Learning Plan in Mathematics 10

July 4, 2018

I. Objectives
At the end of the lesson, the students should be able to:
1. illustrates a geometric sequence;
2. differentiates a geometric sequence from an arithmetic sequence;
3. describes a geometric sequence by giving the first few terms of the sequence;

II. Subject Matter

Topic: Sequences
Lesson: Geometric Sequence
References: 1. Mathematics – Grade 10
Leaner’s Module
First Edition 2015
pages 26 – 29
2. New High School Mathematics II
Diwa Textbook
pages 175 – 178

Materials: visual aids, powerpoint presentation, activity sheets, colored papers

Values Integrated: cooperation and accuracy
21st Century Skills: Discovery Learning

III. Procedure
A. Preliminary Activities
Prayer, Greetings, Classroom Inspection, and Checking of Attendance

B. Activity
Instructions:
1. Get a piece of colored paper with equal length and width. Fold the paper into 2. How
many regions are produced? Again, fold the paper into 2. How many regions are
produced? Continue this process until you have made 5 folds. How many regions are
produced after 5 folds?
2. Show the results using a table.
Number of folds (n) 1 2 3 4 5
Number of regions produced (an)

3. Give the first difference of the regions followed by the second difference then the
third difference.

C. Analysis
1. What can you say about the first differences?
2. Is the sequence an arithmetic sequence?
3. What can you say about the ratio of any two consecutive terms in the sequence?
 D. Abstraction
 A Geometric sequence or progression is a set of terms in which each term after
the first is obtained by multiplying the preceding term by the same fixed number
called the common ratio (r).
 The common ratio may be integral or fractional, negative or positive, and it can
be found by dividing any term by the term that precedes it.
Examples:
1. Determine whether each sequence is geometric. If so, find the common ratio.
a. 2, 4, 6, 8,…
2 is being added to each term to get the next term. Therefore, the sequence is an
arithmetic sequence. The common difference is 2.
b. 2, 4, 8, 16,…
2 is being multiplied to each term to get the next term. Therefore, the sequence
is a geometric sequence. The common ratio is 2.
c. 1 , 1, 1 , 1 , …
3 9 27 81
1/3 is being multiplied to each term to get the next term. Therefore, the
sequence is a geometric sequence. The common ratio is 1/3.
2. Find the next two terms of the geometric sequence 4, 12, 36, ….
Solution:
First, find the common ratio by finding the quotient of any two consecutive terms
from the right to left.
36 = 3
12
The common ratio is 3.
12 = 3
4
To get the next term,
a. Multiply 36 by 3 to get the fourth term. The fourth term is 108.
b. Multiply 108 by 3 to get the fifth term. The fifth term is 324.

 Analyze this word problem involving geometric sequence.

Science: A cell normally divides into two every 20 minutes. This makes one
generation. After one hour, how many cells are there?

E. Application
Tell which geometric and arithmetic sequences are. State their common ratio or common
difference.
1. 100, -50, 25, -12.5, … ______________________, ___________
2. 1, 2, 4, 8, … ______________________, ___________
3. 40, 20, 10, 5, … ______________________, ___________
4. -10, -5, 0, 5, 10, … ______________________, ___________
5. 5, 15, 45, 135, … ______________________, ___________
IV. Evaluation
Find the common ratio and the next two terms of each geometric sequence.
1. 90, 30, 10, ________, ________
2. 2, 6, 18, ________, ________
3. 20, 30, 45, ________, ________
4. 729, 243, 81, ________, ________
5. 6, 24, 96, ________, ________

V. Assignment
Find the common ratio and the next two terms of each geometric sequence.
1. √ 6, 2√6, 4√6, 8√6, . . .

2. 1296√7, 216√7, 36√7, . . .

3. 3, 3/2, ¾, . . .

4. 36, 12, 4, . . .

5. 8, -24, 72, -216, . . .

Prepared by:

JOLETTE G. STEVENS
G10 – Math Teacher