Senior High School

Precalculus
Quarter 1 – Module 8:
Sigma Notation
Precalculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 8: Sigma Notation
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Leigh I. Herbieto
Editor: Ana Marie L. Tumulak
Reviewer: Jessa O. Barbero
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 Senior High School

Precalculus
Quarter 1 – Module 8:
Sigma Notation
 INTRODUCTORY MESSAGE

For the Facilitators:

Welcome to Precalculus Module 8: Sigma Notation.

Department of Education, as one of the significant stakeholders of learning,

researched and explored innovative ways on how to address the learners’ need of education
amidst today’s circumstance. DepEd initiated the making of Alternative Delivery Mode of
teaching using teacher-made educational modules.

The role of the facilitator is to support, help, and guide the learners in accomplishing
all the tasks in all modules. This is a Precalculus subject, one of the specialized subjects in
the STEM strand, which demands a lot of time and effort for the learners to study. Boosting
the learners’ focus and determination will really help them complete the module. Facilitators
are anticipated to persuade learners to comply and to finish the modules on or before the
scheduled time.

For the Learners:

The key to successfully finish this module lies in the learners’ hands. This module is
especially crafted for the learners to grasp the opportunity to continue learning diligently,
intelligently, and independently even at home. Learners are expected to meet the Most
Essential Learning Competencies (MELCs) specified in each lesson.

This module is focused on:

• Lesson 9 – Sigma Notation

This module has the following parts and corresponding icons:

WHAT I NEED TO KNOW. The first part of the module will keep the
learners be on tract with the Most Essential Learning Competencies
(MELCs), Objectives, and Skills expected of them to develop and master.

WHAT I KNOW. This part aims to check the learners’ prior knowledge on
the lesson to take through a pre–assessment.

WHAT’S IN. This part helps the learners link the previous lesson to the
current one.

WHAT’S NEW. This introduces the lesson to be partaken in a more

enjoyable way. It may be through a story, a song, a poem, a problem
opener, an activity, a situation, or the like.

WHAT IS IT. This gives a brief discussion of the lesson. It guides and
helps the learners unlock the lesson presented.

ii
 WHAT’S MORE. This part solidifies the learners’ knowledge and skills of
the given topic through comprehensive activities.

WHAT I HAVE LEARNED. This helps the learners process their learning
and understanding on the given topic.

WHAT I CAN DO. A transfer of newly acquired knowledge and skills to a

real-life situation is present in this part of the module.

ASSESSMENT. This 15–item test assesses the learners’ level of mastery

towards the featured topic.

ADDITIONAL ACTIVITIES. This part of the module let the learners

enhance their learning of the topic.

Here are some rules for the learners to follow in accomplishing the modules.

1. The learners should schedule and manage their time to read and understand every
part of the module.

2. The learners should study how they can manage to do the activities of this subject in
consideration of their other modules from other subjects.

3. The learners should finish one task at hand before proceeding to the next.

4. This module is organized according to the learners’ level of understanding. Skipping

one part of this module may lead them to confusion and misinterpretation.

5. If learners do not understand the activities and other tasks, they should re-read and
engage all possible resources. They may ask other family members to help them.

6. Learners should not procrastinate.

7. Learners are free to browse and read other different materials.

8. Learners should not copy their classmates’ answers through asking for screenshots
of their answers online. In this independent type of learning, honesty is always the
best policy.

9. Lastly, learners should do the module on their own. Family members and friends at
home may support the learners but the activities must be done by themselves.

iii
 SIGMA NOTATION

WHAT I NEED TO KNOW

Hello! I am Sir Leigh.

Welcome to Lesson 9, Module 8 of Precalculus.

The last lesson talks about sequences and series.

Writing out a series can be time–consuming and lengthy. For
convenience, there is a more concise notation called sigma
notation.

The sigma notation is shorthand for writing sums. In

this lesson, we will see the power of this notation in computing
sums of numbers as well as algebraic expressions.

Most Essential Learning Competencies (MELCs):

❖ use the sigma notation to represent a series. (STEM_PC11SMI-Ih-3)

❖ apply the use of sigma notation in finding sums.

Learning Objectives:

In this lesson, you are expected to…

❖ define a sigma notation.

❖ write sum of numbers in sigma notation.
❖ apply the use of sigma notation in finding sums.
❖ relate sigma notation to real–life situations.

WHAT I KNOW

Before we proceed to the lesson proper, I need to check your initial

knowledge on sigma notation. Good luck!

1
 Pre–assessment

Directions: Read and answer this 15–item test carefully. Encircle the letter of your choice.

For items 1–3. Consider the sigma notation below.

120

∑(4𝑖 − 15)
𝑖=1

1. What is the summand of the sigma notation?

A. 4𝑖 − 15 C. 1
B. 120 D. 𝑖
2. What is the index?
A. 4𝑖 − 15 C. 1
B. 120 D. 𝑖
3. Evaluate the sigma notation.
A. 465 C. 27 240
B. 12 861 D. 33 460

5
4. Expand the summation ∑ 2𝑖 and simplify.
𝑖=0
A. 62 C. 64
B. 63 D. 65

5. Expand the summation ∑(𝑗 2 − 𝑗) and simplify.

𝑗=3
A. 34 C. 68
B. 56 D. 77
5

6. Expand the summation ∑ (2 − 3𝑘) and simplify.

𝑘=−1
A. 21 C. −21
B. 28 D. −28
1 1 1 1
7. Write the expression 1 + 2 + 3 + 4 + ⋯ + 100 in sigma notation.
100 101
1 1
A. ∑ C. ∑
𝑛 𝑙
𝑛=1 𝑙=1
100 99
1 1
B. ∑ D. ∑
𝑚 𝑘
𝑚=0 𝑘=0
1 1 1 1 1 1 1
8. Write the expression 1 +2 + + +
4 8 16
+ 32 + 64
+ 128 in sigma notation.
7 8
1 1
A. ∑ 𝑘 C. ∑
2 2𝑘−1
𝑘=0 𝑘=0
8
1
B. ∑ D. Both A and B
2𝑘−1
𝑘=1

2
9. Which of the following is NOT a property of sigma notation?
𝑛 𝑛 𝑛

A. ∑ 𝑐 • 𝑓(𝑖) = 𝑐 • ∑ 𝑓(𝑖) C. ∑ 𝑐 = 𝑐𝑛
𝑖=𝑚 𝑖=𝑚 𝑖=1
𝑛 𝑛 𝑛

B. ∑[𝑓(𝑖) + 𝑔(𝑖)] = ∑ 𝑓(𝑖) − ∑ 𝑔(𝑖) D. All of these

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚

50

10. Evaluate ∑(2 − 3𝑘)

𝑘=1

A. −2537 C. −5372
B. −3725 D. −7253

99
1
11. Evaluate ∑
𝑖=1
√𝑖 + 1 + √𝑖
A. 7 C. 9
B. 8 D. 10
50

12. Evaluate ∑[(5𝑖 − 2)(𝑖 + 3)]

𝑖=1

A. 21 000 C. 210 000

B. 28 000 D. 230 900
13. Write the expression 𝑎4 + 𝑎8 + 𝑎12 + 𝑎16 in sigma notation.
4 16

A. ∑ 𝑎4𝑘 C. ∑ 𝑎2𝑘
𝑘=1 𝑘=4
8 8

B. ∑ 𝑎4𝑘 D. ∑ 𝑎2𝑘
𝑘=2 𝑘=2

14. Write the expression 1 + 22 + 33 + 44 + ⋯ + 1212 in sigma notation.

12 12

A. ∑ 𝑛𝑛 C. ∑ 𝑛𝑛
𝑛=0 𝑛=−1
12

B. ∑ 𝑛𝑛 D. None of these
𝑛=1

15. What is 𝑎 + 𝑏 + 𝑐 + 𝑑, if
𝑛

∑(𝑖 + 1)2 = 𝑎𝑛3 + 𝑏𝑛2 + 𝑐𝑛 + 𝑑 ?

𝑖=1
A. 1 C. 3
B. 2 D. 4

Good job in answering all 15 questions!

3
 WHAT’S IN

Let us start this lesson with a review of sequences and series.

Identify which of the following below are examples of series.

1. 1, 2, 4, 8, ⋯

2. −1 + 1 − 1 + 1 − 1

1 2 3 4
3. , , , ,⋯
2 3 4 3

4. 1 + 2 + 22 + 23 + 24

5. 1 + 0.1 + 0.001 + 0.0001

6. 3, 5, 7, 9, 11

7. 2 + 4 + 9 + 16 + 25

8. 4, 6, 10, 16, 26

9. 4 + 9 + 14 + 9

10. √3 + √4 + √5 + √6

11. 0.1, 0.01, 0.001, 0.0001, ⋯

1 1 1 1
12. + + +
4 16 64 256

1 2 3 4
13. 3 + 9 + 27 + 81

1 1 1 1 1
14. 5 , , , ,
9 13 17 21

1 1
15. 3, 1, 3 , 9

4
 WHAT’S NEW

For this main activity, I will check your critical thinking and
problem-solving skills.

Without using a calculator, get the sum of the first one

hundred positive integers.

WORKSHEET 1

Get the sum of the first one hundred positive integers without using a calculator. In
solving, get a pattern from the given series below.

𝟏 + 𝟐 + 𝟑 + 𝟒 + ⋯ + 𝟒𝟖 + 𝟒𝟗 + 𝟓𝟎 + 𝟓𝟏 + 𝟓𝟐 + 𝟓𝟑 + ⋯ + 𝟗𝟕 + 𝟗𝟖 + 𝟗𝟗 + 𝟏𝟎𝟎

Sum: _________________________

Explain/Show your pattern and solution below:

5
 WHAT IS IT

In this part you will know the definition of a sigma notation

and its properties and how it is used to easily compute the sum
of numbers.

Mathematicians use the sigma notation to denote a sum.

The uppercase Greek letter Σ (sigma) is used to indicate a sum.
The notation consists of several components or parts.

DEFINITION OF SIGMA NOTATION

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 read as “the summation of 𝒇(𝒊) from 𝒊 = 𝒎 to 𝒏” and where

𝑓(𝑖) is a term or summand of the summation,

𝑖 is the index

𝑚 is the lower bound

𝑛 is the upper bound

𝑚 and 𝑛 are integers and 𝑚 ≤ 𝑛 .

Note that the value of 𝒊 starts at 𝒎, increases by 𝟏, and ends at 𝒏.

10
Example, the series 3 + 6 + 9 + 12 + ⋯ + 30 can be expressed as ∑ 3𝑛 . This
expression is read as the summation of 3𝑛 from 𝑛 = 1 to 10. 𝑛=1

6
EXAMPLES: Expand each summation and simplify if possible
4

1. ∑(2𝑖 + 3) Find the terms by replacing 𝑖 with 2, 3, and 4. Then add.

𝑖=2
4

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

𝑖=2

= (4 + 3) + (6 + 3) + (8 + 3)

= 7 + 9 + 11

= 27
6
√𝑛
2. ∑ Find the terms by replacing 𝑛 with 1, 2, 3, 4, 5 and 6.
𝑛+1
𝑛=1
6
√𝑛 √1 √2 √3 √4 √5 √6
∑ = + + + + +
𝑛+1 1+1 2+1 3+1 4+1 5+1 6+1
𝑛=1

√1 √2 √3 √4 √5 √6
= + + + + +
1+1 2+1 3+1 4+1 5+1 6+1

1 √2 √3 2 √5 √6
= + + + + +
2 3 4 5 6 7

EXAMPLES: Write each expression in sigma notation.

3. −1 + 2 − 3 + ⋯ − 25

= −1 + 2 − 3 + ⋯ − 25 Given

= (−1)1 • 1 + (−1)2 • 2 + (−1)3 • 3 + ⋯ Rewrite the given in a way that each

+ (−1)25 • 25 term is separated by a “+” sign and
the sum expression follows a certain
25
pattern.
= ∑(−1)𝑛 • 𝑛
𝑛=1

The sigma notation of a sum

1 1 1 1 1 1 1 expression is not necessarily
4. 1+ + + + + + +
2 4 8 16 32 64 128 unique. Meaning, there can
7
be many possible
1 1 1 1 1 1 1 1 1 summations for a particular
= 0+ 1+ 2+ 3+ 4+ 5+ 6+ 7=∑ 𝑛
2 2 2 2 2 2 2 2 2 expression.
𝑛=0

8
1 1 1 1 1 1 1 1 1
= + + + + + + + =∑
21−1 22−1 23−1 24−1 25−1 26−1 27−1 28−1 2𝑛−1
𝑛=1

7
 The following are properties of sigma notation and some common summations
that can be used in evaluating sigma notation.

PROPERTIES OF SIGMA NOTATION

𝑛 𝑛

𝑆1 : ∑ 𝑐 • 𝑓(𝑖) = 𝑐 • ∑ 𝑓(𝑖) ,𝑐 is any real number

𝑖=𝑚 𝑖=𝑚

𝑛 𝑛 𝑛

𝑆2 : ∑ [𝑓(𝑖) ± 𝑔(𝑖)] = ∑ 𝑓(𝑖) ± ∑ 𝑔(𝑖)

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚

𝑆3 : ∑ 𝑐 = (𝑛 − 𝑚 + 1)
𝑖=𝑚

𝑆4 : ∑ 𝑐 = 𝑐𝑛
𝑖=1

𝑆5 : ∑ [𝑓(𝑖 + 1) − 𝑓(𝑖)] = 𝑓(𝑛 + 1) − 𝑓(𝑚) Telescoping Sum

𝑖=𝑚

SOME COMMON SUMMATIONS

𝑛
𝑛(𝑛 + 1)
∑𝑖 = 1 + 2 + 3 + ⋯+ 𝑛 =
2
𝑖=1
𝑛
𝑛(𝑛 + 1)(2𝑛 + 1)
∑ 𝑖 2 = 12 + 22 + 32 + ⋯ + 𝑛 2 =
6
𝑖=1
𝑛
3 3 3
𝑛2 (𝑛 + 1)2
3 3
∑𝑖 = 1 + 2 + 3 + ⋯+ 𝑛 =
4
𝑖=1

8
MORE EXAMPLES:

30
5. Evaluate ∑(4𝑖 − 5)
𝑖=1

30 30 30

∑(4𝑖 − 5) = ∑ 4𝑖 − ∑ 5 Property 𝑆2
𝑖=1 𝑖=1 𝑖=1

30 30

= 4∑𝑖 − ∑5 Property 𝑆1 :
𝑖=1 𝑖=1

30(30 + 1) σ𝑛𝑖=1 𝑖 =
𝑛(𝑛+1)
and Property 𝑆4
=4 − 5(30) 2
2

= 1 860 − 150 Simplify

= 1 710

1 1 1 1
6. Evaluate + + +⋯+
1∙2 2∙3 3∙4 99 ∙ 100
1 1 1 1 Rewrite the expression to
= + + + ⋯+ make a pattern.
1(1 + 1) 2(2 + 1) 3(3 + 1) 99(99 + 1)
99
1
=∑ Write in sigma notation.
𝑖(𝑖 + 1)
𝑖=1

99 Add 𝑖 − 𝑖 which is equal to 0. In short,

𝑖+1−𝑖
=∑ we do not alter the original sigma
𝑖(𝑖 + 1)
𝑖=1 notation.
99
𝑖+1 𝑖
=∑ ൤ − ൨ Separate the summand into two terms.
𝑖(𝑖 + 1) 𝑖(𝑖 + 1)
𝑖=1

99 99
1 1 1 1
= ∑൬ − ൰ = ∑ ቆ− ൬ − ൰ቇ Simplify. Factor −1 in the summand.
𝑖 𝑖+1 𝑖+1 𝑖
𝑖=1 𝑖=1

99
1 1
= −∑൬ − ൰ Use Property 𝑆1
𝑖+1 𝑖
𝑖=1
1
1 1 Using 𝑓(𝑖) = 𝑖 , 𝑚 = 1, 𝑛 = 99 and the
= −൬ − ൰
99 + 1 1 telescoping sum property 𝑆5 , we have
1 1 1 1
1 100 99 𝑓(𝑛 + 1) = = & 𝑓(𝑚) = = .
= −൬ − ൰ = − ൬− ൰ 𝑛+1 99+1 𝑚 1
100 100 100 Substitute.
99 Simplify
=
100

9
 WHAT’S MORE

Now, it is your turn! Complete worksheet 2.

WORKSHEET 2

1. Expand the summation and simplify if possible.

3

∑(𝑎𝑛+1 − 𝑎𝑛 )
𝑛=1

2. Expand the summation and simplify if possible.

9
𝑖
∑
𝑥+𝑖
𝑖=5

3. Write the expression in sigma notation.

1 + 3 + 5 + 7 + ⋯ + 101

4. Write the expression in sigma notation.

𝑎1 + 𝑎4 + 𝑎9 + 𝑎16 + ⋯ + 𝑎81

5. Evaluate.
50

∑(2 − 3𝑘)
𝑘=1

6. Evaluate.
50

∑ [(5𝑖 − 2)(𝑖 + 3)]

𝑖=1

Answers and solutions in Worksheet 2:

10
 We are almost done with Module 6. Now, I want to solidify what
you have learned through answering the succeeding worksheets.

Then, you are ready for Assessment!

WHAT I HAVE LEARNED

WORKSHEET 3

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

WHAT I CAN DO

WORKSHEET 4

Harley is making a triangular wall with building blocks. The top row has one block,
the second row has three, the third has five, and so on. How many rows can she make
with a set of 100 blocks?

11
 ASSESSMENT

Directions: Read and answer this 15–item test carefully. Encircle the letter of your choice.

For items 1–3. Consider the sigma notation below.

120

∑(4𝑖 − 15)
𝑖=1

1. What is the summand of the sigma notation?

A. 4𝑖 − 15 C. 1
B. 120 D. 𝑖
2. What is the index?
A. 4𝑖 − 15 C. 1
B. 120 D. 𝑖
3. Evaluate the sigma notation.
A. 465 C. 27 240
B. 12 861 D. 33 460

5
4. Expand the summation ∑ 2𝑖 and simplify.
𝑖=0
A. 62 C. 64
B. 63 D. 65

5. Expand the summation ∑(𝑗 2 − 𝑗) and simplify.

𝑗=3
A. 34 C. 68
B. 56 D. 77

6. Expand the summation ∑ (2 − 3𝑘) and simplify.

𝑘=−1
A. 21 C. −21
B. 28 D. −28
1 1 1 1
7. Write the expression 1 + 2 + 3 + 4 + ⋯ + 100 in sigma notation.
100 101
1 1
A. ∑ C. ∑
𝑛 𝑙
𝑛=1 𝑙=1
100 99
1 1
B. ∑ D. ∑
𝑚 𝑘
𝑚=0 𝑘=0
1 1 1 1 1 1 1
8. Write the expression 1 + 2 + 4 + 8 + 16 + 32 + 64 + 128 in sigma notation.
7 8
1 1
A. ∑ 𝑘 C. ∑
2 2𝑘−1
𝑘=0 𝑘=0

12
 8
1
B. ∑ D. Both A and B
2𝑘−1
𝑘=1

9. Which of the following is NOT a property of sigma notation?

𝑛 𝑛 𝑛

A. ∑ 𝑐 • 𝑓(𝑖) = 𝑐 • ∑ 𝑓(𝑖) C. ∑ 𝑐 = 𝑐𝑛
𝑖=𝑚 𝑖=𝑚 𝑖=1
𝑛 𝑛 𝑛

B. ∑[𝑓(𝑖) + 𝑔(𝑖)] = ∑ 𝑓(𝑖) − ∑ 𝑔(𝑖) D. All of these

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚

50

10. Evaluate ∑(2 − 3𝑘)

𝑘=1

A. −2537 C. −5372
B. −3725 D. −7253
99
1
11. Evaluate ∑
𝑖=1
√𝑖 + 1 + √𝑖
A. 7 C. 9
B. 8 D. 10
50

12. Evaluate ∑[(5𝑖 − 2)(𝑖 + 3)]

𝑖=1

A. 21 000 C. 210 000

B. 28 000 D. 230 900
13. Write the expression 𝑎4 + 𝑎8 + 𝑎12 + 𝑎16 in sigma notation.
4 16

A. ∑ 𝑎4𝑘 C. ∑ 𝑎2𝑘
𝑘=1 𝑘=4
8 8

B. ∑ 𝑎4𝑘 D. ∑ 𝑎2𝑘
𝑘=2 𝑘=2

14. Write the expression 1 + 22 + 33 + 44 + ⋯ + 1212 in sigma notation.

12 12

A. ∑ 𝑛𝑛 C. ∑ 𝑛𝑛
𝑛=0 𝑛=−1
12

B. ∑ 𝑛𝑛 D. None of these
𝑛=1

15. What is 𝑎 + 𝑏 + 𝑐 + 𝑑, if
𝑛

∑(𝑖 + 1)2 = 𝑎𝑛3 + 𝑏𝑛2 + 𝑐𝑛 + 𝑑 ?

𝑖=1
A. 1 C. 3
B. 2 D. 4

13
 ADDITIONAL ACTIVITIES

Find the words below from the grid. They run in straight and
diagonal lines, in any direction. The remaining letters spell out an
important message.

Enjoy!

Good job in Completing Lesson 9, Module 8 of Precalculus.

You are now ready for Midterms!

1. Bounds
M B A T H E M A T
2. Greek
S O I C I A N S S
3. Index A U R E L I K E N
4. Limits
S N M P A I N T O
I D E M R S O R I
5. Lower
G S P O A E T M T
6. Notations M L I M I T S U A
7. Property A S O T H E I S T
8. Sigma
X Y A W R R E O O
E M A K E E R G N
9. Sum
D K E R P R S O F
10. Summation N P R O P E R T Y
11. Upper I P A T U T E R N
MESSAGE:

14
 15
ANSWER KEY
WHAT I KNOW WHAT’S MORE ASSESSMENT
1. A 1. 𝑎4 − 𝑎1 1. A
2. D 5 6 7 8 9 2. D
2. + + + +
𝑥+5 𝑥+6 𝑥+7 𝑥+8 𝑥+9
3. C 3. C
3. The following can be the
4. B 4. B
answer:
5. C 5. C
6. D 50 6. D
7. A ∑(2𝑘 + 1) 7. A
8. D 𝑘=0 8. D
9. B 9. B
51
10. B 10. B
11. C ∑(2𝑘 − 1) 11. C
𝑘=1
12. D 12. D
13. A 4. The answer is 13. A
14. B 9 14. B
15. D ∑ 𝑎𝑛 2 15. D
𝑛=1
5. −3 725
6. 230 900
 REFERENCES

Liethold, Louis. The Calculus 7. Addison – Wesley Pubishing Company Inc, 1996.

Bacani, Jericho B. Estrada, Glenn Rey A., Vidallo, Mark Anthony J., Eden, Richard B.,
Francisco, Flordeliza F. Precalculus Teacher’s Guide. Department of Education, 2016.

Ascano, Joy P., Olofernes, Arnel D., Martin, Jesus Lemuel Jr. L., Tolentino, Mark Anthony C.
Precalculus Learner’s Material. Department of Education, 2016.

Most Essential Learning Competencies

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0Textbook/chap08.pdf

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