COLLEGE OF TEACHER EDUCATION

Module in Calculus 3
First Semester A.Y. 2023-2024

I. Course Code: Math 109

II. Course Title: Calculus 3

III. Course Description: This course aims to provide the students with an understanding of the applications of
differentiation and integration in sequences, infinite series, power series, as well as of multiple integration for functions
in several variables. Moreover, students will be able to apply these concepts to problem solving.

IV. Preliminaries: Orientation

KCP Vision, Mission, Objectives and Core Values

Vision: KCP as a center of academic excellence and Christian development.

Mission: To fully develop students through high quality education and

optimum spiritual empowerment.

Core Values: Knowledge, Compassion, Professionalism

1. Knowledge. KCP instils facts, information, skills and understanding
that empower students in maximizing their potentials and trains each
one to seek Godly wisdom to shape a Christ-like character for
themselves and the community.
2. Compassion. KCP emboldens everyone to empathize without
discrimination and develops attitude of service to others with in the
institution and beyond.
3. Professionalism. KCP equips individuals with qualities that
characterize a Christian professional and instils the value of
functioning with integrity and commitment both in the workplace and
the community.

Objectives: The King’s College of the Philippines-Bambang, Inc. aims to:

✓ produce civic-minded professionals with world class competence;

✓ generate graduates who are responsible citizens imbued with
Christian values;
✓ prepare greater employment opportunities through continuing
education and training;
✓ preserve Filipino values, culture and environment; and
✓ develop students who are research-oriented.
 CTE Vision, Mission and Objectives

Vision:
The College of Teacher Education as a leading molder of competent,
innovative and dedicated professional teachers.

Mission:
The College of Teacher Education is committed to guide, train,
develop and produce professional teachers who are competent,
innovative, and dedicated generalist and specialist with high regard
to human dignity through proper instruction and exposure.

Program Objectives
Equip CTE students with meaningful and comprehensive knowledge of the
PO1 subject matter they will teach;

Expose them with various activities inside and outside campus;

PO2
Maintain a high standard of academic performance through proper guidance,
PO3 motivation, and screening process;
Equip them with a deep and principled understanding of how educational process
PO4 relate to historical, social, cultural and political process;

Equip them with knowledge and manipulative skills in the latest educational
PO5 technology making them flexible and adaptive to change;

Encourage them to develop other learning and teaching strategies based on

PO6 scientific research towards meaningful learning;
Uphold utmost professionalism guided by the Code of Ethics for Professional
PO7 Teachers and Christian Values.

Course Requirements:

A. Term Examinations
B. Activities
C. Projects
I. SEQUENCES AND INFINITE SERIES

a. Sequence and series are the basic topics in Arithmetic. An itemized collection of elements in
which repetitions of any sort are allowed is known as a sequence, whereas a series is the sum
of all elements.

• Sequence – is a list of items/objects which have been arranged in a sequential way.

• Series - can be highly generalized as the sum of all the terms in a sequence. However, there
has to be a definite relationship between all the terms of the sequence.

Sequence and Series Definition

A sequence is an arrangement of any objects or a set of numbers in a particular order followed
by some rule. If a1, a2, a3, a4,……… etc. denote the terms of a sequence, then 1,2,3,4,…..denotes
the position of the term.

A sequence can be defined based on the number of terms i.e. either finite sequence or infinite
sequence.

If a1, a2, a3, a4, ……. is a sequence, then the corresponding series is given by

SN = a1+a2+a3 + .. + aN

Note: The series is finite or infinite depending if the sequence is finite or infinite.

Types of Sequence and Series

1. Arithmetic Sequences - A sequence in which every term is created by adding or subtracting a

definite number to the preceding number is an arithmetic sequence.

2. Geometric Sequences - A sequence in which every term is obtained by multiplying or dividing a

definite number with the preceding number is known as a geometric sequence.

3. Harmonic Sequences - A series of numbers is said to be in harmonic sequence if the

reciprocals of all the elements of the sequence form an arithmetic sequence.

4. Fibonacci Numbers - Fibonacci numbers form an interesting sequence of numbers in which

each element is obtained by adding two preceding elements and the sequence starts with 0 and
1. Sequence is defined as, F0 = 0 and F1 = 1 and Fn = Fn-1 + Fn-2

Difference Between Sequences and Series

Let us find out how a sequence can be differentiated with series.

