10

Mathematics
Modules
Quarter 1 – Weeks 1 – 4
10
Mathematics
Quarter 1 - Module 1
Patterns and Sequences
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Patterns and Sequences
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Zenen R. Alumbro

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima. D. Delfin

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

In this module, you will work with patterns. Recognizing and extending patterns are
important skills needed for learning the concepts related to the different types of sequences. The
module is divided into two lessons, namely:
 Lesson 1 – Patterns and Sequences
 Lesson 2 – Illustrating Arithmetic Sequences
After going through this module, you are expected to:
1. generate and describe patterns,
2. find the next few terms of a sequence,
3. find the general or nth term of a sequence, and
4. illustrate an arithmetic sequence.

What I Know

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

1. Find the missing term in the following sequence: 8, __, 16, __, 24, 28, 32.
A. 10 and 18 B. 12 and 18 C. 12 and 20 D. 10 and 20
2. What is the value of n in the following number sequence? 16, 21, n, 31, 36
A. 23 B. 26 C. 29 D. 30
3. It is an ordered list of numbers (or other elements like geometric objects, that often
follows a specific pattern or function.
A. series B. sequence C. domain D. difference
𝑛2 −1
4. What is the 10th term of the sequence whose nth term is an = ?
𝑛2 + 1
19 80 99 100
𝐴. B. C. D.
21 82 101 102

5. What is the nth term of the sequence 7, 9, 11, 13, 15, 17…?
A. 3n + 4 B. 4n + 3 C. n + 2 D. 2n + 5

Lesson

1 Patterns and Sequences

What is a Pattern? Are you familiar with this nursery rhyme?

The itsy-bitsy spider went up the waterspout.
Down came the rain and washed the spider out.
Out came the sun and dried up all the rain,
And the itsy-bitsy spider went up the spout again.
The itsy-bitsy spider song is an example of a pattern. A pattern is a series or sequence
that repeats. The itsy-bitsy spider climbed the waterspout, and then did the
same thing again after the weather cleared up.

Patterns are all around us! You can observe patterns in things, like their colors, shapes,
actions, or other sequences that repeat.

Finding and understanding patterns gives us great power. With patterns, we can learn to
predict the future, discover new things, and understand the world around us better.

3
 What’s In

Evaluating Algebraic Expressions

In order to evaluate an algebraic expression, you must know the exact values for each
variable. Then, you will simply substitute and evaluate using the order of operations.

Example 1: Evaluate 2x – 7 when x = – 4

2x – 7
2(–4) – 7 Substitute –4 for x in the expression
–8–7 Multiplying 2(–4) = –8
–15 Evaluate the final addition sentence

Example 2: Evaluate 3x2 + 1 when x = 2

3x2 + 1
3(2)2 + 1 Substitute 2 for x in the expression.
3(4) + 1 Using the order of operations, we must work first on
the terms containing the exponents.
12 + 1 Multiplying 3(4) = 12
13 Evaluate the final addition sentence 12 + 1 = 13
13 is the final answer.

What’s New

Many works that use mathematics are enticed in one specific aspect – finding patterns
and being able to predict the future.

Policemen around the world have started to rely most in mathematics. Special algorithm
can use the data on past crimes to tell when and where crimes might occur in the future once
again.
Occurrence of earthquakes follow alike patterns to crimes. Just like one crime might
trigger retaliation, an earthquake might trigger aftershocks. There are equations that help predict
when the next aftershock might occur again.

Bankers sometimes look at historical data of stock prices, interest rates, and currencies
exchange rates to estimate how financial markets might change in the future. Being able to
predict if the value of a stock increase or decrease can be extremely profitable.

Mathematicians and researchers use complex algorithms to find and analyze patterns,
but we are going to begin with something a bit more basic.

4
 What is It

Generating Patterns & Identifying Relationships

Starting at zero and using the rule, "Add 3," we get the sequence:
0, 3, 6, 12, 15, 18, 21, . . .

Staring at zero and using the rule, "Add 6," we get the sequence:
0, 6, 12, 24, 30, 36, 42, . . .

Look at the two numerical sequences carefully. They both started with zero. Look at the
second term from both lists. Then look at the third term from both lists.

Continue comparing one term at a time.

What do you notice about the numbers?
0, 3, 6, 9, 12, 15, 18, 21...
0, 6, 12, 18, 24, 30, 36, 42...
Each corresponding term on the second list is twice as big as the term on the first list.
Why do you think that is?
The key is in the two rules that were used to generate the sequences. Since the rule "Add
6" is adding twice as much as the rule "Add 3". The terms on the second list are twice as big as
the terms on the first list.

To generate patterns, you should be observant. Make sure that you check all the terms
in the sequence before deciding what the pattern is. Similar numbers may appear in different
sequences which could cause the wrong pattern to be identified.
Try these:

1.
What is the next shape?
How did you find your answer?

2. 0, 3, 6, 9, 12, . . . . .
What is the next number?
What relationship do you recognize between each term?
What is the tenth number?

The set of shapes and the sets of numbers in the examples above are called sequences.

Describing sequences
A sequence is an ordered list of items, usually numbers. Each item which makes up a
sequence is called a term.

Sequences can have interesting patterns. Here, we examine some types of

patterns and how they are formed.

Examples:
1. 1, 4, 7, 10, 13, 16, 19, 22, 25
There is difference of 3 between successive terms.
The pattern is continued by adding 3 to the previous term.

5
 2. 13, 8, 3, –2, –7, –12, –17, –22
There is a difference of –5 between successive terms.
The pattern is continued by adding –5. to the previous term.
3. 2, 4, 8, 16, 32, 64, 128, 256
This sequence has a factor of 2 between successive terms.
The pattern is continued by multiplying the previous term by 2.
ILLUSTRATIVE EXAMPLE:
You and 3 friends decided to meet and study in Math together. You are sitting together
at a square table. A few minutes later, 2 other friends arrived and would like to sit at your table.
You moved another table next to yours so that 6 people can sit at the table. Then, another 2
friends also wanted to join your group, so you took a third table and added it to the existing
tables. Now 8 people can sit together.

Examine how the number of people sitting is related to the number of tables. Is there a
pattern?

We can see that for 3 tables we can seat 8 people, for 4 tables we can seat 10 people,
and so on. We started out with 4 people and added two each time. So for
each table added, the number of people increased by 2.

So the pattern formed is 4, 6, 8, 10.

To describe terms in a number pattern we use the following notation:

The first term of a sequence is t1 or a1.
The fourth term of a sequence is t4. or a4.
The tenth term of a sequence is t10 or a10.
The general term is often expressed by nth term and is written as tn or an.

Finding Missing Numbers

To find a missing number, first, find a Rule behind the Sequence.
Sometimes, we can just look at the numbers and see a pattern:
Example: 1, 4, 9, 16, ?
Answer: They are perfect squares (12 = 1, 22 = 4, 32 = 9, 42 = 16, ...)
Rule: an = n2
Sequence: 1, 4, 9, 16, 25, 36, 49, ...

We can use a Rule to find any term. For example, the 25th term can be
found by "plugging in" 25 wherever n is. a25 = 252 = 625
Example: 3, 5, 8, 13, 21
Answer: After 3 and 5 all the rest are the sum of the two numbers
before, that is 3 + 5 = 8, 5 + 8 = 13 etc.
Sequence: 3, 5, 8, 13, 21, 34, 55, 89, ...
Rule: an = an-1 + an-2

A sequence may also be defined as a function whose domain is the finite set {1, 2, 3, 4, . . .
n } or the infinite set {1, 2, 3, 4, . . . }. Sequences are often given by stating their general or
nth terms.

Example 1 Find the range of the values of the sequence given by a n = 2n – 1

for the domain {1, 2, 3, 4, 5}.
Solution: a1 = 2(1) – 1 = 2 – 1 = 1 a4 = 2(4) – 1 = 8 – 1 = 7
a2 = 2(2) – 1 = 4 – 1 = 3 a5 = 2(5) – 1 = 10 – 1 = 9
a3 = 2(3) – 1 = 6 – 1 = 5
Therefore, the range of the sequence an = 2n – 1 is {1, 3, 5, 7, 9}.

Example 2. Find the twentieth term of an = (–1) n–1.

Solution: Let n = 20,
n20 = (–1) 20–1 = (–1) 19 = –1

6
 What’s More

Activity 1.1 Complete the passage:

Mathematics is not about numbers,
Equations, computations, or algorithms.
It is about ______________________.

Study and analyze the sequences below. Find the next term in the sequence and
exchange it for the letter which corresponds each sequence to decode the missing word in the
passage. Write your answer on the space provided.
1 1 1 1
A , , , , _____ P 1, 1, 2, 4, 7, _____
2 3 4 5
D 2, 4, 8, 16, 32, _____ R 48, 24, 12, 6, 3, _____
E 2, 5, 11, 23, _____ S 4, 8, 20, 36, _____
G 13, 26, 39, _____ T 10, 11, 9, 12, 8, _____
I 2, 6, 18, _____ U 2, 4, 16, _____
N 7, 13, 19, _____ V 2, 2, 4, 6, 10, 16, _____
3 1
256 25 64 47 2
108 13 6
25 17 54 25 52
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Activity 1.2 Write the first 5 terms of the sequence given by the nth term.
1. an = n + 4 4. an = 3n
2. an = 2n – 1 5. an = (–2)n
3. an = 12 – 3n

What I Have Learned

 A pattern is a series or sequence that repeats.

 A sequence is an ordered list of items, usually numbers. Each item which
makes up a sequence is called a “term”.
 A sequence may also be defined as a function whose domain is the finite set
{1, 2, 3, 4, . . . n } or the infinite set. {1, 2, 3, 4, . . . }.
 Missing numbers in a sequence can be found by looking at the numbers that
are in the sequence and by determining the rule.

What I Can Do

APPLICATION

1. The swimming pool has small chlorine tablets added every day to keep it clean. The chlorine
is added in a pattern to keep up with the number of people swimming. On Monday, 1 tablet
is added, on Tuesday, 3 are added, on Wednesday 7 are added, on Thursday, 15 are added.
How many tablets will be added on Friday?
2. Mrs. James’s Restaurant business follows a pattern of how many napkins to
have ready for every night. It follows this pattern and continues through Sunday: Monday -
42 napkins folded, Tuesday - 60 napkins folded, Wednesday – 78 napkins folded. Thursday
- 96 napkins folded. How many napkins should be folded for Saturday?

7
 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Find the missing terms in the following sequence:12, 17, 22, 27, 32, ___, ___
A. 37 and 42 B. 42 and 47 C. 37 and 47 D. 42 and 57

2. What is the value of n in the following number sequence? 5, 15, 45, n, 405
A. 75 B. 95 C. 135 D. 150
3. It is defined as a function whose domain is the finite set
{1, 2, 3, 4, . . . n} or the infinite set. {1, 2, 3, 4, . . . }.
A. series B. sequence C. domain D. difference
𝑛2 −1
4. What is the 8th term of the sequence whose nth term is an = ?
𝑛2 + 1
62 63 63 65
A. B. C. D.
61 65 66 66

5. What is the nth term of the sequence 7, 11, 15, 19, 23, 27, . . . ?
A. 3n + 4 B. 4n + 3 C. n + 2 D. 2n + 5

Lesson
Illustrating Arithmetic
2 Sequence
In this lesson, you will learn more about sequences, particularly, arithmetic sequences. As you
go through this lesson, you have to think and to reflect on this important question, “How are
sequences used to model and solve some mathematical ideas specially in real-life situations?”

What’s In

Identifying missing terms. What is missing?

1. 21, 30, 39, 48, 57, 66, ___, ___, ___ 6. 5, 12, ___, 26, ___, 40, ___
2. 14, 22, 20, 28, 26, 34, ___, ___, ___ 7. 1, 0, –1, –2, –3, ___, ___, ___
1 1 1 1
3. 3, 12, 21, ___, ___, ___ 8. , , , , ___, ___, ___
2 3 4 5
𝑥 𝑥
4. 8, 3, –2, ___, ___, ___ 9. 3x, x, , , ___, ___, ___
3 9
5. –2, 4, –8, 16, ___, ___, ___ 10. 9.5, 7.5, 5.5, 3.5, ___, ___, ___

What’s New

In the activities that you have done in Lesson 1, you were able to enumerate the terms of
a sequence given its nth term, and vice versa. Knowing all these will enable you to easily
understand a particular sequence. Using matchsticks, form the following squares.

8
Count the number of matchsticks on each figure and record the results in the table.

Number of Squares 1 2 3 4 5 6 7 8 9 10

Number of Matchsticks

N Is there a pattern in the number of matchsticks? If there is, describe it.

How is each term (number of matchsticks) found?
What is the difference between any two consecutive terms?

What is It

The above activity illustrates a sequence. 1, 4, 7, 10, 13, . . . The difference between
any two consecutive terms Is a constant. The constant is called the common difference. The said
sequence is called arithmetic sequence. We use the common difference to go from one term to
another. How? Take the current term and add the common difference to get to the next term,
and so on. That is how the terms in the sequence are generated.
 If the common difference between consecutive terms is positive, we say that the sequence
is increasing.
 When the difference is negative, we say that the sequence is decreasing.
Here is an example of arithmetic sequences. Observe their common differences.

Here are more examples of arithmetic sequence. Can you give the common difference?

1. 15, 11, 7, 3, . . . 4. –14, –10, –6, –2, . . .

3 5 1 3
2. 7, 15, 23, 31, . . . 5. . , , ,...
4 8 2 8
3. 31, 24, 17, 10, . . .
1
Were you able to find the common difference? They are -4, 8, 7, 4 and - , respectively.
8

What’s More

Activity 2.1 In the following exercises, determine if each sequence is arithmetic, and if so,
indicate the common difference.
1. 4, 12, 20, 28, 36, 44, … 4. 11, 5, −1, −7 −13, −19, …
2. −7, −2, 3, 8, 13, 18, … 5. 8, 5, 2, −1, −4, −7, …
3. −15, −16, 3, 12, 21, 30, …

Activity 2.2 In the following exercises, write the first five terms of each sequence with the
given irst term and common difference.
1. a1=11 and d=7 4. a1=−8 and d=5
2. a1=18 and d=9 5. a1=14 and d=−9
3. a1=−7 and d=4

Activity 2.3 Solve the following problems.

1. Find the tenth term of a sequence where the first term is three and the common
difference is eight.

9
 2. Find the twelfth term of a sequence where the first term is six and the common
difference is four.
3. Find the seventh term of a sequence where the first term is −14 and the common
difference is five.
4. Find the twenty-fifth term of a sequence where the first term is−19 and the common
difference is three.

What I Have Learned

Arithmetic Sequence is a sequence in which the terms, after the first term, are obtained
by adding to the previous term a constant called common difference. A sequence is an ordered
list of items, usually numbers. Each item which makes up a sequence is called a term.

What I Can Do

APPLICATION
Jezza is practicing her dance steps for the competition. She starts practicing the steps for
1 hour on the first day and then increases the practice time by 10 minutes each day. If the
pattern continues, how many minutes will she spend practicing on the 7th day?

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
10 11
1. Find the common difference in the arithmetic sequence 3, , , 4, …
3 3
1 1 1
A. B. C. D. 1
4 3 2

2. Which term of the arithmetic sequence -4, 1, 6, 11.... is 41?

A. 9th term B. 10th term C. 11th term D. 12th term

3. The first term of an arithmetic sequence is 8 while the 12th term is –25.
Find the common difference of the sequence.
A. –7 B. –6 C. –5 D. –3

4. What is the common difference in the arithmetic sequence 16, 23, 30, ... ?
A. 4 B. –4 C. 7 D. –7

5. What is the 10th term of the arithmetic sequence 15, 9, 3, –6, ... ?
A. -32 B. -38 C. – 39 D. -40

10
10
Mathematics
Quarter 1 - Module 2:
Arithmetic Sequence
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 2: Arithmetic Sequence
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Mark Angelo M. Sibayan

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima. D. Delfin

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 8882-5861 / 8882-5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
Arithmetic Sequence. 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 divided into three lessons, namely:
 Lesson 1 – Arithmetic Sequence vs. Arithmetic Series
 Lesson 2 – Arithmetic Means
After going through this module, you are expected to:
1. determine the nth term of the given Arithmetic Sequence;
2. determine the sum of the terms of the given Arithmetic Sequence; and
3. determine the Arithmetic Mean/s.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Observe the number of rectangles on each figure below. How many rectangles will there
be in figure 6?

fig.1 fig. 2 fig. 3 fig. 4

A. 7 B. 8 C. 10 D. 13
2. Find the missing terms in the arithmetic sequence: __, __, __, 8, 12, 16
A. 2, 4, 6 C. -4, 0, 4
B. -2, -4, -6 D. 4, 0 -4
3. A conference hall has 33 rows of seats. The last row contains 80 seats. If each row has
two fewer seats than the row behind, how many seats are there in the first row?
A. 16 C. 20
B. 18 D. 2
4. If three arithmetic means are inserted between -15 and 9, find the first of these
arithmetic means.
A. 3 C. -6
B. -3 D. -9
5. Which term of an arithmetic sequence 5, 9, 13, 17, … is 401?
A. 99th C. 111th
B. 100 th D. 112th

Lesson
Arithmetic Sequence
1 vs. Arithmetic Series
Sequence is a list of numbers with a pattern. In the previous lesson, we have learned how
to generate patterns out of the given sequences. We also discussed how to determine if a sequence
is arithmetic or not. Arithmetic Sequence is a sequence in which the terms, after the first term,
are obtained by adding to the previous term a constant called common difference. Today, we
will discuss how to determine the general term or last term (n th term) of the given sequence.

3
 Suppose we have an arithmetic sequence 5, 8, 11, 14, 17, 20. It is so easy to get 8 th term
by just adding the common difference, d=3 to 20 twice since 20 is the 6th term. But how about if
we will be looking for the 42nd term of the given sequence? It is so impractical if we list all the
terms from 9th term to 42nd term just to find the value of the last term. So we need to look for the
general term for an arithmetic sequence.

Let us look for a pattern using this sequence:

a1 = 5 =5 = 5 + (0)3
a2 = 8 =5+3 = 5 + (1)3
a3 = 11 =5+3+3 = 5 + (2)3
a4 = 14 =5+3+3+3 = 5 + (3)3
a5 = 17 =5+3+3+3+3 = 5 + (4)3
a6 = 20 =5+3+3+3+3+3 = 5 + (5)3
an =? =5+3+3+3+3+… = 5 + (n – 1)3

(n – 1) times
Observe that in every line, there is 5 which is the first term (a1) and 3 which is the common
difference (d). The multiplier of 3 in each line is obtained by subtracting 1 from the subscript of
the given term. (see line 3, the subscript of a 3 is 3 and the multiplier of 3 in “5 + (2)3” is 2 which
is 3 – 1.) Therefore, the general term of an arithmetic sequence is an = a1 + (n – 1)d where a1 is
the first term, n is the number of terms, an is the general term/last term, and d is the common
difference. Using the general term, we can now find the value of the 42nd term.
an = a1 + (n – 1)d
a42 = 5 + (42 – 1)(3)
a42 = 5 + 41(3) = 5 + 123 = 128

What’s In

Which of the following are sequences? If it is a sequence, tell whether it is a finite sequence or
infinite sequence.

A. 1, 1, 2, 3, 5, 8, 13, 21, … D. 0, 1, 7, 10, 15, -7, -19

B. 1, 3, 5, 9, 11, 13 E. 3, 7, 11, 15, 19, 23, …
C. 100, 50, 25, 12.5, 6.25

What’s New
Arithmetic sequences are used throughout mathematics and applied to engineering, sciences,
computer sciences, biology, and finance problems.

Let us help Gino in his problem. Gino was hired by a local petroleum refinery at a starting salary
of ₱ 40,000 a month. The company gives him a ₱ 30,000 increase in his annual salary every year.

How much would I be getting If you regularly saves 10%

at the start of my 10th year of your monthly salary,
with the company? what will be your total
savings at the start of the
10th year?

https://allongeorgia.com/national
-news/oil-production-from-
department-of-the-interior-
managed-leases-surpasses-1-
billion-barrels-for-the-first-time-in-
4 history/
We can help Gino by providing him a table showing his salary increase. Since we are talking
about annual salary increase, we shall first need to know how much Gino’s annual salary by
multiplying his monthly salary by 12.
₱40,000 × 12 = ₱480,000 (and every year succession, there is an increase of ₱30,000)
1st year 2nd year 3rd year 4th year 5th year 6th year 7th year 8th year 9th year 10th year

₱480,000 ₱510,000 ₱540,000 ₱570,000 ₱600,000 ₱630,000 ₱660,000 ₱690,000 ₱720,000 ₱750,000

Therefore, Gino would be getting an amount of ₱750,000 at the start of his 10th year in the
company. We can also use the general term that was formulated previously in this lesson which
is an = a1 + (n – 1)d. Just plug in the necessary values in each element. Since ₱480,000 is the
starting annual salary of Gino, this is the first term (a 1). ₱30,000 is the common difference (d)
because that is the annual salary increase, and n = 10 (10 years)
an = a1 + (n – 1)d
a10 = ₱480,000 + (10 – 1)( ₱30,000)
= ₱480,000 + 9(₱30,000)
= ₱480,000 + ₱270,000
a10 = ₱750,000
Using the general term of an arithmetic sequence, we will still get ₱750,000 as the answer. The
question of his co-worker is an application of Arithmetic Series. Arithmetic Series is an
indicated sum of the terms of the given terms of an Arithmetic Sequence.

What is It

There was a story that a young child solved the problem given to him by his teacher in less than
a minute. This young boy became famous Mathematician and he contributed a formula for
Arithmetic Series and his name is Karl Friedrich Gauss.
The problem given to him was to get the sum of all counting numbers from 1 to 100.
We can represent the series as S100 = 1 + 2 + 3 + 4 + 5 + … + 98 + 99 + 100
How did Gauss solve this kind of problem? He was simply pairing up numbers and he noticed a
pattern for it.
He paired 1 and 100, 2 and 99, 3 and 98, 4 and 97, so on until he has the last pair 50 and 51.
He noticed that the sum of each pair is always 101. Since it is just a repeated addition, he just
multiplied 101 to 50 (number of pairs) that led him to get the correct answer 5050. We can solve
this like what we did in the What’s In part by getting another equation to make it a system.

Sn = 1 + 2 + 3 + 4 + 5 + … + 98 + 99 + 100
Sn = 100 + 99 + 98 + 97 + … + 3 + 2 + 1
*The second equation is just the same as the first equation but we rearranged the terms.
Sn = 1 + 2 + 3 + 4 + 5 + … + 98 + 99 + 100
+ Sn = 100 + 99 + 98 + 97 + … + 3 + 2 + 1
2Sn = 101 + 101 + 101 + 101 + … + 101 (100 terms)

2Sn = 100(101)
100(101) 100(100+1) 𝑛(𝑎1 +𝑎𝑛 )
Sn = = =
2 2 2
Therefore, the formula in finding the sum of n terms of an Arithmetic Sequence is given
by:
𝑛(𝑎 +𝑎 )
Sn = 1 𝑛
2
Derivation of other formula for the sum of the terms of the given Arithmetic Sequence:
Take note that we have these formulas.
an = a1 + (n – 1)d
𝑛(𝑎1 +𝑎𝑛 )
Sn =
2
We can substitute the an in the second formula using the first formula.
𝑛(𝑎1 +𝑎𝑛 )
Sn =
2
𝑛[𝑎1 + 𝑎1 + (n – 1)d]
=
2
𝑛[2𝑎 + (n – 1)d]
Sn = 1
2
Can you answer the question of the co-worker to Gino? How much would he save? Use any of
the derived formulas to get the answer.

5
 Examples:
1. What is the sum of the terms of the arithmetic sequence:
112, 122, 132, 142, 152, 162
𝑛(𝑎1 +𝑎𝑛 ) 6(112+162)
Solution: Sn = S6 = = 3(274) = 822
2 2

2. Add the terms of the sequence: 1 + 3 + 5 + 7 + 9 + … (25 terms)

𝑛[2𝑎1 + (n – 1)d] 25[2(1) + (25 – 1)(2)]
Solution: Sn = S25 = = 25(1 + 24) = 625
2 2

What’s More

Activity 1: A. Given the following Arithmetic Sequences, find the indicated term in each.

1. 4, 12, 20, 28, 36, ... a27 =? 3. -9, -2, 5, 12, 19, ... a39 =?
2. 7, 2, -3, -8, -13, ... a52 =? 4. 11, -1, -13, -25, -37, ... a64 =?

Activity 2: A. Find the sum of each of the following:

1. integers from 1 to 50
2. odd integers from 1 to 100
3. even integers between 1 and 101
4. first 25 terms of the arithmetic sequence: 4, 9, 14, 19, 24,
5. multiples of 3 from 15 to 45
B. Problem Solving
1. There are 125 passengers in the first carriage, 150 passengers in the second carriage, and
175 passengers in the third carriage, and so on in an arithmetic sequence. What is the
total number of passengers in the first 7 carriages?

What I Have Learned

Arithmetic Sequence is a sequence in which the terms, after the first term, are obtained by
adding to the previous term a constant called common difference.
General Term: an = a1 + (n – 1)d
Arithmetic Series is the indicated sum of the terms of the given Arithmetic Sequence.
𝒏(𝒂𝟏 +𝒂𝒏 ) 𝒏[𝟐 𝒂𝟏 + (𝐧 – 𝟏)𝐝]
Formulas: Sn = and Sn =
𝟐 𝟐

What I Can Do

APPLICATION:
(52-Week Ipon Challenge)
You decided to take the challenge to save money.
You are planning to buy a pair of shoes worth
Php 7,000.00 next year. The challenge is that
you need to save Php 10.00 on the first week and
Php 15.00 on the second week, Php 20.00 on the
third week, and so on such that the increment
will remain as Php 5.00 until the 52nd week. Do
you think you will be able to buy the pair of shoes
you want? If yes, how much money is left if you
buy the pair of shoes? If no, how much money do
you need more to buy the said pair of shoes?
https://coins.ph/blog/ipon-challenge-charts-best/

6
 Lesson

2 Arithmetic Means

In the previous lesson, we discussed the general term of the Arithmetic Sequence that is
given by the formula:
an = a1 + (n – 1)d
This formula is usually used to find the last term of the given Arithmetic Sequence. It can
also be used to determine the common difference of the Arithmetic Sequence given the last term
(an), the number of terms (n), and the first term (a1).
By manipulating the general term,
an = a1 + (n – 1)d General Term
an – a1 = a1 – a1 + (n – 1)d Subtract a1 both sides
an – a1 = (n – 1)d Simplify
1 1 1
(an – a1) = [(n – 1)d] Multiply both sides
𝑛−1 𝑛−1 𝑛−1
𝑎𝑛 −𝑎1
=d Simplify
𝑛−1
𝑎𝑛 −𝑎1
d= 𝑛−1
Rearrange

We can use this formula to look for what we call Arithmetic Mean/s. Arithmetic Mean/s
is/are term/s that is/are between the first term and the last term.
Take a look at this ruler.

https://pixabay.com/vectors/ruler-metric-measure-length-4113045/

We can list at least 5 Arithmetic Sequences with the first term 0 and the last term 12. They are:
1. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Arithmetic Means are the terms of the Arithmetic
2. 0, 2, 4, 6, 8, 10, 12 Sequence that are between the first term and the
last term. In the last example, there is only one
3. 0, 3, 6, 9, 12 Arithmetic Mean which is 6 while in the 3rd
4. 0, 4, 8, 12 example, there are 3 Arithmetic Means which are
3, 6, and 9.
5. 0, 6, 12

What’s In

Do you know how to bisect or trisect a number line segment?

https://steemit.com/geometry/@mathfortress/measurement-of-segments-level-1-or-
measuring-segments-congruent-segments

For the example above, PQ is a segment whose measure is 6 units, and the coordinates of
P and Q are -4 and 2, respectively. How can you bisect PQ and what is the coordinate of its
bisector? How can you trisect PQ and what are the coordinates of its trisectors?
To look for the coordinates of the bisector and the trisector of PQ, we shall first determine
the distance of the two endpoints P and Q (measure of the segment). The illustration above showed
us to make it by just simply subtracting the coordinates of the two endpoints and the answer is
6.

7
 2 – (–4) = 2 + 4 = 6
Notice that it is similar to the expression an – a1 if we take 2 as the last term and -4 as the
first term of the Arithmetic Sequence.
Then, we shall divide the measure of the segment into 2 to look for the coordinate of the
bisector and into 3 to look for the coordinates of the trisectors.
6÷2=3
6÷3=2
What does this mean? It means that the distance of the bisector to the endpoints is 3 units
while the distance of the trisectors to the endpoints and to each other is 2 units.
Therefore, the coordinate of the bisector is -4 + 3 = -1 or 2 – 3 = -1 and the coordinates of
the trisectors are -4 + 2 = -2 and 2 – 2 = 0.
Notice that this method is like dividing by the expression n – 1, n is the total number of
points on the segment. In the case of finding the bisector, there are the 3 points, namely, two
endpoints and the bisector itself so we subtract 1 from the number of points (3 – 1 = 2) and that
is why we divide the measure of the segment by 2 to get the coordinate of the bisector.

What’s New

There are two ways to find the Arithmetic Means. First, by using the general term of the Arithmetic
Sequence (or the derived formula of the common difference), and second, by using the formula in
getting the average (this can only applicable if there is only one Arithmetic Mean).

Let us work on these examples:

Find the missing terms of the given Arithmetic Sequence.

1. 4, __, __, __, 28
2. 12, __, 96
Example 1:
General Formula Derived Formula for Common Difference
𝒂 −𝒂
an = a1 + (n – 1)d d= 𝒏 𝟏
𝒏−𝟏
a1 = 4, a5 = 28, n = 5 a1 = 4, a5 = 28, n = 5
28 = 4 + (5 – 1)d
28 – 4 = 4 – 4 + (5 – 1)d 28 – 4
d=
24 = 4d 5−1
1 1
(24) = (4d) 24
4 4
d=
6=d 4
d=6 d=6
Let us now find the missing terms by adding 6 from the previous term
a2 = 4 + 6 = 10 a3 = 10 + 6 = 16 a4 = 16 + 6 = 22

Example 2:

General Formula Average Formula

an = a1 + (n – 1)d Average is the quotient of the sum of the
scores and the number of scores.
a1 = 12, a3 = 96, n = 3
To get the average of the two given terms 12
96 = 12 + (3 – 1)d and 96, we just need to look for their sum
96 – 12 =12 – 12 + (3 – 1)d and then divide the sum by 2. (Since there
84= 2d are only two terms)
1 1
(84) = (2d)
2 2
Sum: 12 + 96 = 108
42 = d
Quotient: 108 ÷ 2 = 54
d = 42
We can directly get the answer.
Therefore, a2 = 12 + 42 = 54 𝒂 +𝒂
𝒂𝟐 = 𝟏 𝟑
𝟐

8
 What is It

Find p so that p + 7, 3p + 9, p + 3, … form an arithmetic sequence is the item number 7

on page 7. How are you going to get the value of p?

Look at the solutions of Mary and Lazarus. Who do you think is correct? Which is better
solution?

https://thehungryjpeg.com/product/3482062-cartoon-schoolchildren-at-the-blackboard-in-the-
classroom

What’s More

A. Find the missing terms of the given Arithmetic Sequence given the first term and the last
term.
1. 2, __, 32
2. 6, __, __, __, 54
3. 68, __, __, __, __, 3
4. 10, __, __, __, __, __, 40
5. x + y, _____, _____, 4x – 2y

B. Solve the following problems.

1. The arithmetic mean between two terms in an arithmetic sequence is 39. If one of
these terms is 32, find the other term.
2. If five arithmetic means are inserted between -9 and 9, what is the third mean?
3. What are the first and last terms of an arithmetic sequence when its arithmetic
means are 35, 15, and -5?
4. Find the value of x if the arithmetic mean of 3 and 3x +5 is 8.
5. Find the value of a when the arithmetic mean of a + 7 and a + 3 is 3a + 9

What I Have Learned

Arithmetic Means are the terms that are between the first term and the last term of an Arithmetic
Sequence.
𝒂𝒏 −𝒂𝟏 𝒂𝟏 + 𝒂𝟑
an = a1 + (n – 1)d d= 𝒂𝟐 =
𝒏−𝟏 𝟐

These formulas can be used to determine the Arithmetic Mean/s.

9
 What I Can Do

APPLICATION:
Mrs. OPM has 7 children namely: Do, Re, Mi, Fa, So
,La, and Ti. They are arranged in chronological manner as
Do being the eldest and Ti being the youngest. Mrs. OPM
wants to give candies to her children but in different number
allotment and must have a pattern as of the Arithmetic
Sequence. She will give the least number of candies to Do
comprising of 4 candies while the greatest number of candies
to Ti comprising 46 candies. How many candies should Mrs.
OPM buy?
https://clipartstation.com/clipart-students-3-3/

Assessment

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

1. Find the missing terms in the arithmetic sequence: __, __, __, 2, -5, -12
A. 23,16,9 B. 24,16,8 C. 20,15,10 D. 18,13, 8

2. If three arithmetic means are inserted between 2 and 34, find the first of these
arithmetic means.
A. 8 B. 9 C. 10 D. 11

3. Insert three arithmetic means between 10 and 38.

A. 16,22,28 B. 17,24,31 C. 18,26,32 D. 15,22,32

4. What is the value of x if (7 – x), (x + 8), and (2x + 3) are consecutive terms of an
arithmetic sequence?
A. -4 B. -6 C. 4 D. 6

5. Insert 4 arithmetic means between 6 and 21.

A. 9,12,15,18 B. 8,12,18,20 C. 8,9,11,13 D. 9,11,15,17

10
10
Mathematics
Quarter 1 – Module 3:
Geometric Sequence
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 3: Geometric Sequence
Second Edition, 2021

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
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owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent and OIC-Chief, CID: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Jhuneliza M. Delavin

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima. D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Education Program Supervisor, LRMS

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Education Program Supervisor, Mathematics

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E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the concept of Geometric Sequence. 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 focused on concepts of Geometric Sequence.

After going through this module, you are expected to:

1. illustrates geometric sequence; and
2. differentiates a geometric sequence from an arithmetic sequence.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1 2 4 8
1. What type of sequence is illustrated by , , , , …?
3 3 3 3
A. Arithmetic B. Geometric C. Harmonic D. Fibonacci

2. Which of the following sequences has a common ratio?

A. Arithmetic B. Geometric C. Harmonic D. Fibonacci

3. Which of the following is an example of geometric sequence?

1 1 1 1
A. 2, 4, 6, 12 B. 2, -2, 2, -2 C. 8, 4, 2, 0 D. , , ,
2 4 6 8

4. The following are geometric sequences, EXCEPT:

A. 6, 9, 12, 15 B. 4, 8, 16, 32 C. 5, -5, 5, -5 D. 16, 8, 4, 2

5. What is the common ratio of the sequence 1, 10, 100, 1000, 10000?
1
A. 10 B. 10 C. 100 D. 1000

6. Which of the following sequences illustrates geometric sequence?

1 1 1
I. -5, 0, 5, 10, 15, … III. 27 , 9, 3, 1, 3, …
II. 3, 9, 27, 81, 243, … IV. 4, 1, -2, -5, -8, …
A. I and II B. III and IV C. II and III D. I and IV

7. Which of the following does NOT belong to the group?

A. 12, 16, 20, 24 C. 18, 15, 12, 9
B. -5, -10, -15, -20 D. 2, 4, 8, 16

8. In the geometric sequence 9, 27, 81, 243, … what is the next term?
A. 729 B. 683 C. 384 D. 327

3
 9. What is the next term in the geometric sequence 324, -108, 36?
A. -12 B. -3 C. 3 D. 12

−2
10. What is the next term in the geometric sequence -6, -2, 3
, ___?
−2 −2 −1 −1
A. 9
B. 7
C. 3
D. 9

11. Which of the following illustrates Infinite Geometric Series?

I. a + a r + a r2 + a r3 + a r4 + … + a rn
II. a + a r + a r2 + a r3 + a r4 + …
III. a + (a + d) + (a + 2d) + (a + 3d) + …
A. I only B. II only C. III only D. I and II

12. Which of the following is an example of a finite geometric sequence?

A. 2, 12, 72, 432, … C. 3, 7, 11, 15…
B. 4, 8, 16, …, 256 D. 3, 12, 38, 92

13. Which of the following sequences illustrates neither an arithmetic sequence nor
a geometric sequence?
1 1 1 1
I. −2, 1, 4, 7, … III. 7 , 6 , 5 , 4 , …
1 1
II. , , 1, 3, …
9 3
IV. −1, 1, 4, 8, …
A. I and II B. III and IV C. II and III D. I and IV

14. Which of the following is an example of an infinite geometric sequence?

A. 2, 12, 72, 432, … C. 3, 7, 11, 15…
B. 4, 8, 16, …, 256 D. 3, 12, 38, 92
7 7
15. What is the common ratio of the sequence 56, 28, 14, 7, , ?
2 4
1
A. ½ B. 2 C. 3
D. -2

Lesson

1 Geometric Sequence

Have you watched the 2011 movie Contagion?

Is there a need for Filipinos to stay at home during the COVID-19 pandemic?
Did you know how does the coronavirus spread?
Based on the article Coronavirus disease 2019 published on Wikipedia, the virus
is primarily spread between people during close contact, most often via small droplets
produced by coughing, sneezing, and talking.
The droplets usually fall to the ground or
onto surfaces rather than travelling through
air over long distances. Less commonly,
people may become infected by touching a
contaminated surface and then touching
their face.
Let’s assume that Bong is infected with
the virus, he coughed, droplets were released
while having a close contact with Peter and
Manny. Peter and Manny, not knowing that
the virus was transmitted to them, also had
a close contact with the two other persons,
and the pattern of spreading the virus https://labblog.uofmhealth.org/rounds/how-scientists-
continues. quantify-intensity-of-an-outbreak-like-covid-19

4
 What pattern have you observed from the given situation? Can you determine the
type of sequence shown in the illustration?

What’s In

Since YouTube is a video sharing website and can be used to create e-learning
community, Sir Michael, a Math teacher, created his own YouTube Channel. If he posts
his link to promote his channel at 9am and for every 2 hours, 15 e-learners subscribed
to his channel, can you determine the number of subscribers he will have at 9pm of the
same day?

Time 9:00am 11:00am 1:00pm 3:00pm 5:00pm 7:00pm 9:00pm

Subscribers 0 15 30 45 60 75 90

Notice that: The common An Arithmetic Sequence is a list of

90 – 75 = 15, difference is obtained numbers in which the difference
75 – 60 = 15, by subtracting any between consecutive terms is
60 – 45 = 15, term by the preceding constant. It can start at any number,
45 – 30 = 15, term, denoted by the but the difference between consecutive
30 – 15 = 15, letter d. terms must always be the same.
15 – 0 = 15
The sequence 0, 15, 30, 45, 60, 75, 90, … is an Arithmetic Sequence with
common difference (d) equal to 15.

What’s New

The terms “sequence” and “progression” are interchangeable. A “geometric

sequence” is the same thing as a “geometric progression”.

Pick a number, any number, and write it down.

For example: 4

Now, pick a second number, any number which we will call the common ratio.
For example: 5

Now, multiply the first number (4) by the common ratio (5), then write their
product down to the right of the first number:
For example: 4, 20

Now, continue multiplying each product by the common ratio (5) and writing the result
down… over, and over, and over:
For example: 4, 20, 100, 500, 2500, 12500, …

5
By following this process, you have created a Geometric Sequence, a sequence of
numbers in which the ratio of every two successive terms is the same.
Observe that
12500 ÷ 2500 = 5 The common ratio is obtained by
2500 ÷ 500 = 5 dividing any term by the
500 ÷ 100 = 5 preceding term,
100 ÷ 20 = 5 denoted by the letter r.
20 ÷ 4 = 5

In Geometric Sequence 4, 20, 100, 500, 2500, 12500, …,

a1 = 4 (1st term),
a2 = 20 (2nd term),
a3 = 100 (3rd term),
a4 = 500 (4th term),
a5 = 2500 (5th term),
a6 = 12500 (6th term) and
r= 5
By continuing the process, can you guess the 10th term?

What is It

Let’s compare Arithmetic Sequence to Geometric Sequence.

6
Observe that in Geometric Sequence: Moreover, in Geometric Sequence

Here’s More Examples:

1. 18, 54, 162, 486, 1458, … 2. -3, -15, -75, -375, -1875, …
The sequence is Geometric where The sequence is Geometric where
each term is 3 times the preceding each term is 5 times the preceding
term. term.
𝑎1 = 18 𝑎4 = 486 𝑎1 = −3 𝑎4 = −375
𝑎2 = 54 𝑎5 = 1458 𝑎2 = −15 𝑎5 = −1875
𝑎3 = 162 r=3 𝑎3 = −75 r=5

3 3
3. 12, -6, 3, − , , … 4. -2, 4, -8, 16, -32, 64, …
2 4
𝑎6 64
3 = = −2
𝑎5 1 𝑎5 −32
= 4 =−
𝑎4 3 2 𝑎5 −32
−2 = = −2
𝑎4 16
3
𝑎4 −2 1 𝑎4 16
= =− = = −2
𝑎3 3 2 𝑎3 −8
𝑎3 3 1 𝑎3 −8
= =− = = −2
𝑎2 −6 2 𝑎2 4
𝑎2 −6 1 𝑎2 4
= =− = = −2
𝑎1 12 2 𝑎1 −2
The sequence is Geometric since it The sequence is Geometric since it
has a common ratio (r) =
𝟏
−𝟐 has a common ratio (r) = -2

5. 324, 108, 36, 12, 4 6. 3, 6, 18, 54, 108

𝑎5 4 1 𝑎5 108
= = = =2
𝑎4 12 3 𝑎4 54
𝑎4 12 1 𝑎4 54
= = = =3
𝑎3 36 3 𝑎3 18
𝑎3 36 1 𝑎3 18
= = = =3
𝑎2 108 3 𝑎2 6
𝑎2 108 1 𝑎2 6
= = = =2
𝑎1 324 3 𝑎1 3
The sequence is Geometric since it There is no common ratio, it is Not
has a common ratio (r) =
𝟏 Geometric Sequence
𝟑

7
 Reminder: If you are told that a sequence is Geometric,
there is no need to divide every term by the preceding
term, just choose any one term and divide it by the
preceding term to find the common ratio.

What’s More

Activity 1.
Determine if the sequence is geometric. If it is, find the common ratio. Otherwise, write
Not Geometric.
1. 4, 10, 16, 22, 28, … 6. 64, 512, 4096, 32768, …
2. 1, 4, 16, 64, … 7. 8, 12, 16, …
3. 1000, 100, 10, … 8. 0.96, 0.24, 0.06, 0.015, …
4. 1, 0.2, 0.04, 0.008, … 9. 20, 15, 10, 5, …
5. -3, -1, 1, 3, … 10. 1, 3, 9, 27, …

Activity 2.
Compute for the common ratio by dividing any term by the preceding term.

1. 4096, 1024, 256, 64, 16, … 6. -16384, 8192, -4096, 2048, …

2. 2, -14, 98, -686, 4802, … 7. 216, 1296, 7776, 46656, …
3. 1, 5, 25, 125, 625, … 8. 1024, -2048, 4096, -8192, …
4. 22, 44, 88, 176, 352, … 9. 3, 32, 33, 34, 35, …
5. 27, 18, 12, 8, … 10. 2187, 729, 243, 81, 27, …

Activity 3.
Observe the pattern of each sequence. Give the value of the common difference or
common ratio, then determine if Arithmetic, Geometric, or neither.

1. 4, 10, 16, 22, … 6. -1296, 216, -36, 6, -1, …

2. 8.2, 8, 7.8, 7.6, 7.4, … 7. 11, 2, -7, -16, …
3. 1, 1, 2, 3, 5, 8, … 8. 9, 18, 27, 36, …
1 1 1 1 1
4. , , , , ,… 9. 49, 343, 2401, 16807, …
2 4 6 8 10

5. 6, 18, 54, 162, … 10. 625, 125, 25, 5, …

8
 What I Have Learned

Numbers arranged according to some pattern, adding the same amount to the
preceding number to get the next number is an Arithmetic Sequence.

Numbers arranged according to some pattern, multiplying the same amount

(nonzero constant) to the preceding number to get the next number is a Geometric
Sequence. This nonzero constant multiplier or factor is called the common ratio and is
denoted by r. It is also assumed that the first term is not zero.

What I Can Do

Arithmetic and Geometric Word Problems

Determine if the situation from each problem describes Arithmetic or Geometric. If
Arithmetic, give the value of its common difference (d). If Geometric, give the value of
its common ratio (r).

1. Each time the ball bounces, its height gets cut down by half. The ball's first height
is 3 feet, the next time it bounces, its highest bounce will be at 1 foot and 6 inches,
then 9 inches, and so on, until the ball stops bouncing.

2. A child is being pushed on a swing by his father, reaching a maximum height of 6

feet. The father stops pushing, and the maximum height of the swing decreases by
20% on each successive swing.

3. Julius received a chain email asking him to forward it to 6 people, and the recipients
will also have to forward it to 6 other people. Assume that no one breaks the chain
and that there are no duplicate recipients.

4. Walking is the number one recommended post-heart attack exercise. A doctor

advised his heart recovering patient to walk at a moderate pace for about 10 minutes
the first time, and each day try to add two more minutes.

5. A virus reproduces by dividing into two, and after a certain growth period, it divides
into two again. As the virus continues to reproduce, it will continue to divide in two.

6. Charles is soliciting canned goods to donate to the so called “poorest of the poor” as
a voluntary act during the pandemic. On the first day, he solicits 30pcs of canned
goods, 36pcs on the second day, 42pcs on the third day, 48pcs on the fourth day,
until he reached 1200pcs of canned goods before he distributes to 200 families.

7. Eli bought 10packs of Yakult. Each pack consist of 5 bottles, and she drinks 2
bottles every day.

8. A virus goes through a computer, infecting files. One file was infected initially, and
the total number of files infected doubles every 5minutes.

9
9. Jean wants to host an acquaintance party. She invites 4 friends and tells them to
invite 4 of their friends. The 4 friends do invite 4 others and ask each to invites 4
more people. This invitation goes on for 6 generations of invitations.

10. Bong is infected with the virus, he coughed, droplets were released while
having a close contact with Peter and Manny. Peter and Manny, not knowing
that the virus was transmitted to them, also had a close contact with the two
other persons, and the pattern of spreading the virus continues.

Assessment

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

1. Any sequences that has a common ratio is called ____.

A. Arithmetic B. Harmonic C. Geometric D. Fibonacci

2. The following geometric sequences below has a common ratio of -2, except:
A. -32, 16, -8, 4 B. 4, -8, 16, -32 C. -2, 4, -8, 16 D. 3, -6, 12, -24

3. What is the common ratio of the sequence 1000, 1000, 100, 10, 1?
1
A. 10 B. 10 C. 100 D. 1000

4. Which of the following sequences illustrates arithmetic sequence?

1 1 1
I. -5, 0, 5, 10, 15, … III. 27 , 9, 3, 1, 3, …
II. 3, 9, 27, 81, 243, … IV. 4, 1, -2, -5, -8, …
A. I and II C. II and III
B. III and IV D. I and IV

5. Which of the following does NOT belong to the group?

A. 5, -10, 20, -40 C. 18, 15, 12, 9
B. -5, -10, -15, -20 D. 2, 4, 6, 8
1 1 1 1
6. In the geometric sequence 9, , ,
27 81 243
, what is the next term?
1 1
A. 3
B. 3 C. 729
D. 729

7. Which of the following described an arithmetic sequence?

1 1 1 1
A. 3, 9, 27, 81, … B. 5, 8, 12, 17, … C. 2 , 4 , 6 , 8 , … D. 3, 5, 7, 9, …

8. Which of the following displays a geometric sequence?

1 1 1 1
A. 4, 8, 12, 16, … B. 5, 8, , ,
11 14
… C. 3, 6, 12, 36, … D. 6,12,24,48, …

9. Which of the following is an example of an infinite geometric sequence?

A. 12, 24, 48, 96 C. 96, 48, 24, 12, …
B. 4, 8, 16, …, 256 D. 256, 128, 64, 32, 16
7 7
10. What is the common ratio of the sequence 56, 28, 14, 7, 2, 4
?
1
A. ½ B. 2 C. D. -2
3

10
10
Mathematics
Quarter 1 – Module 4:
Geometric Means and Sum of
Geometric Sequence
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 - Module 3: Geometric Means and Sum of Geometric Sequence
Second Edition, 2021

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2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of Geometric Sequence. 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 divided into three lessons, namely:
 Lesson 1 - Finding Geometric Means and Sum of Geometric Sequence
 Lesson 2 - Application
 Lesson 3 - Tax Rebate and Multiplier Effect and Compound Interest
After going through this module, you are expected to:
1. determine geometric means.
2. find the nth term of a geometric means; and
3. find the sum of finite and infinite geometric sequence.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What is the next term of the given geometric sequence 3, 9, 27, 81….?
A. 180 B. 243 C. 15 D. 16
2. What is the twelfth term of the following geometric sequence 5, -15, 45…?
A. -375,435 B. -785,735 C. -885,735 D. -885,745

3. Find the geometric means between 3 and 12.

A. 5 B. 6 C. 7 D. 8

4. Determine the geometric mean of the terms 2, 3, and 6.

A. 3.302 B. 3.352 C. 3.361 D. 3.426

5. The geometric mean of three numbers is 8 and the other two numbers are 4 and
32. What is the third number?
A. 3 B. 4 C. 5 D. 6
6. There are four geometric means between 3 and 729. Find the fourth term of
the geometric sequence.
A. 27 B. 81 C. 243 D. 516
7. What is the first term of a geometric sequence whose third term is 4 and 6th term
1
is 2?
A. 2 B. 4 C. 6 D. 8
8. What is the first term of the geometric sequence whose 4th term is -3 and sixth
−1
term is ?
3
−1 −1
A. -27 B. -81 C. 27
D. 81

9. Find the sum of the first seven terms of a geometric sequence 3, 6, 12……
A. 189 B. 281 C. 381 D. 389

3
 3 3 3 3
10. Find the sum of the infinite geometric sequence 8 − 16 + 32 − 64 + ⋯
1 1 1 1
A. B. C. D.
2 3 4 8

Lesson
Finding Geometric Means and
1 Sum of Geometric Sequence

In the previous lessons, we were concerned with differentiating a geometric

sequence and arithmetic sequence. This time, we will now discuss finding terms that
are missing. These are called geometric means. One way of finding the geometric means
is to multiply and get the square root of each number. A geometric means can be solved
using the formula:
𝑛
√𝑥1 , 𝑥2 , 𝑥3 … … 𝑥𝑛 where n is equal to the number of terms.

Let’s try the example below:

Find the geometric means Find the geometric means

between 2 ___18. between 10, 10.5 and 8.

a) First multiply 2 x 18= 36 a) Multiply al the

b) Get the square root of the numbers.
10 10.5 x 8 = 4096
product ξ36 = 6
b) Get the cube root of the
c) We can now say that
product in 4096
geometric means of 2 and 3
18 is 6 ξ4096 = 64
c) Thus the geometric
means is 64
Finding geometric means is the same as finding the average of a given number.

What’s In

When a geometric means is missing, the formula for geometric sequence 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 is
very useful.
There are three ways on finding the missing terms of a given geometric sequence
1. Finding the nth term of a geometric sequence.
That is when given a geometric sequence 2, 4, 8… what is its nth term?
4
Using 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 solve for r and substitute it to the formula.𝑟 = 2 = 2
𝑎𝑛 = 2(2)𝑛−1 this is now the nth term of the given sequence.
2. Finding the common ratio of a geometric sequence.
Given the geometric sequence 81, 27, 9, ..., what is its common ratio?
𝑎 27 1
Simply divide second term by the first term 𝑟 = 𝑎2 = 81 = 3
1
3. Finding the first term of geometric sequence using two known terms.
When the second term of the geometric sequence is 9 and the fifth term
is 243, find the first term of the geometric sequence.
Since 𝑎3 = 𝑎1 𝑟 𝑎𝑛𝑑 𝑎5 = 𝑎1 𝑟 4 then
9 = 𝑎1 𝑟 𝑎𝑛𝑑 243 = 𝑎1 𝑟 4
𝑎1 𝑟 4 243
𝑎1 𝑟
= 9
dividing the two equations
𝑟 = 27 , thus r = 3
3
get the cube root of 27

4
 Using 9 = 𝑎1 𝑟
9 = 𝑎1 (3) substitute the value that we obtained in r
3 = 𝑎1 solve for 𝑎1

What’s New

This is an application about business or economics wherein knowledge about

sum of geometric sequence is applied. How are we going to help the government
reduce taxes and compound interest of a certain deposit in answering those
questions below?

TAX REBATE AND THE MULTIPLIER EFFECT

A tax rebate that returns a certain amount of money to taxpayers can have a
total effect on the economy that is many times this amount. In economics, this
phenomenon is called the multiplier effect. Suppose, for example, the government
reduces taxes so that its consumer has ₱1,000 more in disposable income. The
government feels that each taxpayer will spend 80% of this amount (1000 x
.08=₱800). The people receiving this ₱800, in turn, spend 80% of the previous
amount, which is (800 × 0.8 = ₱640). Creating income for, yet other people to spend,
and so on. What if the pattern continues? How much amount spent on consumer
goods can have from the initial P1000 tax rebate? How will the people respond to
this outcome?

COMPOUND INTEREST

Suppose Jannah plans to invest her money worth ₱1,000 for her college
education on the first day of each month. She is a bit confused where to put her money.
The choices are whether to put it in Investment Company A or Investment Company B.
Let us help her decide for this.

Sunlife offers a peso saving interest rate of 6% compounded annually. Manulife

offers a savings interest rate of 4.5% compounded annually.
Question:
a. In what investment company would you think Jannah would invest her money
at the end 2 of years?
b. If you are Jannah, in which investment company will you invest your money?
Before solving the problem above, let us have first a discussion about the
ways of finding the sum of geometric sequence. There are two ways of solving it, one
is sum of finite geometric sequence and the other is sum of infinite geometric
sequence.

Example 1. How will you find the sum of the first six terms of the geometric
sequence 2,6,18….?

5
Solution:
𝑎1 −𝑎1 𝑟 𝑛
Using the formula: 𝑆𝑛 = 1−𝑟
n= 6
𝑎2 6
𝑟 = 𝑎 = 2 = 3 First find the common ratio
1
2−2(3)6
𝑆6 = 1−3 Then, replace the value of n=6, 𝑎1 = 2
2−2(3) 6
𝑆6 = 1−3
2−1458
𝑆6 = 1−3
−1456
𝑆6 = −2 = 728
Thus, the sum of the first six terms is 728.
Example 2. Suppose the sum of the first five terms of a geometric sequence is 170
and the common ratio is 4. Find the first term of the sequence.
Solution:
Since 𝑆5 = 170, 𝑟 = 4 𝑎𝑛𝑑 𝑛 = 5 𝑎𝑛𝑑 𝑎1 = 𝑖𝑠 𝑢𝑛𝑘𝑛𝑜𝑤𝑛
𝑎1 −𝑎1 𝑟 𝑛
𝑆𝑛 = using the formula
1−𝑟
𝑎 −𝑎 𝑟 𝑛
𝑆𝑛 = 1 1 replace the value of r=4 and n=5 and 𝑆𝑛 = 170
1−𝑟
𝑎 −𝑎1 (4)4
170 = 1 1−4
𝑎 −256𝑎
170 = 1 −3 1 combine like terms
−255𝑎
170 = −3 1 simplify
−510 = −255𝑎1 multiply both sides by -1
510 = 255𝑎1 divide both sides of the equation by 255
2=𝑎1 thus 2 is the first term of the sequence
This is the formula for finding the sum of an infinite geometric series in which
𝑎1 is the first term and r is the common ratio where |𝑟| < 1

𝑎1
𝑆𝑛 =
1−𝑟
1 1 1
Example 3. Find the sum of the infinite geometric sequence 1 + + + + ⋯
2 4 8
Solution:
First, we need to test the common ratio if it is less than 1.
If it is less than 1, then we can proceed on finding the answer.
otherwise, do not proceed if the value of r > 1.
1
𝑎 1 1
𝑟 = 𝑎2 = 2
1
= 2 𝑠𝑖𝑛𝑐𝑒 𝑟 = 2
𝑎𝑛𝑑 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 1
1
𝑎 1
Let’s proceed: Using the formula 𝑆𝑛 = 1−𝑟
1
, replace 𝑎1 = 1 𝑎𝑛𝑑 𝑟 = 2
1 1
𝑆𝑛 = 1 = 1 =2
1−
2 2

Therefore, the sum of the given infinite sequence is 2.

1 1
Example 4. Find the sum of 3 − 1 + 3 + 9 + ⋯
Solution:
First test the value of the common ratio whether r<1
𝑎 −1 −1
𝑟 = 𝑎2 = 3 𝑡ℎ𝑢𝑠 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑟 𝑖𝑠 3 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 1
1
Since the value of r <1, we can now use the formula.
𝑎 −1
Using the formula 𝑆𝑛 = 1 𝑟𝑒𝑝𝑙𝑎𝑐𝑒 𝑎1 = 3 𝑎𝑛𝑑 𝑟 =
1−𝑟 3
3 3 3 9
𝑆𝑛 = −1 =3 1 = 4 = 4
simplify and get the reciprocal
1− + 3
3 3 3
9
Therefore, the sum of the given infinite sequence is 4
.

6
 What is It

Let us go back to our problem a while ago about the tax rebate and multiplier
effect and the compound interest. We are now ready to help the government answer the
given question and Jannah’s problem about saving money.
Let us now solve the problem:
A. The amount spent of the tax rebate is given by an infinite series 800 + 640 + 512
+ ………
Here, we can say that 𝑎1 = 800 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑟𝑎𝑡𝑖𝑜 𝑖𝑠 0.8
Using the formula for infinite geometric sequence, we can now have
800
𝑆𝑛 =
1 − 0.8
800
𝑆𝑛 =
0.2
𝑆𝑛 = 4000

This means that the total amount spent rebate on consumer good from the
initial amount ₱1,000 is ₱4,000.
B. To help Jannah, let us now solve the problem and compare the balance after 2
years.
Let us compare the two using the formula for compounded interest.
𝑟 𝑛𝑡
𝐴 = 𝑃 (1 + 𝑛) where P is the initial deposit, r is the annual percentage, n is
the amount of compounding’s per year and t is the time in
years.
In the problem Jannah has ₱1,000 initial deposit n=12 and t=12(2) =24

A B

𝑎0 = 1000 𝑎0 = 1000
𝑎1 = 1000 + 1000(0.06) = 1000(1 + 0.06) 𝑎1 = 1000 + 1000(0.05) = 1000(1 + 0.045)
𝑎2 = 1000(1 + 0.06) + 1000(1 + 0.06)(0.06) 𝑎2 = 1000(1 + 0.045) + 1000(1 + 0.045)(0.045)
= 1000(1+0.06)[1 + 0.06] = 1000(1 + 0.06)2 = 1000(1+0.045)[1 + 0.05] = 1000(1 + 0.045)2
𝑎3 = 1000(1+0.06)3 𝑎3 = 1000(1+0.045)3
. .
. .
. .
𝑎24 = 1000(1+0.06)24 𝑎24 = 1000(1+0.045)24

By applying the compound interest formula:

A B
Amount invested ₱1,000 Amount invested ₱1,000
Interest rate per annum 6% Interest rate per annum 4.5% per
n=12 and t=2(12) =24 annum n=12 and t=2(12) =24
𝒓 𝒏𝒕 𝟎. 𝟎𝟔 𝟐𝟒 𝒓 𝒏𝒕 𝟎. 𝟎𝟒𝟓 𝟐𝟒
𝑨𝟐𝟒 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + ) 𝑨𝟐𝟒 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + )
𝟏 𝟏 𝒏 𝟏

𝒓 𝒏𝒕 𝟎. 𝟎𝟔 𝟐𝟑 𝒓 𝒏𝒕 𝟎. 𝟎𝟒𝟓 𝟐𝟑
𝑨𝟐𝟑 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + ) 𝑨𝟐𝟑 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + )
𝟏 𝟏 𝒏 𝟏

7
 𝒓 𝒏𝒕 𝟎. 𝟎𝟔 𝟏 𝒓 𝒏𝒕 𝟎. 𝟎𝟒𝟓 𝟏
𝑨𝟏 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + ) 𝑨𝟏 = 𝑷 (𝟏 + ) = 𝟏𝟎𝟎𝟎 (𝟏 + )
𝟏 𝟏 𝒏 𝟏

from here r = (𝟏 + 𝟎. 𝟎𝟔) = (𝟏. 𝟎𝟔) from here r = (𝟏 + 𝟎. 𝟎𝟒𝟓) = (𝟏. 𝟎𝟒𝟓)

The total amount in the account will be The total amount in the account will be
the sum of the balances of the 24 the sum of the balances of the 24
deposits. deposits

𝑺𝟐𝟒 = 𝑨𝟏 + 𝑨𝟐 + 𝑨𝟑 + ⋯ 𝑨𝟐𝟑 + 𝑨𝟐𝟒 𝒂𝟏 − 𝒂𝟏 𝒓𝒏

Using the formula for the nth partial 𝑭𝒐𝒓𝒎𝒖𝒍𝒂: 𝑺𝒏 =
𝟏−𝒓
sum of a geometric sequence

𝟏𝟎𝟎𝟎 − 𝟏𝟎𝟎𝟎(𝟏. 𝟎𝟔)𝟐𝟒 𝟏𝟎𝟎𝟎 − 𝟏𝟎𝟎𝟎(𝟏. 𝟎𝟒𝟓)𝟐𝟒

𝑭𝒐𝒓𝒎𝒖𝒍𝒂: 𝑺𝟐𝟒 = 𝑭𝒐𝒓𝒎𝒖𝒍𝒂: 𝑺𝟐𝟒 =
𝟏 − 𝟏. 𝟎𝟔 𝟏 − 𝟏. 𝟎𝟒𝟓
=
𝟏𝟎𝟎𝟎−𝟏𝟎𝟎𝟎(𝟏.𝟎𝟔)𝟐𝟒 𝟏𝟎𝟎𝟎 − 𝟏𝟎𝟎𝟎(𝟏. 𝟎𝟒𝟓)𝟐𝟒
−𝟎.𝟎𝟔 =
−𝟎. 𝟎𝟒𝟓
= ₱ 50,815.58 = ₱ 41,689.20
Jannah’s problem has been solved and she decided to place here money at Investment
Company A.

What’s More

Activity 1: Geometric Means and Finding the Sum of Geometric Sequence

A. There are 5 Geometric Means between 4 and 2916.
Find the common ratio of the geometric sequence, the third of this means and
sum of all the terms in sequence.
Solu1tion:
Noticed that 4, __,__,__,__,__, 2916 this means that there are 7 terms in all.
common ratio the third means sum of geometric progression.
4−4(3)7
𝑎𝑛 = 𝑎1 𝑟 𝑛−1 1st 4(3) = 12 𝑆𝑛 = 1−3
4−8748
2916 = 4𝑟 7−1 2nd 12(3) = 36 𝑆7 = −2
−8744
2916 = 4𝑟 6 3rd 36(3) =108 𝑆7 =
−2
2916
4
= 𝑟6 𝑆7 = 4372
729=𝑟 6
3=r
341
B. If the sum of the first five terms of a geometric sequence is 8
and the common
1
ratio is 4
find the first term of the sequence.

Solution:
𝑎1 −𝑎1 𝑟 𝑛 341 1
Using the 𝑆𝑛 = 1−𝑟
Let us replace 𝑆𝑛 = 8
𝑎𝑛𝑑 𝑟 = 4
1 5
341 𝑎1 − 𝑎1 (4)
=
8 1
1−4
1
341 𝑎1 −𝑎1 ( )
1024
8
= 1
1−
4

8
 1
341 𝑎1 −𝑎1 ( )
1024
8
= 3
4
1024𝑎1−𝑎1
341
8
= 1024
3 simplifying rational numbers
4
341 1023𝑎1
8
= 768
multiplying rational equation

261888 = 8184𝑎1 dividing both sides by 8184

32 = 𝑎1 thus the first term of the geometric sequence is 32

Activity 2: Solve for the following problems and answer correctly.

A. Find the geometric means and nth term of the geometric sequence.
1. Find the sixth term of a geometric sequence whose third term is -75
and whose common ratio is 5.
2. Find the geometric means between the terms 1, 8, and 27.
3. Find the geometric means between 8 and 17.
B. Find the sum of the given geometric sequence.
4. Find the sum of the first six terms of the geometric sequence 2,4, 8…
−3
5. Find the sum of the first seven terms of the geometric sequence 2 , 3, −6 …
1 1
6. Find the sum of 1 + 4 + 16 + ⋯ …
C. Solve the given problem: In the library, the books are arranged in a shelf.
15 books in the first row, 45 in the second row, 135 in the third row, and
so on in an increasing pattern. If the shelves have 8 rows, what is the total
number of books are in the shelves?

What I Have Learned

To find the geometric means and the sum of a geometric sequence:

1. Know the formula for geometric sequence.

2. Understand the question and know what is given and what is asked.
3. Finding geometric means when two given sequences can be done by getting
the average. When getting the geometric means of two or more terms, simply
get the nth root product of the number of terms.
4. When finding the nth partial sum of a geometric sequence use the formula.

5. When finding the finite geometric series, we need to test first the value of r if it
is less than 1, if it is, then we can proceed by applying the formula.

What I Can Do

Physics: A pendulum of a grandfather’s clock is

released. On the first swing it travels a distance of 28
inches. On it succeeding swings, it travels 90% the
distance of the previous swing. What is the total distance
travelled by the pendulum before coming to rest?

9
 Projectile Motion: A ball dropped from a height of 30
feet. Each time it drops, it rebounds 80% of the height
from which is falling. How many meters will it travel
before coming to stop?

Assessment

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

1. What is the tenth term of the following geometric sequence 5, -15, 45…?
A. 327,680 B. 327,860 C. 327,880 D. 327,886

2. Find the geometric means between 2 and 18.

A. 5 B. 6 C. 7 D. 8

3. The geometric mean of three numbers is 6 and the other two numbers are 4 and
9. What is the third number?
A. 3 B. 4 C. 5 D. 6

4. Determine the geometric mean of the terms 4, 8, and 16.

A. 6 B. 7 C. 8 D. 9

5. There are three geometric means between 3 and 243. Find the second of these
means.
A. 27 B. 81 C. 243 D. 516

6. What is the eighth term of a geometric sequence whose fourth term is 24 and 6th
term is 2?
A. 382 B. 384 C. 386 D. 388

7. Find the sum of the first seven terms of a geometric sequence 3, -6, 12……
121 −121 129 −129
A. B. C. D. 2
2 2 2

1 1
8. Find the sum of the infinite geometric sequence 4 + 1 + 4 + 16+…..
2 3 16 16
A. 16
B. 16 C. 3
D. 5

1 2 4 8
9. If the sum of the geometric series 3
+ 9 + 27 + 81 + ⋯.
A. 1 B. 2 C. 3 D. 4
341
10. If the sum of the first five terms of a geometric sequence is 8
and the
1
common ratio is 4
, find the first term of the sequence.
A. 12 B. 22 C. 32 D. 41

10