Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office – Caloocan City

MATHEMATICS 10

Quarter 1 Week 3
Module
 MATHEMATICS 10 QUARTER 1 Week 3

NAME: ___________________________________ GR & SEC: _________________

Competency:
The learner illustrates a geometric sequence and differentiates a geometric sequence from an arithmetic
sequence. (M10AL-Id-1&2)

To the Learners:
Before starting the module, I want you to set aside other tasks that will disturb you while enjoying the
lessons. Read the simple instructions below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of this module.
2. Writing enhances learning. Keep this in mind and take note of the important concepts in your notebook.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze the post-test and apply what you have learned.
6. Enjoy studying!

Expectations:
This module was designed to help you learn to

 illustrate a geometric sequence, and

 differentiate a geometric sequence from an arithmetic sequence.
After going through this module, you are expected to:
1. Illustrate a geometric sequence.
2. Find the common ratio in a geometric sequence.
3. Differentiate a geometric sequence from an arithmetic sequence.

“Let us start your journey in learning more about the Geometric Sequence. I am sure you are
ready and excited to answer the Pretest. Smile and cheer up!”

Pre-test:
Directions: Find out how much you already know about this module. Choose the letter that you think
correctly answers each question. Write the chosen letter on a separate sheet of paper. Take note of the items
that you were not able to answer correctly and find the right answer as you go through this module.
1. Which of the following is a geometric sequence?
3
A. 1, 2 , 2 B. 1, 5, 10 C. 1, 1, 2 D. 3, 6, 12
10 10 10 10
2. What is the common ratio of the geometric sequence 10, , , 27 , , . . .?
3 9 81

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 1 | 10
 1 1
A. −3 B. − 3 C. D. 3
3

3. Given the sequence 128, −32, 8 … , which of the following statements is TRUE?
A. The sequence is a geometric sequence with a common ratio of −4.
B. The sequence is an arithmetic sequence with a common difference of −4.
1
C. The sequence is a geometric sequence with a common ratio of − 4.
1
D. The sequence is an arithmetic sequence with a common difference of − 4.

4. Given the sequence 2, 10, 50, 250 …, which of the following statements is/are TRUE?
i. The sequence is a geometric sequence. iii. The common ratio is 5.
ii. The sequence is an arithmetic sequence.
A. i only B. ii only C. i and iii only D. i and ii only
3
5. You were given two different sequences. Sequence A: 2, 2 , 1 … and Sequence B: 4, 2, 1 … Which of the

following statements is/are correct?

i. Sequence A is an arithmetic sequence and sequence B is a geometric sequence.
ii. Sequence A is a geometric sequence and sequence B is an arithmetic sequence.
iii. The two sequences have the same value of constant terms.
iv. The constant ratio between terms of Sequence A is negative.
A. i only B. ii only C. ii and iii only D. i and iv only

“Great, you’ve finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!”

Looking Back to your Lesson

The previous lesson focused on arithmetic sequences. It is a sequence where each term after the first is
obtained by adding the same constant. The constant added to each term of an arithmetic sequence is called
common difference, d.
The sequences 3, 7, 11, 15 … and 20, 15, 10, 5 … are examples of arithmetic sequences since each has a
common difference of 4 and −5, respectively.
It is easy to find any term in an arithmetic sequence by using the rule
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, where 𝑎𝑛 = the nth term
𝑎1 = the first term
𝑛 = the number of terms
𝑑 = the common difference.

Introduction of the Lesson

Hi! My name is Coco. I come from the family of round bacteria (cocci). I will be your guide in
discovering a new kind of sequence. But before we proceed, I would like to share something about
my family.
Bacteria are single celled organisms, and they are tiny. They are so small that you cannot see them
without using a microscope. When you look at them under a microscope, you will see that bacteria kind of look
like a pill or a capsule. The cell wall on the outside of the capsule protects the bacteria. On the inside of the
bacteria, there is a gel that holds all the other parts it needs to survive and reproduce.