Sequences Series

Set of elements that follow a pattern Sum of elements of the sequence

Order of elements is important Order of elements is not so important

Finite sequence: 1,2,3,4,5 Finite series: 1+2+3+4+5

Infinite sequence: 1,2,3,4,…… Infinite Series: 1+2+3+4+……

Sequence and Series Examples
1. Sequence: 3, 6, 9, 12, 15
Series: 3 + 6 + 9 + 12 + 15 = 45

2. Determine the first five terms of each defined sequence, and give their associated
series.

a. {𝟐 − 𝒏} (Expression)
Solution:
an = 2 – n (Working Equation)
a1 = 2 – 1 = 1
a2 = 2 – 2 = 0
a3 = 2 – 3 = -1
a4 = 2 – 4 = -2
a5 = 2 – 5 = -3
Therefore:
Sequence: 1, 0, -1, -2, -3
Series: 1 + 0 + (-1) + (-2) + (-3) = -5

b. {𝟏 + 𝟐𝒏 + 𝟑𝒏𝟐 }
Solution:
an = 𝟏 + 𝟐𝒏 + 𝟑𝒏𝟐
a1 = 𝟏 + 𝟐(𝟏) + 𝟑(𝟏)𝟐 = 6
a2 = 𝟏 + 𝟐(𝟐) + 𝟑(𝟐)𝟐 = 17
a3 = 𝟏 + 𝟐(𝟑) + 𝟑(𝟑)𝟐 = 34
a4 = 𝟏 + 𝟐(𝟒) + 𝟑(𝟒)𝟐 = 57
a5 = 𝟏 + 𝟐(𝟓) + 𝟑(𝟓)𝟐 = 86
Therefore:
Sequence: 6, 17, 34, 57, 86
Series: 6 + 17 + 34 + 57 + 86 = 200
Exercises:
1. Determine the first five terms of each defined sequence, and give their associated
series of {(−𝟑)𝒏 }
2. Determine the first five terms of each defined sequence, and give their associated
series of {(𝒏 − 𝟑)𝒏 }
3. Determine the first five terms of each defined sequence, and give their associated
𝟏
series of {𝟐𝒏}
4. Determine the first five terms of each defined sequence, and give their associated
series of {𝟐𝒏 − 𝟒}
5. Determine the first five terms of each defined sequence, and give their associated
series of {𝟑𝒏𝟐 − 𝟏}

b. Monotonic and bounded sequences

Lesson Objectives:
At the end of studying this lesson, the students are expected to
• Determine whether a sequence is increasing or decreasing; and
• Understand and apply the Bounded Monotone Sequence Theorem
Determining the monotonicity of a sequence

Consider the following sequence:

1 2 3 4 𝑛
1. { , , , , . . . .
2 3 4 5 𝑛+1
} – strictly increasing sequence (monotonic)

1 1 1 1 1
2. {1, , , , , . . . . } - strictly decreasing sequence (monotonic)
2 3 4 5 𝑛

3. {1, 1, 2, 2, 3, 3. . . . } - increasing sequence (monotonic)

1 1 1 1 1 1
4. {1, 1, , , , , , , . . . . } - decreasing sequence (monotonic)
2, 2, 3 3 4 4

−1 1 −1 1
5. {1, ,3, , . . . . (−1)𝑛+1 𝑛 . . . . . } – not monotonic
2 4

Test for the monotonicity of a sequence

1.

2.
3.

Examples:
Use any test of monotonicity to determine whether the sequence is monotonic or
not.
3𝑛
1. { }
𝑛+1
Solution:
3𝑛
an = 𝑛 + 1
3(𝑛+1)
an+1 = (𝑛+1) + 1

3𝑛 3(𝑛+1)
an - an+1 = 𝑛 + 1 - (𝑛+1) + 1
3𝑛(𝑛+2)−3(𝑛+1)(𝑛+1)
= (𝑛+1)(𝑛+2)
3𝑛2 +6𝑛−3𝑛2 −6𝑛−3
= (𝑛+1)(𝑛+2)
−3
= (𝑛+1) + 1

= (𝑛+1) + 1 < 0
−3

Therefore: an - an+1 < 0

So an is strictly increasing sequence (monotonic)

