Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF TARLAC PROVINCE

Quarter 1 Lessons (MELC-BASED)

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 Republic of the Philippines
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SCHOOLS DIVISION OF TARLAC PROVINCE

TABLE OF CONTENTS

Lesson Content Performance Most Essential Duration Code Page

No. Standards Standards Learning No.
Competencies
The leaner….. The learner
1 demonstrates Is able to Generates patterns. M10AL- 4
understanding formulate and 1a-1
2 of key concepts solve problems Illustrates an 8
M10AL-
of sequences, involving arithmetic
1b-1
polynomials sequences, sequence.
3 and polynomial polynomials and Determines
equations. polynomial arithmetic means, Week
M10AL-
equations in nth term of an 1-2
different 1b-c-1
arithmetic
M10AL-c- 11
disciplines sequence and sum
2
through of the terms of a
appropriate and given arithmetic
accurate sequence.
4 representations. a. Illustrates a M10AL-
geometric 1d-1
sequence. M10AL-
b. differentiates a 1d-2
geometric Week 3 16
sequence
from an
arithmetic
sequence.
5 Determines
geometric means,
nth term of a
M10AL-
geometric
1e-1
sequence and sum Week 4 19
M10AL-
of the terms of a
1e-2
given finite or
infinite geometric
sequence
6 Solves problems M10AL-1f-
involving 1
Week 5 23
sequences. M10AL-1f-
2

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Lesson 1 GENERATING PATTERNS

Descriptive Statement:
Patterns, relationships, and functions constitute a unifying theme of
Mathematics. From the earliest age, students should be encouraged
to investigate the patterns that they find in numbers, shapes, and
expressions, and, by doing so, to make mathematical discoveries. They
STUDY GUIDE should have opportunities to analyze, extend, and create a variety of
patterns and to use pattern-based thinking to understand and
represent mathematical and other real-world phenomena. These
explorations present unlimited opportunities for problem solving,
making and verifying generalizations, and building mathematical
understanding and confidence.

PATTERNS ARE EVERYWHERE

Pattern is a design where things are arranged following a certain rule. Patterns are
recognizable as repetitive sequences and can be found in nature, shapes, events, sets of
numbers and almost everywhere you care to look. In real life, here are some examples where
we can see patterns:

In Mathematics, patterns can be seen in variables, shapes, and set of numbers. The
following are examples of problems regarding patterns.
PROBLEMS:
1. What is the next shape?

2. What is the next number? 0 4 8 12 16 _____

3. What is the next variable? N N E E X X T T N N E E X ___
4. What is the next number? 1 4 9 16 ____

ANSWERS:
1. The next shape is .
2. The next number is 20. The pattern is from one number to another the increase is 24.
So, 16 + 4 = 20.
3. The variables repeated twice on the list but since after the variable T the list starts again
with two Ns and Es, so it clearly shows that the next should be two Xs. The next variable
should be X.
4

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4. The pattern shown in number is the set of the squares of the counting numbers starting
with 12 = 1, followed by 22 = 4, 32 = 9, 42 = 16, … therefore, the next is 52. The answer is 25.

SEQUENCE
Patterns of numbers can be a sequence. A Sequence or Progression is a set of numbers
written in a special order following a definite pattern. This pattern generally establishes a
common relationship between all numbers. Number 1 and 4 in the illustrative examples are
examples of sequences/progressions.
There are two classification of sequence: First, we have finite sequences, sequences
that end. These sequences have a limited number of items in them. For example, our sequence
of multiples of 2 between 0 and 13 (2,4,6,8,10,12) is a finite sequence because it ends at 14.
Second, we have infinite sequence. These are sequences that keep going and going, they have
no end. The set of counting numbers is an example of infinite sequence. To show that the
sequence is infinite, we put ellipsis (…) after the last listed number showing that there are still
numbers next to it.

Illustrative Examples

Condition Number Infinite or Reason/s

Sequence Finite
1. odd numbers 27, 29, 31, 33 Finite The sequence has ended with 33
between 26 and
34.
2. multiples of 3 3, 6, 9, 12, 15, 18, Infinite Infinite sequence since there are
21, … still numbers after 21.
3. cube of 1, 8, 27, 64, 125, Finite Finite sequence since the
numbers from 1 to 216 sequence has ended with 216
6 Since 13= 1x1x1 = (6x6x6 or 63)
1, 23 = 2x2x2 = 8,
and so on.

Any number in a sequence is a term. The position of a term is called the nth term of a
sequence usually shown by a subscript. It is customary to use a 1 for the first term, a2 for the
second term, a3 for the third term, …, and an for the general term.
For example, in the list of numbers below:
3, 10, 17, 24, 31
We have 5 terms in the sequence a1 = 3, a2 = 10, a3 = 17, a4 = 24, and a5 = 31. Subscripts
are used to designate the number position of a term. Since the position of 17 is in the third
term so the subscript is 3 and said to be a3.

DEFINING A SEQUENCE
In defining a sequence, we used equation or formula. There are two ways to define a
sequence: using general term of a sequence and the recursive form of a sequence.

