back out the first term from :
The explicit formula is . For the exponent is , which is odd, so is negative:
Part C
Solving for from two terms always reduces to an equation of the form , where is the exponent counting the steps between the two known positions and .
When that exponent is odd, as it was in part A, the equation has exactly one real solution, since a negative number has exactly one real cube root, just as a positive number does. When the exponent is even instead, has two real solutions when and no real solution when ; but is itself an even power of the real ratio whenever is even, so can never be negative in this setting, and the two-solution case always applies:
Two terms that are an even number of steps apart therefore cannot, by themselves, tell you the sign of the ratio.
In one line
The two given terms, three steps apart, give , so uniquely; then and . An odd step-count between two known terms always pins down a single real , because an odd power has exactly one real root, while an even step-count leaves two candidate ratios, since an even power admits both a positive and a negative root.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Sets up the between-terms equation with the correct exponent . . Worth 1 point.
Solves for the real cube root correctly. . Worth 2 points.
States that this is the only real value of , not one of two candidates. . Worth 1 point.
Part B 4 points
Backs out correctly from and the ratio found in part A, and writes the explicit formula . . Worth 1 point.
Evaluates the power of a negative ratio correctly, tracking the sign. . Worth 2 points.
Reports as a single signed term value. . Worth 1 point.
Part C 4 points
States that an odd-degree equation like has exactly one real solution, so an odd step-count determines uniquely. . Worth 2 points. needs an explanation, not just an answer
States that has two real solutions when and none when , and notes that here is itself an even power of so it can never be negative, leaving the sign of undetermined. . Worth 2 points.
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3. Totaling a tripling production line, checked a second way . Application, 12 points. Question 3 of 5.
A factory's weekly output of a component triples every week. In week it produces units, and in some later week it produces units.
- Part A.
Find the week number in which output reaches units, by matching powers of the ratio.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find the total number of units produced from week through week .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
The identity comes from the same shift-and-subtract argument used to derive the sum formula. Use it to check your total from part B a second way, and explain in one sentence why this form is convenient here.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Read off and the ratio from the situation, then set the explicit-term formula equal to the given output to find which week it is.
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Hint 2 of 4 · Part A
Divide the target output by first, then recognize the quotient as a power of .
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Hint 3 of 4 · Part B
Since the ratio here is bigger than , use the form of the sum formula that keeps every quantity positive.
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Hint 4 of 4 · Part C
Plug the ratio, the last term, and the first term straight into the alternate identity, without recomputing any power of .
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
units.
Part C
The alternate form also gives , confirming part B; it is convenient here because it uses the last term directly, which the stem already gives, instead of first recomputing from scratch.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The output triples each week, so and . Set the explicit formula equal to :
Match to a power of : , so and .
Part B
Since , use the form of the sum formula built from positive quantities:
Part C
Substitute , , and directly:
This matches part B exactly. The form is convenient whenever the last term is already known, as it is here from the stem, because it skips recomputing the power that the other form of the formula needs.
In one line
Output first reaches units in week , and the total produced through week is units. The alternate identity confirms a second way, and is convenient precisely because it works directly from the last term instead of recomputing .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Sets and isolates the power correctly. . Worth 1 point.
Matches the isolated power to the correct power of , finding . . Worth 2 points.
Converts into the week number . . Worth 1 point.
Part B 4 points
Selects the finite-sum formula with , , . . Worth 1 point.
Evaluates and carries out the remaining arithmetic correctly. . Worth 2 points.
Reports the total with a unit (units of the component), not as one week's output. . Worth 1 point.
Part C 4 points
Substitutes correctly into the alternate identity and reaches , matching part B. . Worth 2 points.
Explains why this identity is a convenient check when the last term is already known. . Worth 2 points. needs an explanation, not just an answer
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4. When a growing population first passes a target . Application, 10 points. Question 4 of 5.
An insect population begins at individuals. Each week the population grows by from the week before. Let be the count before any growth has happened (that is, at weeks), so the count after weeks of growth is the th term of the sequence.
- Part A.
Identify the common ratio that corresponds to a weekly increase, and write the explicit formula for .
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part B.
Using logarithms, find the smallest whole number of weeks after which the population first exceeds , and verify by checking both sides of the boundary.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Explain why the answer to part B corresponds to the sequence's th term, , rather than its th term, and why that offset is easy to miss in a problem phrased in elapsed weeks rather than term position.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Turn a percentage growth rate into a ratio by adding it to , not by using the percentage itself as .
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Hint 2 of 4 · Part B
Isolate the power of on one side of the inequality before taking a logarithm of both sides.
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Hint 3 of 4 · Part B
Since is positive, dividing by it does not flip the direction of the inequality, unlike dividing by the logarithm of a ratio below .
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Hint 4 of 4 · Part C
Track exactly which week corresponds to , then count forward one term for every week of growth that follows.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
; .
Part B
weeks.
Part C
Since is the count at , the count after weeks is always the th term; weeks of growth is therefore , one position ahead of what the week count alone suggests.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A weekly rise of means each count is times the one before it, so , not . With , the explicit formula is
Part B
The count after weeks is . Require it to exceed and isolate the power:
Take logarithms; since , the inequality direction is unchanged:
The smallest whole number above is . Checking both sides confirms it: at the count is about , still under , and at it is about , past the target.
Part C
The stem sets to be the count with zero weeks of growth behind it. Every additional week of growth advances the term index by one, so the count after weeks is , not :
The offset is easy to miss because the question is phrased entirely in terms of elapsed weeks, and a week count naturally feels like it should match the term number directly. The stem does spell out the th-term mapping explicitly, but that habit is strong enough to override it anyway; only deliberately tracking that sits at , one step before , keeps the indexing straight.
In one line
A weekly rise gives and . The population first exceeds after whole weeks of growth, which is the sequence's th term, , because sits at and each week of growth advances the term index by one.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Translates the growth into , not . . Worth 2 points.
Writes the explicit formula correctly with . . Worth 1 point.
Part B 4 points
Isolates correctly before taking a logarithm. . Worth 1 point.
Takes a logarithm of both sides and solves for correctly. . Worth 2 points.
Rounds to the correct whole week and confirms it by checking both sides of the boundary. . Worth 1 point.
Part C 3 points
States that the count after weeks is term , and applies this correctly to giving . . Worth 2 points. needs an explanation, not just an answer
Explains why a problem phrased in elapsed time invites the reader to equate the time count with the term number. . Worth 1 point.
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5. A flat fee, a growing balance, and where the exponential picture stops . Reasoning, 12 points. Question 5 of 5.
Two situations are described. Situation I: a service charges a flat monthly fee of dollars for each of the first months, so every monthly fee is the same number. Situation II: a savings balance grows by a fixed every year, with dollars as the balance before any growth.
- Part A.
Explain why the list of monthly fees in Situation I is a geometric sequence with , then find the total fees paid over the months.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
For Situation II, identify and from the growth, and find the balance after years, that is, .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A geometric sequence with , can be read as the exponential curve sampled only at whole-number . Explain why Situation II fits this reading while Situation I, despite also passing the ratio test for being geometric, does not.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Being geometric only requires a constant ratio; being read as a sampled exponential curve asks for something more specific about that ratio.
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Hint 2 of 4 · Part A
Since dividing by fails at , add the repeated term to itself the number of times it occurs instead.
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Hint 3 of 4 · Part B
Turn the percentage growth into a ratio the same way as any other fixed percentage increase, then count the multiplications carefully.
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Hint 4 of 4 · Part C
Ask what value takes for every , and whether a function that never changes counts as growth or decay at all.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Total dollars, found directly as since the general sum formula is undefined at .
Part B
, ; dollars.
Part C
Situation II has and , so is a genuine exponential curve the sequence samples at whole numbers. Situation I has , and is a constant function, not an exponential base, so no true exponential curve underlies it, even though the ratio test is satisfied.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Every monthly fee equals the one before it, so the ratio of consecutive fees is , a constant ratio, which makes the list genuinely geometric. The general sum formula divides by , and at that denominator is , so it cannot be used at all here. Instead, add the repeated fee directly:
Part B
An yearly rise gives , not , and is given directly. Reaching from uses factors of :
Part C
Situation II satisfies both conditions needed for the exponential reading: its ratio is positive and is not equal to , so is a genuinely rising exponential curve, and the yearly balances are exactly its values at
Situation I passes the ratio test for being geometric, since really is a constant ratio, but it fails the separate condition the exponential reading needs: an exponential function is never allowed to have a base of , because that base is a constant function, not a growth or decay curve.
So the fee sequence is geometric, but there is no exponential curve for it to be a sample of.
In one line
Situation I is geometric with , and its total over months is dollars, found directly rather than through the general formula. Situation II has and , giving a balance of about dollars after years. Only Situation II can be read as an exponential curve sampled at whole numbers, since its ratio is positive and not equal to ; Situation I's ratio of exactly corresponds to a constant function, not an exponential one.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Identifies that the fees have a constant ratio , since consecutive terms are equal. . Worth 1 point.
Recognizes that the general fraction formula cannot be used, since it divides by , and uses instead. . Worth 2 points.
Reports the correct total with its unit (dollars). . Worth 1 point.
Part B 4 points
Identifies and correctly from the situation. . Worth 1 point.
Uses the exponent , not , and evaluates the power correctly. . Worth 2 points.
Reports the balance rounded sensibly with its unit (dollars). . Worth 1 point.
Part C 4 points
Explains why qualifies Situation II as an exponential curve sampled at the integers. . Worth 2 points. needs an explanation, not just an answer
Explains why fails the exponential reading specifically, tying the reason to a constant function not being an allowed exponential base. . Worth 2 points.
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