𝑛
2. { }
𝑛2 +1
𝑛
an = 𝑛 2 + 1
𝑥
f(x) = dx
𝑥2 +1
(𝑥 2 + 1)(1) − (𝑥)(2𝑥)
f’(x) =
(𝑥 2 + 1)2
𝑥 2 + 1 − 2𝑥 2
f’(x) = (𝑥 2 + 1)2
1 − 𝑥2
f’(x) = (𝑥 2 + 1)2
(1 − 𝑥)(1 + 𝑥)
f’(x) =(𝑥 2 + 1)2
1–x=0 1+x=0
X=1 x = -1
(1)(−1)
f’(x) = (𝑥 2 + 1)2
 −1
f’(x) = (𝑥 2 + 1)2 < 0
Therefore:
𝑛
an = 𝑛2 + 1 strictly decreasing sequence (monotonic)

1
3. {1 + (− 2)𝑛 }
Solution:
Graph
From the graph, consider two consecutive points (an)
1 5 3
a1 – a2 = 2 - 4 = − 4 < 0
5 7 3
a2 – a3 = 4 - 8 = 8 > 0
Therefore:
Not monotonic
II. Power Series as a Function

𝟏
=
𝟏−𝒙

Example:
Find the power series of the following functions:
𝑥
1. f(x) = 4𝑥 + 1
1
x(4𝑥 + 1)
1
x(1 − (−4𝑥))

*x=-4x
x

1
2. f(x) =1 + 9𝑥 2
𝑥
3. f(x) =9 + 𝑥 2
1
4. f(x) =1 + 𝑥
2
5. f(x) =3 − 𝑥
1
6. f(x) =1 + 𝑥 3
2. ∬(x + 2y) dA
3. ∬(x𝑦 2 ) dA
4. ∬(3x + 4y) dA
5. ∬ (8x + 6y) dA
6. ∬ (𝑥 2 + 2xy − 𝑦 2 ) dA
Multiple Integral
Integrating Functions of more than 1 variable is similar to partial differentiation.
Integration with respect to one variable treats the other variable(s) as a constant.

Example 1.
𝜋
𝜋
2
∫ ∫ (2𝑐𝑜𝑠 𝑦 + 𝑠𝑖𝑛 𝑥)𝑑𝑥𝑑𝑦
0 0

𝜋
𝜋
∫02 [∫0 (2𝑐𝑜𝑠 𝑦 + 𝑠𝑖𝑛 𝑥 )𝑑𝑥]dy
𝜋
𝜋
∫0 [∫0 (2𝑐𝑜𝑠 𝑦 + 𝑠𝑖𝑛 𝑥 )𝑑𝑥]dy
2

𝜋
𝑥=𝜋
∫0 [2𝑥𝑐𝑜𝑠 𝑦 − 𝑐𝑜𝑠 𝑥 ]𝑥=0
2 dy
𝜋
∫0 [(2𝜋𝑐𝑜𝑠 𝑦 − 𝑐𝑜𝑠 𝜋) − (0 − 𝑐𝑜𝑠 0)]dy
2

𝜋
∫0 [2𝜋𝑐𝑜𝑠 𝑦 + 1 + 1]dy
2

𝜋
∫02 [2𝜋𝑐𝑜𝑠 𝑦 + 2]dy

𝑦=𝜋/2
[2𝜋𝑠𝑖𝑛 𝑦 − 2𝑦]𝑦=0

(2𝜋 ∙ 1 + 𝜋) − (0 + 0)

3𝜋

Example 2.
2 3
∫0 ∫1 𝑥𝑦 2 dydx

Example 3.
3 2
∫0 ∫1 (𝑥 2 + 6𝑦 − 3𝑥𝑦 2 )dydx

Example 4.
1 2
∫0 ∫0 (2𝑦 − 3𝑥 2 𝑦 2 )dydx
Use a triple integral to integrate over a three-dimensional region.
The notation for the general triple integrals is,

Example 1

dV = dzdxdy

Example 2.
Example 3.

Example 4
Evaluate the following integral
2
∭ 2𝑥 dV B = × [0, 3] × [- 3 𝑥 + 2 , 0] x [6 – 2x – 3y, 0] dV = dzdydx
B
Solution: