11

Pre-Calculus
Quarter 1 – Module 9:
Series
Pre- Calculus– Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 9: Series
First Edition, 2020

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 11

Pre-Calculus
Quarter 1 – Module 9:
Series
Introductory Message
For the facilitator:

Welcome to the Grade 11 Pre- Calculus Self-Learning Module (SLM) on Series!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Grade 11 Pre - Calculus Self-Learning Module (SLM) on Series!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

v
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Series. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

The module is composed of one lesson is outlined in this manner:

1. Definition of Sigma Notation

2. Writing Series in Sigma Notation
3. Evaluating Sums Written in Sigma Notation
4. Calculating Sums Using the Properties of Sigma Notation

Lesson 1 - The Sigma Notation and Series

After going through this module, you are expected to:

1. Use the sigma notation to represent a series
2. Calculate sums using the properties of sigma notation

1
 What I Know

Write on your answer sheet the letter of the correct answer.

1. Express the sum using sigma notation: 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10

10

A. ∑x
x=1
10

B. ∑x
x=0
10

C. ∑ x1
x=1
10

D. ∑ x10
x=1

2. The sum of 8 observations from x1 up to x8 can be expressed as

8

A. ∑x
i=0
8

B. ∑ xi
i=1
8

C. ∑ x8
i=1
x

D. ∑ 8x
i=1

3. What is the sigma notation for the first four positive multiple of 5?
A. ∑4i=1 5xi
B. ∑5x=1 4x
C. ∑4x=1 x
D. ∑4x=1 5x

4. What is the expanded form of ∑5𝑛=2 𝑛2 ?

A. 22 + 32 + 42 + 52
B. 20 + 21 + 22 + 23 + 24 + 25
C. 21 + 22 + 23 + 24 + 25
D. 22 + 33+ 44 + 55

2
 5. The expanded form of ∑ 3k can be expressed as
k=1

A. 1+2+3+3+5
B. 3(1) + 3(2) + 3(3) + 3(4) + 3(5)
C. 3k1 + 3k2 + 3k3 + 3k4 + 3k5
D. 5(1) + 5(2) + 5(3) + 5(4) + 5(5)

For items 6 to 10, find the value of the following summations:

4

6. ) ∑ 𝑘 3
𝑘=1

A. 110
B. 100
C. 30
D. 1,000
6

7. ) ∑ ( 𝑘 2 + 𝑘 )
𝑘=2

A. 70
B. 90
C. 110
D. 112
5

8. ) ∑ ( 2 − 3𝑘 )
𝑘=−1

A. 28
B. 64
C. 46
D. -28
6

9. ) ∑ (𝑗 2 − 𝑗 )
𝐽=3

A. - 68
B. 86
C. 68
D. 18
4

10. ) ∑ (−1)𝑘+1 𝑘
𝑛=1

A. -1
B. -2
C. 3
D. 4

3
For items 11 to 15, evaluate the following summations using the properties of
sigma notation.

50

11. ) ∑( 2 − 3𝑘 )
𝑘=1

A. –3725
B. 3275
C. –3752
D. 5372

12. ) ∑ ( 4𝑖 − 15 )
𝑖=1

A. 24270
B. 27240
C. 20274
D. 27420

50

13. ) ∑ [(5𝑛 − 2)( 𝑛 + 3 )]

𝑛=1

A. 230000
B. 231000
C. 230900
D. 290300

14. ) If ∑(𝑖 + 1)2 = 𝑎𝑛3 + 𝑏𝑛2 + 𝑐𝑛 + 𝑑 , 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑎 + 𝑏 + 𝑐 + 𝑑 ?

𝑖=1

A. 10
B. 8
C. 6
D. 4

30 30 30
3𝑔(𝑖) − 𝑓(𝑖) + 7
15. ) If ∑ 𝑓(𝑖) = 70 and ∑ 𝑔(𝑖) = 50 , what is the value of ∑ ?
2
𝑖=1 𝑖=1 𝑖=1

A. 145
B. 215
C. 141
D. 314

4
 Lesson
The Sigma Notation and
1 Series
Often mathematical formulae require the addition of many variables.
Summation or Sigma notation is a method used to write out a long sum in a concise
way. In this module, we will learn to use sigma notation is finding sums.

What’s In

Every person has its own goal in life. To reach that goal, one can take it step
by step or even trial and error strategy.The number of times we take the steps, and
the number of trials and errors made can be counted or recorded to be able to
determine the pattern of the events we make in order to achieve our goal.

For example, Jemma’s goal is to make facemask which she can sell in order
for her to raise a living. She can make 5 – 10 facemasks in an hour. How many
facemasks can Jemma make if she spends 8 hours making facemask in a day?
Consider the table below:

Number of hours Number of facemasks Jemma can make

1 10
2 20
3 30
4 50
5 80
: :

The number of masks made by Jemma every given hour, is like a sequence. If
you can recall it is a Fibonacci sequence.

Recall the following definitions;

A sequence is a function whose domain is the set of positive intergers or the

set {1,2,3,4, … . , 𝑛}.

A series represents the sum of the terms of a sequence. If the sequence is

finite, we will refer to the sum of the terms of the sequence as the series associated
with a sequence.If the sequence has infinitely many terms, the sum is defined more
precisely in calculus.

5
 A sequence is a list of numbers ( separated by commas), while a series is a
sum of numbers ( separated by “+” or “-“ sign).

Look at the illustrations below:

1 1 1
1, − , , − → a sequence
2 3 4

1 1 1 7
1− + − = → is its associated series
2 3 4 12

A sequence with nth term 𝑎𝑛 is usually denoted by {𝑎𝑛 } , and the associated
series is given by

𝑆 = 𝑎1 + 𝑎2 + 𝑎3 + ⋯ + 𝑎𝑛 .

Notes to the Teacher

The illustration shown above is equivalent to the number of ways
to express a number ( number of facemasks in an hour) as a sum
of 10’s and 20’s. We can write 30 as a sum of 10’s and 20’s in three
ways: 20 + 10, 10 + 20 and 10 + 10 + 10. In 10+20, it means that
Jemma works 1 hour first, then another 2 hours to be able to make
30 facemasks. More examples can be shown to show the number
of ways to express a number.

6
 What’s New

Numerous objects and phenomena in real life can be described by sequences.

Now it will also be important to take a look at the sum of the terms of a given
sequence of real numbers.

Let’s do this activity:

Friedrich starts walking around a 1- kilometer long circular track at 12 noon.

By 1 pm, he has walked halfway around the track. He then slows down and was able
to travel an additional quarter of the track during the succeeding hour. Every after
an hour, he is able to travel only half of the distance he was able to travel the previous
hour.

1. What distance did Friedrich walk from 3pm to 4pm?

2. What total distance has Friedrich walked from 12 noon to 4 pm?
The problem showed a sequence of distances traveled every hour.However in
Question 2, what you will need is the sum of these distances instead.
Since the added distances get halved by the hour, the sequence of the distnaces
Friedrich travels every one-hour interval is as follows:
1 1 1
, , ,…
2 4 8
We noticed that since the distances get halved every hour, during the nth one-
hour interval after 12 noon should have been the original 1 kilometer halved n times
already. That is the distance should be given by the following:
1 𝑛
1( )
2
Answers:

1. The 3 to 4 PM interval gives the fourth distance (𝑛 = 4). Thus the said
distance should be :
1 1
i. 4 = kilometer
2 16

2. The total distance is the sum of the distances traveled every one-hour
interval until 4PM:
1 1 1 1 8+4+2+1 15
i. + + + = = kilometer
2 4 8 16 16 16

Generally, given a sequence 𝑎1 , 𝑎2 , 𝑎3 , , … . , 𝑎𝑛 ,.... its corresponding series is

the following sum 𝑎1 + 𝑎2 + 𝑎3 , +, … . +𝑎𝑛 +...
It is quite tiresome to always write 𝑎1 + 𝑎2 + 𝑎3 , +, … . +𝑎𝑛 . We therefore use
the following more compact notation, called sigma notation or summation notation.
In place of a 𝑎1 + 𝑎2 + 𝑎3 , +, … . +𝑎𝑛 , we simply write the following:
𝑛

∑ 𝑎𝑘
𝑘=1

7
 What is It

Definition of Sigma Notation

Mathematics use the sigma notation to denote a sum. The uppercase Greek
letter ∑ (sigma) is used to indicate a “sum.” The notation consists of several
components or parts.

Let f ( i ) be an expression involving an integer i. The expression

f (m) + f (m + 1) + f (m + 2) + . . . + f (n)
can be compactly written in sigma notation, and we write it as
n
∑ f (i)
i=m

which is read “the summation of f ( i ) from i = m to n.” Here m and n are

integers with m ≤ n, f ( i ) is a term (or summond) of the summation, and the letter
i is the index, m the lower bound and n the upper bound.

To write the sum of n values or measurement in a simpler way, the

summation notation is used. To write the preceding example in summation
notation, we have

40
∑ xi (read as the “The summation of X sub i, from i=1 to i=40)
i=1

Here i is the index of summation and its value ranges from 1, the lower limit,
to 40, the upper limit. Observe also that when we write the sum of the values in
summation notation, we replace the subscript of the variable by an arbitrary
subscript i and indicate in the index the range of the summation. More examples on
writing the summation notation are shown below.

Expanding Summation Notation

Example 3.1: Expand each summation.

4 n
(1) ∑ (2i +3) (3) ∑a 1
i=2 i=1

5 6

(2) ∑2 i (4) ∑ √𝑛
n+1
i=0 n=1

8
Solution. We apply the definition of sigma notation
4
(1) ∑ (2i +3) = [2(2) + 3] + [2(3) + 3] + [2(4) + 3]
i=2

5
(2) ∑2 i = 20 + 21 + 22 + 23 + 24 + 25
i=0

(3) ∑a 1 = a1 + a2 + a3 ... + an
i=1

6
1 √2 √3 2 √5 √6
(4) ∑ √𝑛
n+1
=
2
+ 3
+ 4
+ 5
+ 6
+ 7
n=1

Writing Series in Sigma Notation

Example 3.2: Write each expression in sigma notation
1 1 1 1
(1) 1 + + + +….. +
2 3 4 100

(2) -1 + 2 -3 + 4 -5 + 6 -7 +8 -9 +… - 25

(3) a2 + a4 + a6 + a8 + ... + a20

1 1 1 1 1 1 1
(4) 1+ + + + + + +
2 4 8 16 32 64 128

Solution. We apply the definition of sigma notation

100
1 1 1 1
(1) 1+ +
2 3
+ +….. +
4 100
= ∑ 1
n
n=1

(2) -1 + 2 -3 + 4 -5 + 6 -7 +8 -9 +… + 25

= (-1)1 1 + (-1)2 2 +(-1)3 3 + (-1)4 4 + (-1)5 5 + ….+ (-1)25 25

25
= ∑ (-1)j j
j=1

(3) a2 + a4 + a6 + a8 + ... + a20

= a2(1) + a2(2) + a2(3) + a2(4) + ... + a2(10)

10
= ∑ a2i
1=1

9
 7

(4) 1 +
1
2
+
1
4
+
1
8
+
1
16
+
1
32
+
1
64
+
1
128
= ∑ 1
2
k
k=0

The sigma notation of a sum expression is not necessarily unique. For

example, the last item in the preceding example can also be expressed in the sigma
notation as follows:

1+
1
2
+
1
4
+
1
8
+
1
16
+
1
32
+
1
64
+
1
128
= ∑ 1
2
k-1

k=1

However, this last sigma notation is equivalent to the one given in this
example.
4
∑ Xi = X1 + X2 + X3 + X4
i=1

Consider the four observations. If the sum of the four observations is presented as
4
∑ Xi = X1 + X2 + X3 + X4
i=1

the sum of the squares of the four observations is represented as

4
∑ Xi 2 = X 1 2 + X 2 2 + X 32 + X 4 2
i=1

the sum of the product of pairs of the four observations can be expressed as
4
∑ a1 Xi = a 1 X1 + a 2 X 2 + a3 X3 + a4 X4
i=1

Evaluating Sums Written in Sigma Notation

Example 3.3 Expand each summation and simplify is possible.

(1) ∑(2𝑖 + 3)
𝑖=2

Solution. We apply the definition of sigma notation.

∑(2𝑖 + 3) = [2(2) + 3] + [2(3) + 3] + [2(4) + 3]

𝑖=2

= 7 + 9 + 11

= 27

10
 5

(2) ∑ 2𝑖
𝑖=0

Solution. We apply the definition of sigma notation.

∑ 2𝑖 = 20 + 21 + 22 + 23 + 24 + 25
𝑖=0
= 1 + 2 + 4 + 8 + 16 + 32
= 63
𝑛
(3) ∑ 𝑎𝑖
𝑖=1

Solution. We apply the definition of sigma notation.

∑ 𝑎𝑖 = 𝑎1 + 𝑎2 + 𝑎3 + . . . + 𝑎𝑛
𝑖=1

We cannot give a numerical answer, as we do not know the value of the upper
limit n.

Properties of Sigma Notation

Let’s start with finding the formula for the sum of

∑ 𝑖 = 1 + 2 + 3+ . . . +𝑛 in terms of 𝑛.
𝑖=1

𝑛
𝑛(𝑛 + 1)
We have ∑ 𝑖 = 1 + 2 + 3+ . . . +𝑛 = .
2
𝑖=1

Another way is to use the formula for an arithmetic series with 𝑎1 = 1 and 𝑎𝑛 = 𝑛 ∶

𝒏( 𝒂𝟏 + 𝒂𝒏 𝒏(𝒏 + 𝟏)
𝑺= = .
𝟐 𝟐

11
 Now the sigma notation has its properties that are useful in evaluating
summations. They are based on the axioms of arithmetic addition and multiplication.

𝒏 𝒏

∑ 𝒄 𝒇(𝒊) = 𝒄 ∑ 𝒇(𝒊), 𝐰𝐡𝐞𝐫𝐞 𝒄 𝐢𝐬 𝐚𝐧𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫

𝒊=𝒎 𝒊=𝒎
1.
Proof:
𝑛

∑ 𝑐 𝑓(𝑖) = 𝑐 𝑓(𝑚) + 𝑐 𝑓(𝑚 + 1) + 𝑐 𝑓(𝑚 + 2)+ . . . + 𝑐 𝑓(𝑛)

𝑖=𝑚
= 𝑐 [𝑓(𝑚) + 𝑓(𝑚 + 1)+ . . . +𝑓(𝑛)]
𝒏

= 𝒄 ∑ 𝒇(𝒊)
𝒊=𝒎
𝐄𝐱𝐚𝐦𝐩𝐥𝐞:
4

∑ 3𝑘 = (3 𝑥 1) + (3 𝑥 2 ) + (3 𝑥 3) + (3 𝑥 4)
𝑘=1
= 3(1+2+3+4)
= 3 (10)
= 30

We can see from this calculation that the result also equals
4

3( 1 + 2 + 3 + 4) = 3 ∑ 𝑘,
𝑘=1
4 4

so that ∑ 3𝑘 = 3 ∑ 𝑘 , where 3 = 𝑐 and 𝑘 = 𝑓(𝑖)

𝑘=1 𝑘=1
𝑛 𝑛

from the formula above ∑ 𝑐𝑓(𝑖) = 𝑐 ∑ 𝑓(𝑖)

𝑖=𝑚 𝑖=𝑚

12
2. 𝑛 𝑛 𝑛

∑[𝑓(𝑖) + 𝑔(𝑖)] = ∑ 𝑓(𝑖) + ∑ 𝑔(𝑖)

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚

Proof.
𝑛

∑[𝑓(𝑖) + 𝑔(𝑖)] = [𝑓(𝑚) + 𝑔(𝑚)]+ . . . + [𝑓(𝑛) + 𝑔(𝑛)]

𝑖=𝑚

= [𝑓(𝑚)+ . . . + 𝑓(𝑛)] + [𝑔(𝑛)+ . . . + 𝑔(𝑛)]

= ∑[𝑓(𝑖) + 𝑔(𝑖)]
𝑖=𝑚

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 ∶ ∑( 𝑘 + 𝑘 2 ) = ( 1 + 12 ) + (2 + 22 ) + ( 3 + 32 )
𝑘=1

= ( 1 + 2 + 3) + ( 12 + 22 + 32 )

= 6 + 14

= 20

Notice that

3 3
(1+2+3) + (12 + 22 + 32 ) = ∑ 𝑘 + ∑ 𝑘2
𝑘=1 𝑘=1

3 3 3

So that ∑(𝑘 + 𝑘 2) = ∑ 𝑘 + ∑ 𝑘2 ,
𝑘=1 𝑘=1 𝑘=1

where 𝑘 = 𝑓(𝑖) and 𝑘 2 = 𝑔(𝑖)

𝑛 𝑛 𝑛

from the above formula ∑(𝑓(𝑖) + 𝑔(𝑖) = ∑ 𝑓(𝑖) + ∑ 𝑔(𝑖)

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚

13
3. 𝒏

∑ 𝒄 = 𝒄(𝒏 − 𝒎 + 𝟏)
𝒊=𝒎

Proof.

∑𝑐 = ⏟
𝑐 + 𝑐 + 𝐶+ . . . +𝑐
𝑖=𝑚 𝑛−𝑚+1

= 𝑐(𝑛−𝑚+1)

*A special case of the above result you might encounter more

often is the following:

𝐄𝐱𝐚𝐦𝐩𝐥𝐞: ∑ 3 = 3 + 3 + 3 + 3 + 3 = 5(3)
𝑖 =1

= 15

In other words, if we can sum a constant 𝑛 times , then we can write,

∑= ⏟
𝒄 + 𝒄 + 𝒄 + 𝒄 + 𝒄 = 𝒏𝒄 𝒐𝒓 𝒄𝒏 since multiplication is commutative.
𝒊=𝒎 𝒏 𝒕𝒊𝒎𝒆𝒔

14
. 4. Telescoping Sum
𝒏

∑[𝒇(𝒊 + 𝟏) − 𝒇(𝒊)] = 𝒇(𝒏 + 𝟏) − 𝒇(𝒎)

𝒊=𝒎

Proof.
𝑛

∑[𝑓(𝑖 + 1) − 𝑓(𝑖)] = [𝑓(𝑚 + 1) − 𝑓(𝑚)] + [𝑓(𝑚 + 2) − 𝑓(𝑚 + 1)]

𝑖=𝑚

+ [𝑓(𝑚 + 3) − 𝑓(𝑚 + 2)]+ . . . + [𝑓(𝑛 + 1) − 𝑓(𝑛)]

Note that the terms, 𝑓(𝑚 + 1), 𝑓(𝑚 + 2), . . . . , 𝑓(𝑛), all
canceal out. Hence we have

∑[𝒇(𝒊 + 𝟏) − 𝒇(𝒊)] = 𝒇(𝒏 + 𝟏) − 𝒇(𝒎).

𝒊=𝒎
99
99
=99
1 1 100 1 1 1
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 ∶ ∑( − ) = − ∑( − ) using 𝑓(𝑖) = ,
𝑘 𝑘+1 𝑘+1 𝑘 𝑘
𝑘=1 𝑘=1

we get ,

99
1 1 1 1 1
∑ = − ( − )= − ( − )
𝑘(𝑘 + 1) 99 + 1 1 100 1
𝑘=1

99
=
100

We also have the following formulas that will be useful in calculating sums.
But these are only true if starting 𝒊 = 𝟏.
𝒏
𝒏(𝒏 + 𝟏)
𝟏. ∑ 𝒊 =
𝟐
𝒊=𝟏

𝒏
𝒏(𝒏 + 𝟏)(𝟐𝒏 + 𝟏)
𝟐. ∑ 𝒊𝟐 =
𝟔
𝒊=𝟏

𝒏
𝒏(𝒏 + 𝟏) 𝟐
𝟑. ∑ 𝒊𝟑 = [ ]
𝟐
𝒊=𝟏

15
Calculating Sums Using the Properties of Sigma Notation

Example 3.4 Determine the value of the following summations.

100

1. ∑(3 − 2𝑖)2
𝑖=1

Solution: The first step we need to do is square out the stuff being summed
and then break up the summation using the properties as follows,

100 100

∑(3 − 2𝑖)2 = ∑ 9 − 12𝑖 + 4𝑖 2

𝑖=1 𝑖=1

100 100 100

= ∑ 9 − ∑ 12𝑖 + ∑ 4𝑖 2
𝑖=1 𝑖=1 𝑖=1

100 100 100

= ∑ 9 − 12 ∑ 𝑖 + 4 ∑ 𝑖 2
𝑖=1 𝑖=1 𝑖=1

Using the formulas and the properties of sigma notation, we get,

100
100(101) 100(101)(201)
∑(3 − 2𝑖)2 = 9(100) − 12 ( )+4 ( )
2 6
𝑖=1

= 900 − 60600 + 1353400

= 1293700

99
1
2. ∑
𝑖=1
√𝑖 + 1 + √𝑖

Solution:
99 99
1 1 √𝑖 + 1 − √𝑖
∑ = ∑ ∙
𝑖=1
√𝑖 + 1 + √𝑖 𝑖=1
√𝑖 + 1 + √𝑖 √𝑖 + 1 − √𝑖

99

= ∑(√𝑖 + 1 − √𝑖)
𝑖=1

= √99 + 1 − √1

=9

16
 What’s More

Activity 1.1 Expand the following summation notation.