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A. GENERAL TERM OF A SEQUENCE

Illustrative Example 1:
The rule that defines the terms of the sequence 1, 4, 7, 10, 13 is presented below
1 4 7 10 13

3 3 3 3

Let’s start with a1: In shortcut form:

a1 = 1 a1 = 1
a2 = 1 + 3 = 4 a2 = 1 + 3(1) = 4
a3 = 1 + 3 + 3 = 7 a3 = 1 + 3(2) = 7
a4 = 1 + 3 + 3 + 3 = 10 a4 = 1 + 3(3) = 10
a5 = 1 + 3 + 3 + 3 + 3 = 13 a5 = 1 + 3(4) = 13

Take note that the number inside the parenthesis is always less than 1 compared to the
subscripts of “a”. With this observation:
an = 1 + 3(n – 1)
By distribution: a n = 1 + 3n – 3
The general term is: a n = 3n – 2

Illustrative Example 2:
The general term shown by 3, 12, 48 is shown below
By just looking at the pattern:
a1 = 3 a1 = 3
a2 = 3 x 4 a 2 = 3 x 41
a3 = 3 x 4 x 4 a3 = 3 x 4 2

In the above illustration, you can notice that the relationship of “a” subscripts and the
exponent of “4” is that the exponent is always less than 1 compared to the subscript of “a”.
With this observation, our general term for the sequence is an = 3(4)n-1.

Illustrative Example 3:
What is the general term shown by 6, 13, 26, 45, 70…? In this given example we do
not add or multiply. Let’s have another way. Maybe this a sequence formed by a quadratic
equation with a standard form of an = an2 + bn + c.

First step is to get the first and second difference of the terms.
Second step:
6 13 26 45 70 To get a: second difference divided by 2
a = 6/2 = 3, then our first term is 3n2.
7 13 19 25 Third Step:
Let n = 1, 2, 3 and evaluate 3n2 and subtract it
6 6 6 from the first term of your sequence.
3(1)2 = 3 3(2)2 = 12 3(3)2 = 27

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First 3 terms of the sequence 6 13 26

Value if n = 1, 2, 3 in 3n2 3 12 27
3 1 -1

-2 -2
The second difference is the value of b. b = -2 the second term is -2n.

Fourth Step: Evaluate 3n2 – 2n using n = 1, 2, 3 and subtract your answer again from the first
three terms of the sequence.
If n = 1: 3(1)2 – 2(1) = 3 – 2 = 1 First 3 terms of the sequence 6 13 26
If n = 2: 3(2)2 – 2(2) = 12 – 4 = 8 Value if n = 1, 2, 3 in 3n2 – 2n 1 8 21
If n = 3: 3(3)2 – 2(3) = 27 – 6 = 21 5 5 5

The common difference in the last step is the value of c. c = 5. The general term for the
sequence 6, 13, 26, 45, 70, … is an = 3n2 – 2n + 5.
Illustrative Example 4: Write the first three terms of the sequences:
1. an = n – 5
Let n = 1, 2, 3 since we need to get the first three terms of the sequence.
If n = 1 a1 = 1 – 5 = -4
If n = 2 a2 = 2 – 5 = -3
If n = 3 a3 = 3 – 5 = -2
Hence the first three terms of the sequence are -4, -3, -2.
2. an = (-21)n + 1
Let n = 1, 2, 3
If n = 1 a1 = (-1)1 + 1 = (-1)2 = 1
If n = 2 a2 = (-1)2 + 1 = (-1)3 = -1
If n = 3 a3 = (-1)3 + 1 = (-1)4 = 1
The first three terms of the sequence are 1, -1, 1.
1
3. an = 1 +
𝑛
Let n = 1, 2, 3
1
If n = 1 a1 = 1 + = 1 + 1 = 2
1
1 2+1 3
If n = 2 a2 = 1 + = =
2 2 2
1 3+1 4
If n = 3 a3 = 1 + = =
3 3 3

3 4
The first three terms of the sequence are 2, , .
2 3

B. RECURSIVE FORM OF A SEQUENCE

The second way to define a sequence is to use a recursive definition. In a recursive
definition of a sequence, the value of the nth term is determined by the values of previous
terms. To get the recursive form just used:
b = an – an – 1 and for the recursive form an = an – 1 + b

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Illustrative Example 1
Write the first five terms of the sequence if an = 2an - 2 – an – 1 where a1 = 4 and a2 = 7.

Since we have a1 = 4, and a2 = 7 then we will just get the third to fifth terms:
Let n = 3, 4, 5…
If n = 3 an = 2an - 2 – an – 1 = 2a3 - 2 – a3 – 1 = 2a1 – a2 = 2(4) – 7 = 8 – 7 = 1
If n = 4 an = 2an - 2 – an – 1 = 2a4 - 2 – a4 – 1 = 2a2 – a3 = 2(7) – 1 = 14 – 1 = 13
If n = 5 an = 2an - 2 – an – 1 = 2a5 - 2 – a5 – 1 = 2a3 – a4 = 2(1) – 13 = 2 – 13 = -11
Therefore the first five terms of the sequence is: 4, 7, 1, 13, -11,…

Illustrative Example 2
Suppose you get a general term of a sequence as a n = 4n – 7. Find the recursive
definition for this sequence.

SOLUTION: b = an – an – 1 = [4(n) – 7] – [4(n – 1) – 7] = 4

In an = 4n – 7, a1 = 4(1) – 7 = 4 – 7 = -3
The recursive definition now is an = an – 1 + 4 where a1 = -3 for n = 2, 3, 4,…

POINTS TO PONDER

We use ALGEBRA to study rules that describe the behaviour of everyday things. By finding
References:
a PATTERN
➢ Mathin observed
World 10 byvalues,
Aurorawe are often
C. Zuniga pp.able
2-7 to discover a rule that allows us to make
accurate predictions.
➢ Advance Math for Christian Schools by Kathy Diane Pilger pp. 476-479

References:
➢ https://www.mathsisfun.com/definitions/pattern.html
➢ Mathematics for 21st Century Learner p. 3
➢ https://study.com/academy/lesson/introduction-to-sequences-finite-and-
infinite.html
➢ Project EASE Module
➢ MEP Y9 Practice Book B pp. 40-46

Illustrating an Arithmetic
Lesson 2
Sequence
A number sequence is a list of numbers that are linked by a
rule using the four fundamental operations namely multiplication,
division, addition and subtraction.
STUDY GUIDE a1, a2, a3, a4, a5, a6,………, an

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The number a1 is called the 1st term, a2 is the 2nd term, and in general, a n is the nth
term.
Note that each term of the sequence is paired with a natural number.

Each number in the sequence is called a term (or sometimes "element" or

"member"). A sequence is a function whose domain is the finite set {1, 2, 3,…, n} or the
infinite set {1, 2, 3,…}.

ARITHMETIC SEQUENCE
An arithmetic sequence is a list of numbers with a definite pattern. If you take any
number in the sequence then subtract it by the previous one, and the result is always the same
or constant then it is an arithmetic sequence.
The constant difference in all pairs of consecutive or successive numbers in a sequence is
called the common difference, denoted by the letter d. 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.
To find the common difference, d, simply subtract the first term from the second term,
a2 – a1, or the second term from the third term, a3 – a2, or the third term from the fourth term,
a4 – a3; or in general,
d = a n – an – 1

Illustrative Example 1:
Determine if the sequence is arithmetic or not. If it is, find the common difference
and the next three terms.
-11, -4, 3, 10, …
Solution:
To find out if the sequence is arithmetic, there must be a common difference between
any two terms in the sequence. So that
d = a2 – a1 = -4 – (-11) = 7
= a3 – a2 = 3 – (-4) = 7
= a4 – a3 = 10 – 3 = 7
The sequence is arithmetic and the common difference is 7. The next three terms are
obtained by adding 7 to the preceding term, so that,
a5 = a4 + 7 = 10 + 7 = 17
a6 = a5 + 7 = 17 + 7 = 24
a7 = a6 + 7 = 24 + 7 = 31

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Illustrative Example 2:
Write the first five terms of the arithmetic sequence with first term 5 and common
difference -2.

Solution:

The second term is found by adding -2 to the first term 5, getting 3. For the next term,
add -2 to 3, and so on. The first five terms are

5, 3, 1, -1, -3.
Note:
• If the common difference between consecutive terms is positive, we say that the
sequence is increasing.
• On the other hand, when the difference is negative, we say that the sequence is
decreasing.

Illustrative Example of Increasing and Decreasing Arithmetic Sequences

Here are two examples of arithmetic sequences. Observe their common differences.

References:
➢ Mathematics 10 Learning Module
➢ https://www.chilimath.com/lessons/intermediate-algebra/arithmetic-sequence-
definition-and-basic-examples/
➢ https://www.mathsisfun.com/algebra/sequences-sums-arithmetic.html

10

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Determining the nth term of

Lesson 3
an Arithmetic Sequence,
Arithmetic Means and
Arithmetic Series
It is expected that at the end of this lesson you will be able to
demonstrate knowledge and skill related to sequences and apply
STUDY GUIDE these in solving problems. Specifically, you should be able to
determine the nth term of an arithmetic sequence, arithmetic means
and sum of the terms of a given arithmetic sequence.

DESCRIPTIVE STATEMENT
An arithmetic sequence is one in which the difference of consecutive terms is a
constant. We often symbolize this constant difference by d. To generate the terms of an
arithmetic sequence we just keep adding the same number, d, to the last known term. That is,
if a1 represents the first term and d is the common difference then,
a 2 = a1 + d
a3 = a2 + d = (a1 + d) + d = a1 + 2d
a4 = a3 + d = (a1 + 2d) + d = a1 + 3d

Capturing this pattern in algebra, we write the general (or nth) term of an arithmetic
sequence as:

an = a1 + (n - 1 ) d
where,
an = the nᵗʰ term in the sequence
a1 = the first term in the sequence
d=the common difference between
terms
This is the formula that you should use to find the general (or nth) term of an arithmetic
sequence. Writing the next term or the next few terms of an arithmetic sequence is easy for as
long as you already know the rule applied to get the next term but finding the nth term is quite
challenging. Finding the nth term requires us to use the nth term formula of an arithmetic
sequence given above. Let's look at an example problem to learn how to find the nth term of
an arithmetic progression

Example 1: Find the 8th and 10th terms of the sequence 5, 8, 11, 14, 17,…

11

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This example is just an easy answering problem where you can just merely count
because the nth terms to be solved are close to the last number of the given sequence.
That is

a5 a6 a7 a8 a9 a10
17 17 + 3= 20 20 + 3= 23 23 + 3= 26 26 + 3= 29 29+3=32

The values of a6 through a10 were obtained by adding 3 to the previous number.
Hence, the 8th and 10th terms of the sequence 5, 8, 11, 14, 17…. are 26 and 32,
respectively.

If in case that the unknown is not close to the last term of the sequence then, you
should use the formula an = a1 + (n - 1)d. Study the following examples.

Example 2. Finding the 50th term of 2, 5, 8, 11… is quite tedious and laborious. So, you should
end up using the formula to solve the 50th value of the sequence.
Given: a1 = 2 d=3 n = 50
Solution:
an = a1 + (n – 1)d → Substitute the given values of a1, n and d.
a50 = 2 + (50 – 1)3 → a20 = 2 + (49)3 → a20 = 2 + 147 → a50 = 149

Example 3. The 4th term of an arithmetic sequence is 12 and the 8 th term is 28. Find the
first term and the common difference of the arithmetic sequence.

Given: 4th term = 12 8th term = 28 Since the common difference

a1, a2, a3, 12, a5, a6, a7, 28 is 4, which means that the rule
is adding four, you should
5 terms subtract backwardly to get the
Solution: answer.
Let a4 = a1 and a8=a4 and n=5
Substitute these values to the equation a3=12-4=8
a2=8-4=4
a 8 = a4 + ( n – 1 ) d a1=4-4=0
28 = 12 + ( 5 – 1 ) d
Hence, the first term is 0
28 = 12 + 4d
12+4d=28
4d=28-12
4d=16
d=4
There is another solution by getting the common difference first using the formula d =
𝑎𝑛 − 𝒂𝟏
, where a2 and a1
are the terms and s1 and s2 are the positions of the terms. Examine the
𝒔𝟐 −𝒔𝟏
following procedure.
Given: 4th term = 12 Let the 8th term be an or the last term = 28
12

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𝑎𝑛 − 𝒂𝟏
Solution: d = To find a1 use the formula of arithmetic sequence
𝒔𝟐 −𝒔𝟏
an = a1 + (n-1)d

28−12
d= a4 = a1 + (4 – 1)d using the 4th term
8−4
16
d= 12 = a1 + 3(4) by substituting the value of
4
the 4th term and d
d=4 12 = a1 + 12 by transposition, we get
a1 = 12 – 12 Hence a1 = 0.

ARITHMETIC SERIES
Arithmetic Series is the sum of the terms of an arithmetic sequence. You can only take the
"partial" sum of an arithmetic sequence. The partial sum is the sum of a limited (that is to say,
a finite) number of terms, like the first ten terms, or the fifth through the hundredth terms.

The sum of the first n terms of a series is called "the n-th partial sum", and is often
denoted as "Sn". If the sequence is a finite sequence, the formula is:

𝑛(𝑎1 +𝑎𝑛 )
S n= 2
Where;
Sn = Sum
n=no. of terms
a1= first term and
an= last term

Example 1: What is the sum of the terms of the sequence 2, 4, 6, 8, 10. Study the following
solutions.

Solution 1 Solution 2
S n = a1 + a 2 + a 3 + a 4 + a 5 Given: a1=2 an=a5=10 n=5
S5 = 2 + 4 + 6 + 8 + 10 = 30 S5=?
𝑛(𝑎1 +𝑎𝑛) 5(2+10) 5(12)
Sn = S5 = S5 =
2 2 2
= 30

Example 2: Find the sum of the terms in the sequence 2, 4, 6, 8,…………….., 100.
This time manual addition is not advisable,
you should use the formula. Examine the
solution at the left.

Given: a1=2 an = 100 d=2

13

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Solution:
With this example, the number of terms is not specified. To get n we used the formula
𝑎 −𝑎
n = 𝑛 1 + 1.
𝑑
𝑎𝑛 − 𝑎1
n= +1
𝑑
100−2
n= +1
2
n = 49 + 1
n = 50

𝑛(𝑎1 +𝑎𝑛) 50(2+100) 50(102)

Sn = S5 = S5 = = 2550
2 2 2

To find the first n terms of an infinite arithmetic sequence, the formula is

𝑛
Sn=2 [𝑎1 + (𝑛 − 1)𝑑] Where; Sn = Partial sum a1= first term
d= common difference n=no.of terms

Example 1. The sum of the first 14th terms of the arithmetic sequence 4, 7, 10, 13 …… can
be solved using the new formula. Study the solution below.
Given: a1=4 n=14 d= 3 S14=?
Solution:
𝑛
Sn = [ 2a1 + ( n – 1 ) d ]
2
14
S14 = [ 2(4) + (14 – 1)3 ] = 329
2
You should also expect that at times, the task asks you to solve some other
quantities present in the formula, like the first term, the number of terms or the common
difference. To provide you a clearer explanation, here is an example.

Example 2. The sum of 7 + 8 + 9 ... = 115. Find the number of terms, “n”, in the arithmetic
sequence.

Given: a1=7 d= 1 Sn=115 n=?

Solution:
𝑛
Sn = [ 2a1 + ( n – 1 ) d ]
2
𝑛
115 = [ 2(7) + ( n – 1 ) 1 ] Substitute the given values
2
𝑛
115 = [ 14
+ n-1] Perform the indicated operations.
2
2•115 = n[ 13 + n ] 230 = [13n + n2 ] n2 + 13n– 230 = 0
n2 + 13n – 230 = 0 Write in general form Ax 2 + Bx + C = 0
(n-10)(n+23)=0 Factorize
n=10 and n=-23 Apply the zero product property

Hence, n=10. You should disregard -23 because the number of terms can never
be negative.
14

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ARITHMETIC MEANS
The term/s between a1 and an of an arithmetic sequence are called arithmetic means of a1
and an. Thus, the arithmetic means of a1 and a3 is a2 while the arithmetic means of a2 and a5
are a3 and a4.

Examples:
1. In the sequence 3, 8, 11, the arithmetic mean of 3 and 11 is 8.
2. 25, 28 and 31 are the arithmetic means of 22 and 34. In sequence form we have,
22, 25, 28, 31, 34
Arithmetic Means

3. Find four arithmetic means between 8 and -7.

Since we must insert four numbers between 8 and -7, there are six numbers in the arithmetic
sequence. Thus a1 = 8 and a6 = -7, we can solve d using the formula
an = a1 + (n - 1) d.

Given: a1 = 8 an = a6 = -7 n=6
Solution:
a n = a1 + ( n – 1 ) d → Substitute the given values of a1, a6 and n.
-7 = 8 + ( 6 – 1 ) d → Perform the indicated operations
-7 = 8 + 5d
-7 – 8 = 5d
-15 = 5d
d= -3

Hence, a2 =a1 + d = 8 – 3 = 5
a3 =a2 + d = 5 – 3 = 2
a4 =a3 + d = 2 – 3 = -1
a5 =a4 + d = -1 – 3 = -4
Therefore, the four arithmetic means between 8 and – 7 are 5, 2, -1 and -4.

References:
https://www.slideshare.net/denmarmarasigan/arithmetic-sequences-and-arithmetic-means
DepEd Grade 10 Learners Manual pp. 13-22.

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Lesson 4 GEOMETRIC SEQUENCE

At the end of this lesson you will be able to:
• Illustrate geometric sequence and
• Differentiates a geometric sequence from arithmetic
sequence.

STUDY GUIDE
DESCRIPTIVE STATEMENT

COVID-19 is a virus which started at Wuhan

China (2019) and rapidly spread in the whole world in
2020. This virus is spread from person to person in
respiratory droplets of coughs and sneezes (droplet
spread). The figure on the right shows the number
of newly infected people after n days since the person first infected his/her 2 friends.

The infected person sneezed, and the virus is carried over to 2 people who start the
infection. The next day, each one then infects 2 of their friends. Now 4 people are newly
infected. Each of them infects 2 people the third day, and 8 new people are infected, and so
on. These events can be written as a geometric sequence: 2,4, 8,16,32,…

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 which is commonly represented by 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.

On the data on the spread of the virus, the number of new infected people is doubled
each day. The multiplier 2 is the common ratio.

Study the following sequences:

EXAMPLE COMMON RATIO

1.) 3, 9, 27, . . . 9
𝑟= =𝟑
3
2.) 1, 2, 4, 8, 16, 32, 64, 128, 256, … 2
𝑟= =𝟐
1
1 1 1 1 1
3.) , , , , ... 1 3 𝟏
3 9 27 81 𝑟=9= ∙ =
1 9 1 𝟑
3
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4. ) 2, 4, 6, 8,…, This sequence is not a geometric sequence.

It is an arithmetic sequence since we have a
common difference instead of common
ratio

NOTE:
• r should not be 0, when r = 0, we get the sequence {a, 0, 0,...} which is not
geometric
• The common ratio should apply until the last term.
•

Day (n) Newly infected people

1 2 = 2 = 2𝑥2ˆ0
2 4 = 2𝑥(2) = 2𝑥21
3 8 = 2𝑥(2𝑥2) = 2𝑥22
4 16 = 2𝑥(2𝑥2𝑥2) = 2𝑥23
5 32 = 2𝑥(2𝑥2𝑥2𝑥2) = 2𝑥24
⋮
n 𝑛 = 2𝑥(2𝑥 2 𝑥 … 𝑥2) = 2𝑥2𝑛−1

Let us try to present the number of newly infected people using the table below.

Based on the table, it can be observed that the number of newly infected people
doubles each day, which gives us 𝑟 = 2. The number of new cases for the nth day is given by
the equation 2𝑥2𝑛−1 . Analyzing the equation, it can be concluded that

First term 2𝑥2𝑛−1

Common
(a1) ratio (r)

From here, it can be formulated that the formula in getting the nth term of a
geometric sequence is given by:

General Formula: 𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏 where 𝒂𝟏 =first term; r= common ratio; n=number of

terms

Determining the number of new cases for the first few days is quite easy for all you
need to do is to multiply the previous data with the common ratio. But when n becomes larger,
it is quite difficult and time consuming. Let us try to determine the number of new cases on the
following days using the formula

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Day (n) 𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏 New cases (𝒂𝒏 )

15 𝒂𝟏𝟓 = 2(𝟐𝟏𝟓−𝟏 ) = 2(214 ) = 2(16,384) 32,768

30 𝒂𝟑𝟎 = 2(𝟐𝟑𝟎−𝟏 ) = 2(229 ) 1,073,741,824

= 2(536, 870, 912)

Let us also consider solving the nth term of other set of geometric sequence:

EXAMPLE SOLUTION

1. Find the next >Find the common ratio by finding the Solving for the next two
two terms of the quotient of any two consecutive terms terms is still manageable so
geometric from the right to left. instead of using the formula,
sequence 4, 12, 36 12 the terms were identified
=3 =3
36, . . . 12 4 manually.
>The common ratio is 3.
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.
>Therefore, the next two terms of the
geometric sequence are 108 and 324
2. Find the 10th 𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏 As you can observe,
term of: a10 = 10×3(10-1) determining the nth term
= 10×39 manually is quite time
10, 30, 90, 270, = 10×19683 consuming and complicated
810, 2430, … = 196830 as n becomes larger, so it is
better to use the formula.

Compare and Contrast.

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Point to Ponder

Factoring is a useful skill in real life. Common applications include calculations on

the compound interest (in bank, loans, or businesses) and population growth.

References: https://www.mathsisfun.com/algebra/sequences-sums-geometric.html
Given Module: Project EASE (Effective Alternative Secondary Education)

Lesson 5 Determining Geometric means, nth term

of Geometric Sequence and Geometric
Series
Geometric Means
When two terms of a geometric sequence are given,
the terms between them are called geometric means. For
STUDY GUIDE example, the geometric means of 2 and 162 in the geometric
sequence 2, 6, 18, 54, 162 are 6, 18 and 54.

To solve for the geometric means of a given geometric sequence, the formula for the
nth term of a geometric sequence is also used. Study the examples below:

SOLUTION 1 ALTERNATIVE SOLUTION

Example 1. Find the geometric mean between 12 and 192.
Here only a single term is asked. So that 12, First let the second term be x, then the
__, 192. geometric sequence becomes 12, x, 192.
Using the formula for the nth term of a From the previous lesson, r = a 2 = a3
geometric sequence, an = a1  r n −1 a1 a2
Substituting a1 by 12, a2 by x and a3 by
192 = 12  r 3−1 192,
192 = 12  r 2 x 192
=
192 12  r 2 12 x
= (divide both sides by
12 12 x = 12  192 (using cross
2

12) multiplication)
16 = r2 x = 2304
2

±4 = r (16 is the second power of x = ± 48 (using the square root

±4) property)

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Multiplying the first term, 12, by the common

ratio, ±4, the computed geometric mean is
either 48 or -48.
Example 2. Insert 3 geometric means between 4 and 324.
Listing down the geometric sequence will
show that there are five terms, which means
that n = 5. So that a5 = 324 and a1 = 4. (4, __,
__, __, 324)

Substituting in the formula: an = a1  r n −1

a5 = 4  r 5−1
324 = 4  r 4
324 4  r 4
= (divide both sides by 4)
4 4
81 = r4
3=r (since 81 is the
fourth power of ±3)

For r = 3, 4, 12, 36, 108, 324

For r = -3, 4, -12, 36, -108, 324

Example 3. Insert four geometric means between 3 and 96.

Listing down the sequence gives 3, __, __,
__, __, 96
So that n = 6, a6 = 96 and a1 = 3.
Substituting in the formula,
an =a1  r n −1
a6 = a1  r 6−1
96 = 3  r 5
96 3  r 5
= divide both sides by 3
3 3
32 = r5
2 = r since 32 is the fifth power of 2

For this one, since r is only 2 then only one set

of answer is possible.
3, 6, 12, 24, 48, 96
The geometric means are 6, 12, 24 and 48.

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Geometric Series

The coronavirus pandemic lasted for a long period of time. Assuming that the new case
per day is the same, it can be considered as a geometric sequence. Adding all the cases from
day 1 until the virus has stopped will surely give a very large number of cases. When these cases
are summed up, we will be forming geometric series.

The indicated sum of the terms of a geometric sequence is called a “geometric series,”
it is denoted by Sn. When solving geometric series where the last term is known (finite
geometric series), we use the formula:

a1 (1 − r n )
Sn = where: a1 = first term of a geometric progression
1− r
r = common ratio, r 1
In cases where r = 1, the sum exists. If r = 1, then Sn = a1 + a1 + a1 +…+ a1 = na1.

Let us study the following examples:

Example 4. Find the sum of the first six terms of the geometric sequence 3, 6, 12, 24,…
Solution: The common ratio is 6/3 = 2. The sum of 6 terms is given by:
a1 (1 − r n ) 3(1 − 2 6 ) 3(1 − 64) 3(−63)
Sn = = = = = 189
1− r 1− 2 −1 −1
Example 5. Find the sum of the indicated number of terms in the given geometric
sequence.

a. a1 = 3, r = -1, n = 9 c. a1 = 3, r = -1, n = 12
b. a1 = 8, r = -1, n =51 d. a1 = 8, r = -1, n = 30
15

Solution: a. S n =
a1 (1 − r n )
= S9 =
 =

3 1 − (−1) 9 31 − (−1) 32
= =3
1− r 1+1 2 2

b. S n =
a1 (1 − r n )
= S51=
 =

8 1 − (−1) 51 81 − (−1) 82
= =8
1− r 1+1 2 2

c. S n =
a1 (1 − r n )
= S12=
 =

3 1 − (−1)12 31 − 1 30
= =0
1− r 1+1 2 2

d. S n =
a1 (1 − r n )
= S30=
 =

8 1 − (−1) 30 31 − 1 80
= =0
1− r 1+1 2 2

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From Example 5, it can be concluded that if r = -1, then

S n = a1 when n is odd or Sn = 0 when n is even.

How about if the last term of a series is unknown? Is it possible to solve for the sum?

Consider the sequence 6, 12, 24, …

Since r = 2, as n increases, the value of rn also increases and so does the sum, Sn. Each
new term adds a larger and larger amount to the sum and so there is no limit to the value of
Sn and Sα does not exist. The sum of an infinite geometric sequence is known as Infinite
geometric series.
1 1 1 1 1
Another example of infinite geometric series is 1 + + + + + + ⋯ . The
3 9 27 81 243
first term is 1 and the common ratio is 1/3.

The sum of the terms of an infinite geometric sequence with first term a and common
a1
ratio r, where │r│< 1, is S = . This formula is also known as the sum to infinity.
1− r
Recall that |𝑟| < 1 is equivalent to the inequality −1 < 𝑟 < 1. This implies that an
infinite series will have a sum if r is between -1 and 1. In cases where 𝑟 ≥ 1 𝑜𝑟 𝑟 ≤ −1,just like
in the sequence 6, 12, 24, … , the sum of the terms of an infinite geometric sequence DOES
NOT EXIST. Study the following examples.

1
Example 6. Find the sum to infinity of the geometric sequence with a = 5 and r = - .
3
Solution: Substituting the given values to the formula above, the sum is

a1 5
Sα = = =
5
=
5 4
= 5÷ = 5∙ =
3 𝟏𝟓
1− r
1 4
1 1+3 3 4 𝟒
1 − (− ) 3

3
5 5
Example 7. Find the sum to infinity of the geometric sequence 20, 5, , ,…
4 16
a1
and a1= 20. Substituting in the formula S  =
1
Solution: The common ratio is
4 1− r
20 20
S = = 3
= 20 ÷ = 20 ∙ =
4 𝟖𝟎
1 3 4 3 𝟗
1−
4 4
The sum of an infinite geometric series can be used to find a fraction that is equivalent
to a nonterminating, repeating decimal.

Example 8. Find an equivalent fraction for 0.12̅.

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Solution: Write the decimal as an infinite geometric series. The geometric series does not
2 1
begin with the first term. The series begins with . The common ratio is .
100 10

STEPS: 0.12̅ = 0.1 + 0.02 + 0.002 + 0.0002 +

1 𝟐 𝟐 𝟐
1. Use the formula for the 0.12̅ = + + + +⋯
10 𝟏𝟎𝟎 𝟏𝟎𝟎𝟎 𝟏𝟎𝟎𝟎𝟎
sum of Infinite Geometric
2 2
Series formed. 𝑎1 100 100 2
𝑆= = = =
1−𝑟 1− 1 9 90
2. Add 1/10 to the sum of 10 10
the series.
𝟏 2 11
0.12̅ = + =
𝟏𝟎 90 90
𝟏𝟏
̅ is
The equivalent fraction of 𝟎. 𝟏𝟐 .
𝟗𝟎

References: DepEd
2. Add 1/10 Math
to the 10ofLearner’s Module pp 26-37
sum
EASE Module 5 & 6
the series.
Free Science High School Texts by Sarah Blyth & Heather Williams(cnx.org)

Problems involving
Lesson 6 Sequences
The basic idea that you have learned regarding sequences, be
it arithmetic or geometric will help you to solve problems on
sequences.

Below is the summary of formulas that you will utilize in

STUDY GUIDE solving problems on arithmetic sequence.

• To find any term of an arithmetic sequence:

an = a1 + (n – 1)d
• To find the sum of a certain number of terms of an arithmetic
sequence:
𝒏
Sn = [2a1 + (n – 1)d]
𝟐
𝒂 𝒏 − 𝒂𝟏
• To find the common difference: d =
𝒔𝟐 −𝒔𝟏

Now, for your solving skills to improve, the following are some examples to ponder.

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Illustrative Example 1:

Charmaine decided to save 8.00 from her weekly allowance during the first week of
the school year and every week thereafter, increasing the amount by 2.00 until she makes 36
savings.

1. What was the amount of her last savings?

2. What was the total amount of savings after the 36th week?

Solution 1.

a. Problem.
Find the amount of Charmaine’s last savings.
b. Formula to be Used.
Since we are looking for the amount of Charmaine’s last savings, we have to use the
formula in finding any term of an arithmetic sequence which is
an = a1 + (n – 1)d
c. Solve.
Given: a1 = 8, d = 2, n = 36
Formula: an = a1 + (n – 1)d
a36 = 8 + (36 – 1)2
a36 = 8 + 35(2)
= 8 + 70
a36 = 78
d. Answer.
The amount of Charmaine’s last savings is 78.00.

Solution 2.

a. Problem.
Find the total amount of Charmaine’s savings after the 36th week.
b. Formula to be Used.
Since we are looking for the total amount of Charmaine’s savings after the 36th week,
we have to use the formula in finding the sum of a certain number of terms of an
arithmetic sequence which is
𝒏
Sn = [2a1 + (n – 1)d]
𝟐
c. Solve.
Given: a1 = 8, d = 2, n = 36
𝒏
Formula: Sn = [2a1 + (n – 1)d]
𝟐
36
= [2(8) + (36 – 1)2]
2
= 18 [16 + 35(2)]
= 18 (16 + 70)
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= 18 (86)
Sn = 1,548
d. Answer.
The total amount of Charmaine’s savings after the 36th week is 1,548.00.

Illustrative Example 2:

An object falling from rest travels 16 feet during the 1st second, 48 feet during the 2nd
second, 80 feet during the 3rd second, and so on. How far does the object fall

1. on the 7th second?

2. After 7 seconds?

Solution 1.

a. Problem.
Find how far the object will fall on the 7th second.
b. Formula to be Used.
We are going to get the distance of the object fall on its 7th second. Therefore, we will
have to use the formula in finding any term of an arithmetic sequence which is
an = a1 + (n – 1)d
c. Solve.
Given: a1 = 16, d = 32, n = 7
Formula: an = a1 + (n – 1)d
a7 = 16 + (7 – 1)32
a7 = 16 + 6(32)
= 16 + 192
a7 = 208
d. Answer.
The object falls 208 ft on the 7th second.

Solution 2.

a. Problem.
Find the total distance of the object fall after 7 seconds.
b. Formula to be Used.
We are going to get the total distance of the object fall after 7 seconds. Therefore, we
will have to use the formula in finding the sum of a certain number of terms of an
arithmetic sequence which is
𝒏
Sn = [2a1 + (n – 1)d]
𝟐
c. Solve.
Given: a1 = 16, d = 32, n = 7
𝒏
Formula: Sn = [2a1 + (n – 1)d]
𝟐
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7
= [2(16) + (7 – 1)32]
2
= 3.5 [32 + 6(32)]
= 3.5 (32 + 192)
= 3.5 (224)
Sn = 784
d. Answer.
The total distance that the object falls after 7 seconds is 784 ft.

For geometric sequence, the following points should be considered.

• Given the first term and the common ratio, the formula for the n th term is an = a1rn-1.
𝒂𝟏 − 𝒂𝟏 𝒓𝒏
• The formula for the sum of the first n terms of a geometric series is Sn = or Sn
𝟏−𝒓
𝒂𝟏 (𝟏−𝒓𝒏 )
= .
𝟏−𝒓
𝒂𝒏
• To find the common ratio: rn =
𝒂𝒏 −𝟏

Illustrative Example 3:

You complain that the hot tub in your hotel suite is not hot enough. The hotel tells you
that they will increase the temperature by 10% each hour. If the current temperature of the
hot tub is 75oF, what will be the temperature of the hot tub after 3 hours, to the nearest tenth
of a degree?

Solution.

a. Problem.
Find the temperature of the hot tub after 3 hours.
b. Formula to be Used.
Starting temperature is 75oF. If the temperature is increased by 10%, the new
temperature will be 110% of the original temperature. The common ratio will be 1.10.
In addition, we are looking on the temperature of the hot tub after 3 hours. Therefore,
we have to use the formula for the nth term of a geometric sequence which is
an = a1rn-1
c. Solve.
Given: a1 = 75, r = 1.10, n=4
Formula: an = a1rn-1
a4 = 75(1.10)4-1
a4 = 75(1.10)3
= 75(1. 331)
a4 = 99.83

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 QUARTER 1
LEARNING ACTIVITY SHEETS
Directions: Answer what is asked in each set of exercises on a separate sheet of paper.

Lesson 1: Generating Patterns

Activity 1: Complete Me!

**Any such ordered arrangement of a set of numbers is called a SEQUENCE.

Activity 2: Find Me!

Find the first 5 terms of the sequence given the nth term.
1. an=n+4 4. an= 3n
2. an=2n-1 5. an= (-2)n
3. an=12-3n

Activity 3: Getting to Know You!

What is the nth term for each sequence?
1. 3, 4, 5, 6, 7…
2. 3, 5, 7, 9, 11 …
3. 2, 4, 8, 16, 32, …
4. -1, 1, -1, 1, -1…
1 1 1 1
5. 1, , , , …
2 3 4 5
Lesson 2: Arithmetic Sequence and Geometric Sequence
Activity 4: What is missing?
Find the missing terms in each arithmetic sequence and write the common difference.

1. 3, 12, 21, __, __, __ ; d = ___

2. 8, 3, −2 , __, __ ; d =___
3. 5, 12, __, 26, __; d =___
4. 2, __, 20, 29, __ ; d =___
5. __, 4, 10, 16, __ ; d =___

Activity 5: Arithmetic or Geometric?

Review the following sequences, tell which geometric and arithmetic sequences are. Write their common
ratio or common difference.

Activity 6: Missing You…

Find the missing terms in each geometric sequence and determine its r.
1. 3, 12, 48, __, __ r = __
2. __, __, 32, 64, 128, ... r = __
3. 120, 60, 30, __, __, __ r = __
4. 5, __, 20, 40, __, __ r = __
5. __, 4, 12, 36, __, __ r = __

Performance Task

SEQUENCE OF MY LIFE!
Applying sequence in real life situation, share the story of your life (Autobiography). Show your being
creative in sharing your life, e.g. collage poster.
 Republic of the Philippines
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Prepared by:

Content Writers

DANNY T. SAPUAY, HT-III MA. CORAZON N. TOLENTINO, T-III

JEANA DV. DELA CRUZ, T-III KATHERINE I. BRAVO, T-II
JOY G. ESCOTO, T-III BERNADETTE C. FELIPE, T-III

Reviewed by:

AUGUSTO L. BALLESTEROS Dr. BOBBY P. CAOAGDAN

EPSvr-Mathematics EPSvr

Recommending Approval:
PAULINO D. DE PANO, Ph.D.
Chief-Curriculum Implementation Division

MELISSA SANCHEZ, Ph.D.

Assistant Schools Division Superintendent

Approved:

RONALDO A. POZON, PhD, CESO V

Schools Division Superintendent

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