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 2 | 10
 All bacteria reproduce by making an exact copy of them, but they make these copies in a couple of
different ways. The most common way that bacteria reproduce is by splitting in two through a process called
binary fission. Let me show you how it works!

When the two halves have completely pulled apart, the new bacterium is called a daughter. The daughter
bacterium is an exact copy of the original bacteria, or the mother cell. That is how we multiply. This process
will continue, from one we become two, then four, eight, and so on.

“The way we reproduce shows a pattern that is different from an arithmetic sequence. Since this is
new to you, I will be your guide in learning this sequence.”

The sequence 1, 2, 4, 8, 16 … is called a geometric sequence. When a sequence of numbers follows a pattern of
multiplying a fixed nonzero number from one term to obtain the next term, we call this sequence a geometric
sequence (or geometric progression). The nonzero constant multiplied to each term of a geometric sequence is
called the common ratio, we denote here as r.
The common ratio, r, can be determined by dividing any term in the sequence by the term that precedes
16 8
it. Thus, in the geometric sequence 2, 4, 8, 16…, the common ratio is 2 since = 2 or = 2.
8 4

Let us try the sequence 16, 8, 4, 2 … Is it a geometric sequence? Does it have a common ratio? If we get
2 1 4 1
the ratio of the preceding terms = 2 or = 2, we can say that it is a geometric sequence because it has a
4 8
1
common ratio of 2.

“In order to find the ratio of the second number 20 to the first number 4,
20
simply do this: 4 = 5, so the ratio is 5.

“The following example will teach you to identify geometric sequences.”

EXAMPLE 1:
Which of the following sequences form a geometric progression?
1. 2, 6, 18, 54, … 5. 2, 2, 2,2, 2, 2, … 9. 3, −15, −75, −375, …
2. −1, −6, −36, −216, … 6. 3, 6 , 9, 12, … 10. −30, −35, −40, −45, …
1 1
3. 4, 1, 4 , 16 , … 7. 2, 10, −50, −250, …

4. −3, 9, −27, 81, … 8. 5, 0, 0, 0, …

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 3 | 10
SOLUTION
To determine if a sequence is geometric, we must check if each term of the sequence after the first term can
be obtained by multiplying the previous term by a fixed nonzero number.
1. 2, 6, 18, 54, … forms a geometric sequence since we can obtain the second terms of the sequence by
multiplying 3 from the first term, and we can obtain the third term by multiplying the same constant
factor 3 to the second term and so on.
multiply by 3 multiply by 3 multiply by 3
2 6 18 54

2. −1, −6, −36, −216, … also forms a geometric sequence because each term of the sequence after −1 can be
obtained by multiplying the previous term by 6.
multiply by 6 multiply by 6 multiply by 6
−1 −6 −36 −216

1 1 1
3. The sequence 4, 1, 4 , 16 , … is geometric. To see this, we multiply to the first term to obtain 1, and we
4
1 1
multiply again to 1 to obtain and so on.
4 4

1 1 1
multiply by multiply by multiply by
4 4 1 4 1
4 1 4 16

In this example, we see that the common ratio need not always be a whole number.
4. We can see that 9 can be obtained by multiplying −3 by −3. Also, we can obtain −27 by multiplying 9 by
−3, and so on. Hence, −3, 9, −27, 81, … forms a geometric sequence.

multiply by − 3 multiply by − 3 multiply by − 3

−3 9 −27 81

In this example, we can see that the common ratio can also be negative.
5. 2, 2, 2,2, 2, 2, … is a geometric sequence. We just multiply 1 to every preceding term after the first.
6. If we examine the terms of the sequence 3, 6 , 9, 12, …, we can see that we can obtain 6 by adding 3 to
the first term, and then we can obtain 9 by adding again 3 to the second term, and adding 3 to the third
term will give us 12. Since we add a constant number instead of multiplying to the terms to obtain the
next, this is NOT a geometric sequence. In fact, this is an arithmetic sequence.
7. 2, 10, −50, −250, … is NOT a geometric sequence. If we investigate the terms of the sequence, we can see
that the number we multiply to obtain terms of the sequence is NOT fixed. That is, we used 5 as the
multiplier to get 10, but this changes to −5 to obtain −50 from 10.

Here, we can see that the multiplier should be fixed throughout each term.
8. 5, 0, 0, 0, … is also NOT a geometric sequence. This is due to the fact the common ratio should NOT be
equal to zero.
9. −3, −15, −75, −375, … forms a geometric sequence. Its common ratio is equal to 5.
10. The terms of the sequence −30, −35, −40, −45, … can be obtained by adding −5 starting from the first
term. Hence this is NOT a geometric sequence. In fact, this is an arithmetic sequence.

“Now that you already know what a geometric sequence is, this next example will help you identify
the common ratio of a geometric sequence. Are you ready? Let’s begin!”
ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)
JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 4 | 10
EXAMPLE 2:
Find the common ratio of the following geometric sequence.
1 1 1
1. 2, 10, 50, 250, … 3. −1, 5, −25, 125, … 5. −2, ,− , …
2 8 32
1 1
2. −1, −6, −36, −216, … 4. −3, −1, − 3 , − 9 , … 6. 2√2, 4, 4√2, 8, …

SOLUTION
Remember our guide to determine the common ratio of a geometric sequence - divide any term in the sequence
by the term that precedes (number to the left) it. That is, if you pick the second term as your first number, then
you should use the first term as your second number as your divisor. Likewise, if you chose the fourth term as
your first number, then you should use the third term as your divisor. For simplicity, to get the common ratio
𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 𝑦𝑜𝑢 𝑝𝑖𝑐𝑘𝑒𝑑 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑒𝑞𝑢𝑒𝑛𝑐𝑒
we just have to compute .
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑑𝑖𝑟𝑒𝑐𝑡𝑙𝑦 𝑡𝑜 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑦𝑜𝑢 𝑝𝑖𝑐𝑘𝑒𝑑

1. To determine the common ratio of the geometric sequence 2, 10, 50, 250, … we must get any term of the
sequence and the number to the left of it. If we choose 10, then the number directly to the left of it is 2.
To obtain the common ratio, we should divide the first number you picked by the second number. Hence
𝟏𝟎
the common ratio is = 𝟓.
𝟐

Now if we pick a different number, say 50. The number directly to the left of it is 10. So, we can compute
the common ratio by dividing the first number you chose by the second number. Hence the common
50
ratio is = 5.
10

Remember that whatever number in the sequence you pick, as long as the number directly to the left of
it is correctly identified and the rule is applied you will obtain the same common ratio.
Tip: In getting the common ratio, do not pick the first term as your first number since there no number
to the left of it.
2. In the sequence −1, −6, −36, −216, …, we can pick −6 as our first number. If this is the case, then we
−𝟔
should use −1 as our second number. Thus, the common ratio is = 𝟔.
−𝟏

3. We can choose −25 as our first number. Then it should be the case that our second number is 5. Hence,
−𝟐𝟓
𝒓= = −𝟓.
𝟓

4. We can choose −25 as our first number. Then it should be the case that our second number is 5. Hence,
−𝟐𝟓
𝒓= 𝟓
= −𝟓.

If we choose a different set, say pick 5 as your first number. Then −1 must be the second number. Then
5
𝑟 = −1 = 5. We get the same result.
1
1 1
5. Let us pick as our first number. Then −2 should be our second number. Therefore, 𝑟 = 2
= − 4.
2 −2

1
Again, you have the option to choose different first number. For instance, pick the first number to be .
32
1 1 1 1
Then the second number should be − 8. Therefore, 𝑟 = 32 ÷ 8 = 4.
4 2
6. First number: 4, Second number: 2√2. 𝑟 = 2 = . To further simplify we rationalize the denominator
√2 √2

√2 2 √2 2 √2
by multiplying to our result. Thus 𝑟 = ∙ = = √2.
√2 √2 √2 2

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 5 | 10
 Activities

Activity 1: Quarantine Pass!!

Directions: Go through the path where you will only come across geometric sequences. If the box does not
contain a geometric sequence, you cannot pass through. At the end of the path lies the answer to the riddle
below.
I’m tall when I’m young, and I’m short when I’m old. What am I?

−6, −4, −2, 0 2, 8, 32, 128 3, 15, 75, 375 3, −6, 12, −24 2, 3, 5, 8

−1, −5, −25, −125 −4, −24, −144, −864 1, 2, 6, 24 3, 12, 48, 192 10, 15, 20, 25

START 8, 88, 888, 8888 1, 9, 81, 729 2, 10, 50, 250 2, 5, 10, 17

1,3,9,27 3 , −12, 48, −192 3, 6, 9, 12 4, 12, 36, 108 7, 21 , 63, 189

−2, −6, −18, −54 8, 8, 8, 8 2, 12, 72, 432 0, 3, 8, 15 3, −9, −27, −81

Activity 2: Hide and Seek

Instructions: Encircle, either horizontally or vertically, four adjacent numbers that form a geometric sequence.
There are eleven geometric sequences in this grid. The first one is found as your example.

-1 -3 -6 -12 -24 -30 -36 -42 -48

2 4 8 16 50 84 108 31 13

0 2 4 16 64 256 36 34 67

25 1 40 16 32 0 12 35 66

80 0 400 32 16 16 4 1 1⁄
4
40 7 4000 22 8 0 14 -1 3

20 8 432 -72 12 -2 24 1 4

10 9 432 20 18 19 34 -1 5

0 10 432 21 24 0 0 0 0

0 11 432 332 232 132 66 33 11

“Great! This time we will test your skill in solving for the common ratio. You can do it!”

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 6 | 10
Activity 3: The World of Geom-Balls
Directions: Find the common ratio of the given geometric sequences below and color the corresponding number
as the legend presented below.

−𝟏 −𝟑 −𝟐 −𝟑 −𝟑 𝟏/𝟐 −𝟏 −𝟏 −𝟏
−𝟑

𝟏/𝟐 −𝟏 −𝟐 10 10 𝟏/𝟐 −𝟑 −𝟐 −𝟏
−𝟏

−𝟏 −𝟐 5 −𝟒 −𝟒 5 −𝟐 −𝟑 −𝟑
−𝟑

𝟏/𝟐 10 4 −𝟒 −𝟒 4 10 𝟏/𝟐 −𝟐
𝟏/𝟐

−𝟑 5 1 4 4 6 10 −𝟑 −𝟏
−𝟏

−𝟑 10 1 4 4 6 5 −𝟑 −𝟏
−𝟏

10 5 5 −𝟒 −𝟒 5 5 10 10
10

5 5 3 2 2 2 10 5 5
10

−𝟑 10 3 3 2 3 5 −𝟏 −𝟑
−𝟏

−𝟑 10 5 5 10 10 5 −𝟏 −𝟑
−𝟏

1. −2, −4, −8, −16, … 7. −4, −20, −100, −500, …

Use RED Use BLUE
2. −1, −3, −9, −27, … 8. 1, 10, 100, 1000, …

3. 4, −12, 36, −108, … 9. 4, −16, 64, −256, …

Use YELLOW Use LIGHT BLUE
4. −2, 2, −2,2, … 1 1
10. , , 2, 8, …
8 2

5. 1, 6, 36, 216, … 11. −0.2, 0.4, −0.8, 1.6, …

Use BLACK Use PURPLE
6. −10, −10, −10, −10, … 12. 40, 20, 10, 5, …

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 7 | 10
Activity 4: Sequence Segregation
Directions: Classify each sequence as arithmetic or geometric. Write your answers on the table provided below.

15, 24, 33, 42,… 1.5, 3, 6, 12,… 5, -2, -9,-16,… 21, 121, 221, 321, … 2, -6, 18, -54,…
1 1 1
4, 8, 16, 32, … 2, 1, ½ , ¼ ,… 2, − 3 , 18 , − 108 , … 16, 8, 4, 2,… -8, -2, 4, 10,…

3, -6, 12, -24,… −14, −21, −28, −35, … 24, 12, 6, 3, … 4, 10,16, 22,… -1, -4, -16, -64,…

-10, -4, 2, 8,… -7, 13, 33, 53,… 3, -18, 108, -648,… 1, -1, -3, -5,… 15, -15, -45, -75,…

ARITHMETIC SEQUENCES GEOMETRIC SEQUENCES

What made you decide that the sequences listed What made you decide that the sequences listed above
above are arithmetic sequences? are geometric sequences?
________________________________________________ ____________________________________________________
________________________________________________ ____________________________________________________
________________________________________________ ____________________________________________________
________________________________________________ ____________________________________________________

Remember

When a sequence of numbers follows a pattern of multiplying a fixed nonzero number from one term to
obtain the next term, we call this sequence a geometric sequence (or geometric progression). The nonzero
constant multiplied to each term of a geometric sequence is called the common ratio, we denote here as r. In
an arithmetic sequence the fixed number is added from one term to obtain the next term, rather than multiplied.
This is their main difference.
The common ratio, r, can be determined by dividing any term in the sequence by the term that precedes it.

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 8 | 10
 Check your Understanding
Directions: Determine if the sequence is geometric or not. If it is, find the common ratio. The first
one is done for you.

“I had a great time going through geometric sequence with you. Now for our final
activity, I want you to remember the things that you have learned. Answer the posttest
carefully. I know you can do it!”

ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)

JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 9 | 10
 Post-test
Directions: Find out how much you already know about this module. Choose the letter that you
think correctly answers each question. Write the chosen letter on a separate sheet of paper. Take
note of the items that you were not able to answer correctly and find the right answer as you go through this
module.
1. Which of the following is a geometric sequence?
3
A. 1, 2 , 2 B. 1, 5, 10 C. 1, 1, 2 D. 3, 6, 12
10 10 10 10
2. What is the common ratio of the geometric sequence 10, , , 27 , , . . .?
3 9 81

1 1
A. −3 B. − 3 C. D. 3
3

3. Given the sequence 128, −32, 8 … , which of the following statements is TRUE?
A. The sequence is a geometric sequence with a common ratio of −4.
B. The sequence is an arithmetic sequence with a common difference of −4.
1
C. The sequence is a geometric sequence with a common ratio of − 4.
1
D. The sequence is an arithmetic sequence with a common difference of − .
4

4. Given the sequence 2, 10, 50, 250 …, which of the following statements is/are TRUE?
i. The sequence is a geometric sequence. iii. The common ratio is 5.
ii. The sequence is an arithmetic sequence.
A. i only B. ii only C. i and iii only D. i and ii only
3
5. You were given two different sequences. Sequence A: 2, 2 , 1 … and Sequence B: 4, 2, 1 … Which of the

following statements is/are correct?

i. Sequence A is an arithmetic sequence and sequence B is a geometric sequence.
ii. Sequence A is a geometric sequence and sequence B is an arithmetic sequence.
iii. The constant ratio between terms of Sequence B is negative.
A. i only B. ii only C. ii and iii only D. i and iv only

Reflection

References:
Department of Education Republic of the Philippines. Mathematics Grade 10 Learner’s Module First Edition.
Philippines: Rex Bookstore, Inc, 2015.

Villaluna, and Van Zandt. Hands-on, Minds-on Activities in Mathematics Grade 10. Philippines: St. Jude
Thaddeus Publications, 2013.

Orence, and Mendoza. E-Math II (Intermediate Algebra) First Edition. Philippines: Rex Bookstore, Inc, 2009.
ANALYN V. DOMDOM WINDELLE MORALES (Co-Writer/Editor)
JONALYN A. MEDIAVILLO EDGARDO PLASABAS (Co-Writer/Editor)
MATH 10 QUARTER 1 WEEK 3 P a g e 10 | 10