(1) ∑ Xi 2 n
i=3
(4) ∑ yi3
4 i=1

(2) ∑ (Xi – 2) 3
i=1 (5) ∑ i(ai + bi)
i=1
10

(3) ∑ xi
i=1

Activity 1.2 Write the summation notation for each expression.

(1) 1 + 3 + 5 + 7+ . . . +101 (4)

1
+
√2
+
√3 2 √5
+ + +
√6
2 3 4 5 6 7
(2) 𝑎2 + 𝑎4 + 𝑎6 + 𝑎8 + . . . + 𝑎20
(5) 𝑥 + 2𝑥 2 + 3𝑥 3 + 4𝑥 4 + 5𝑥 5
1 1 1 1 1 1 1
(3) 1 + + + + + + +
2 4 8 16 32 64 128

Activity 1.3 Simplify the following expressions.

𝑛 20
(1) ∑ 𝑘2 − (𝑘 + 1)2 (4) ∑ [2 (𝑖 − 1) + 2]
𝑘=0 𝑖=1
5 6
(2) ∑ (4𝑖 + 1 ) (5) ∑( −1)𝑘
𝑖=0 𝑘=0
6
𝑖+1 2
(3) ∑ 𝑖2 ( )
2
𝑖=3

17
 What I Have Learned

1.) A sequence is a function whose domain is a set of _________ intergers.

2.) A series represents the _______ of the terms of a sequence.
1 1 1
3.) 1 , − , ,− is an illustration of a _________________.
2 3 4
1 1 1 7
4.) 1 − + − = is an illustration of a _____________.
2 3 4 12

5.) The ________________ is a shorthand for writing sums.

6.) The uppercase ________ letter ∑ ( sigma) is used to indicate a ‘sum”.
𝑛

7. ) ∑ 𝑓(𝑖 ) is read " the _________________ of 𝑓(𝑖) from 𝑖 = 𝑚 𝑡𝑜 𝑛. "

𝑖=𝑚
𝑛

8. ) In the ∑ 𝑓(𝑖) , here 𝑚 and 𝑛 𝑎𝑟𝑒 __________________.

𝑖=𝑚
𝑛

9. ) The 𝑚 in the ∑ 𝑓(𝑖) is the ____________________.

𝑖=𝑚
𝑛

10. ) The ∑ 𝑓(𝑖) where 𝑖 is the _____________ and 𝑛 is the upperbound.

𝑖=𝑚

What I Can Do

Activity 1.4. Given the table below, find the sum of the given summations.

𝒊 𝒙𝒊 𝒚𝒊
1 10 0
2 8 3
3 6 6
4 4 9
5 2 12

1. ) ∑𝑖 5 2
𝑖=1 4. ) (∑ 𝑦𝑖 )
5 𝑖=1
2. ) ∑ 𝑥𝑖 5
𝑖=1 5. ) ∑ 𝑥𝑖 𝑦𝑖
𝑖=1
5

3. ) ∑ 𝑦𝑖
𝑖=1

3
 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Express the sum using sigma notation: 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10

10

A. ∑x
x=1
10

B. ∑x
x=0
10

C. ∑ x1
x=1
10

D. ∑ x10
x=1

2. The sum of 8 observations from x1 up to x8 can be expressed as

8

A. ∑x
i=0
8

B. ∑ xi
i=1
8

C. ∑ x8
i=1
x

D. ∑ 8x
i=1

3. What is the sigma notation for the first four positive multiple of 5?
A. ∑4i=1 5xi
B. ∑5x=1 4x
C. ∑4x=1 x
D. ∑4x=1 5x

4. What is the expanded form of ∑5𝑛=2 𝑛2 ?

A. 22 + 32 + 42 + 52
B. 20 + 21 + 22 + 23 + 24 + 25
C. 21 + 22 + 23 + 24 + 25
D. 22 + 33+ 44 + 55

3
 5
5. The expanded form of ∑ 3k can be expressed as
k=1

A. 1+2+3+3+5
B. 3(1) + 3(2) + 3(3) + 3(4) + 3(5)
C. 3k1 + 3k2 + 3k3 + 3k4 + 3k5
D. 5(1) + 5(2) + 5(3) + 5(4) + 5(5)

For items 6 to 10, find the value of the following summations:

4

6. ) ∑ 𝑘 3
𝑘=1

A. 110
B. 100
C. 30
D. 1,000
6

7. ) ∑ ( 𝑘 2 + 𝑘 )
𝑘=2

A. 70
B. 90
C. 110
D. 112
5

8. ) ∑ ( 2 − 3𝑘 )
𝑘=−1

A. 28
B. 64
C. 46
D. -28
6

9. ) ∑ (𝑗 2 − 𝑗 )
𝐽=3

A. - 68
B. 86
C. 68
D. 18
4

10. ) ∑ (−1)𝑘+1 𝑘
𝑛=1

A. -1
B. -2
C. 3
D. 4

4
For items 11 to 15, evaluate the following summations using the properties of
sigma notation.
50

11. ) ∑( 2 − 3𝑘 )
𝑘=1

A. –3725
B. 3275
C. –3752
D. 5372
𝑛

12. ) ∑ ( 4𝑖 − 15 )
𝑖=1

A. 24270
B. 27240
C. 20274
D. 27420
50

13. ) ∑ [(5𝑛 − 2)( 𝑛 + 3 )]

𝑛=1

A. 230000
B. 231000
C. 230900
D. 290300
𝑛

14. ) If ∑(𝑖 + 1)2 = 𝑎𝑛3 + 𝑏𝑛2 + 𝑐𝑛 + 𝑑 , 𝑤ℎ𝑎𝑡 𝑖𝑠 𝑎 + 𝑏 + 𝑐 + 𝑑 ?

𝑖=1

A. 10
B. 8
C. 6
D. 4
30 30 30
3𝑔(𝑖) − 𝑓(𝑖) + 7
15. ) If ∑ 𝑓(𝑖) = 70 and ∑ 𝑔(𝑖) = 50 , what is the value of ∑ ?
2
𝑖=1 𝑖=1 𝑖=1

A. 145
B. 215
C. 141
D. 314

Additional Activities

Do this.

Compute the sum of the first 120 numbers in the following list:
3, 7, 11, 15, 19, 23, 27, . . . .

5
 6
What's More
Activity 1.1
6 Assessment What I
1. ∑ xi 2 = x3 2 + x4 2 + x5 2 + x6 2 Can Do
i=3
1. A
2. A
4 Activity 1.4
3. B
2. ∑ (xi – 2) = (x1 – 2) +( x2 – 2) +( x3 – 2) + (x4 – 2) 4. D
i=1
1) 20
5. A 2) 30
10 6. B 3) 30
3. ∑ xi = x1 + x2 + x3 +…..+ x10 7. C
i=1
4) 900
8. D
9. C 5) 120
n
4. ∑ yi3= Y1 3 + Y2 3 + Y3 3 +…… 10.B
i=1 11.A
3 12.B
13.C Additional
5. ∑ i(ai + bi) = (a1 + b1) + (a2 + b2) + (a3 + b3)
i=1 14.D Activities
15.A
Activity 1.2 Answer:
50 28,920
1. ∑(2𝑘 + 1)
𝐾=0
10
2. ∑ 𝑎2𝑖
𝑖=1
7
1
3. ∑ 𝑘 What I Have What I
2
𝑘=0 Learned Know
6
√𝑛 1. Positive 1. A
4. ∑
𝑛+1 2. Sum 2. A
𝑛=1
3. Sequence 3. B
5
4. Series 4. D
5. ∑ 𝑘𝑥 𝑘 5. Sigma 5. A
𝑘=1 Notation
6. B
6. Greek
Activity 1.3 7. C
7. Summation
8. Integers 8. D
1.) (- (𝑛 + 1)2
9. Lower limit 9. C
2.) 66 or lower 10. B
bound 11. A
3.) 802 10.index 12. B
4.) 840 13. C
14. D
5.) 1 15. A
Answer Key
References

1. Department of Education-Bureau of Learning Resources ( DepEd BLR)(2016)

Precalculus Learner’s Manual. First Edition. Sunshine Interlinks Publishing
House , Inc., Philippines

2. Department of Education-Bureau of Learning Resources ( DepEd BLR)(2016)

Precalculus Teacher’s Guide, First Edition. Sunshine Interlinks Publishing
House , Inc., Philippines

3. Pelias, John Gabriel,P.(2016). RBS Pre-Calculus, First Edition.

Rex Printing Company ,Inc., Philippines

4. Kouba, Duane (1999) @ math.ucdavis.edu

5. www.mathcenter.ac.uk.(2009)

6. www.columbia.edu

7
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph