10

Mathematics
Quarter 1 - Module 5:
Geometric Sequences vs.
Arithmetic Sequences

CO_Q1_Mathematics 10_ Module 5

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 5: Geometric Sequences vs. Arithmetic Sequences
First Edition, 2020

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Published by the Department of Education

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Reviewer’s Name: Bryan A. Hidalgo; Laila B. Kiw-isen; Jim D. Alberto;
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 10
Mathematics
Quarter 1 - Module 5:
Geometric Sequences vs.
Arithmetic Sequences
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you identify
the common ratio and the 𝑛𝑡ℎ term of a geometric sequence and to distinguish a
geometric sequence from an arithmetic sequence. The scope of this module permits
it to be used in many different learning situations. The lessons are arranged to follow
the standard sequence of the course but the pacing in which you read and answer
this module will depend on your ability.

After going through this module, the learner should be able to:
a. determine a geometric sequence;
b. identify the common ratio of a geometric sequence;
c. find the missing term of a geometric sequence;
d. determine whether a sequence is geometric or arithmetic; and
e. explain inductively the difference between arithmetic sequence and
geometric sequence using real life-situations.

1 CO_Q1_Mathematics 10_ Module 5

 What I know
Multiple Choice. Read and analyze the following items and determine the letter of the
correct answer from the given choices. Write the CAPITAL letter of the correct answer
on a separate sheet of paper.

1. What operation is used in obtaining the next terms in a geometric sequence?

A. Addition C. Division
B. Multiplication D. Subtraction

2. What operation is used in obtaining the succeeding terms in an arithmetic

sequence?
A. Addition C. Division
B. Multiplication D. Subtraction

3. Which of the following terms is closely related to a geometric sequence?

A. Common Ratio C. Both A & B
B. Common Difference D. None of these.

4. Which of the following terms is closely associated to an arithmetic sequence?

A. Common Ratio C. Both A & B
B. Common Difference D. None of these.

5. Which of the following sequences is arithmetic?

25 27
A. 12, −12, −12, −12, … C. 12, 2
, 13, 2
,…
1
B. 32, 8, 2, ,… D. 1, 2, 3, 5, 8, …
2

6. Which of the following presents a geometric sequence?

25 27
A. 12, −12, −12, −12, … C. 12, 2 , 13, 2
,…
1
B. 32, 8, 2, 2
,… D. 1, 2, 3, 5, 8, …
1 1
7. What is the common difference in the sequence −1, − 2, 0, 2
, 1, …?
A. −1 C. 0
1 1
B. − 2 D. 2

1 1 1
8. What is the common ratio in the sequence −1, 2, − 4
, 8
, …?
A. −1 C. 0
1 1
B. − 2 D. 2

For items 9 to 15, determine whether the given situation presents an arithmetic
sequence, a geometric sequence, or neither. Write A for arithmetic, G for
geometric, and N for neither.
9. An amount of money invested in a bank that offers an interest rate of 6%
compounded annually
10. Saving ₱5 in your piggy bank daily
11. Pushing a swing with a constant force
12. 1, 2, −1, 3, −2, …
13. Half-life of Carbon
14. Graph of a linear function
15. A car running with a constant speed

2 CO_Q1_Mathematics 10_ Module 5

 What’s In

It was discussed earlier that sequences are arrangements of objects or terms

which follow a certain pattern. Look around you, can you cite situations, figures,
or even routines which follow a certain pattern?

Before going to school, are their sequenced routines that you follow? When
performing something, do you follow sequential actions? These are just a few of
many situations where we can see the applications of sequences. The patterns or
sequences we follow are results of the choices we pick and the decisions that we
make. Just like us, humans, different sets of numbers follow different sequences or
patterns, too.

Let us review what you have already learned on arithmetic sequences from the
preceding modules. Accomplish the activity that follows.

AM I ARITHMETIC OR NOT?
Identify whether the given sequence is arithmetic or not. Write AS if it is an
arithmetic sequence, otherwise, write NA.

Hint: For item number 1, the succeeding terms are

obtained by adding the common difference, 6, to the
preceding terms. Therefore, it is an arithmetic
sequence.

________ 1. 5, 11, 17, 23, …

________ 2. 3, 9, 27, 81, …

________ 3. 12, 9, 6, 3, …

1 1 1
________ 4. 1, , , , …
2 3 4
17 19
________ 5. 8, , 9, , …
2 2
How were you able to identify if the sequence is arithmetic or not? If some of the
examples above are not arithmetic, what kind of sequence are they?

Let’s discover another type of sequence through this module.

3 CO_Q1_Mathematics 10_ Module 5

 Lesson
Geometric Sequences
1

What’s New

Arithmetic sequences were presented to you in the previous modules using situations
that involve entrepreneurship, salary, savings, seats in a hall, health using a doctor’s
advice, construction, and even through the song Twelve Days of Christmas. This
goes to show that mathematical concepts are not just applied in mathematical
scenarios but are also being used in other fields. In this lesson, you will again be
exposed to some more circumstances where mathematics is used.

Look at the pictures shown below. Have you ever wondered how plants grow? In your
Facebook account, how would you know how many likers/reactors will you have in
a couple of minutes if a certain pattern is observed? When saving your money in the
bank, have you realized how much will it increase monthly, quarterly or yearly?
These are just but situations that will help you arrange or organize things accurately
and make wise decisions.

4 CO_Q1_Mathematics 10_ Module 5

 What is It

Consider yourself depositing an amount of money in a local bank which offers 8%

interest rate compounded annually. If you deposited ₱10,000 in that bank, how
much will you earn after a year? 2 years? 3 years?

Let us compute for the simple interest which is only paid

on the initial principal amount.

(principal amount) + (interest earned) = (end of the year balance)

interest
₱10, 000 + [(₱ 10, 000)(0.08)] = ₱10, 800.00
rate

How much will you earn in two years?

₱10, 000(1.08)(1.08) = ₱11, 664.00

How much will you earn in three years?

₱10, 000(1.08)(1.08)(1.08) = ₱12,597.12

From the given situation, the principal amount you have is ₱10,000 Then, after a
year of investing, you had a remaining balance of ₱10, 800. After the second year,
you obtained a remaining balance of ₱11, 664, and ₱12,597.12 after the third year.
The figure shows the remaining balance you obtained for three years.

The first term (𝑎1 ) is the

₱10,000.00 principal amount.

Second Term (𝑎2 ): obtained by

₱10,800.00 multiplying ₱10,000 x 1. 08

Third Term (𝑎3 ): obtained by

₱11,664.00
multiplying ₱10,800 x 1.08

Fourth Term (𝑎4 ): obtained by

₱12,597. 12
multiplying ₱11,664 x 1. 08

From the figure, can you predict the next?

terms?

5 CO_Q1_Mathematics 10_ Module 5

Consider the principal amount as the first term, then the second term will be the
remaining balance after a year, then the third term will be the remaining balance
after two years, and so on. The terms were obtained by multiplying a constant value
(1.08) from the preceding term. The constant value is referred to as the common
ratio (𝒓) and the terms can be denoted by 𝒂𝒏 where, 𝒏 refers to the placement of the
term. This sequence is an example of geometric sequence.

Therefore, the fifth term of the sequence

can be obtained by:

fourth term × common ratio = fifth term How will you obtain the
𝑎4 (𝑟) = 𝑎5 common ratio?
₱12, 597.12(1.08) = 𝑎5
𝒂𝟓 = ₱𝟏𝟑, 𝟔𝟎𝟒. 𝟕𝟔 The common ratio is obtained
by :
𝒂𝟐 𝒂𝟑 𝒂𝟒
or or ...
𝒂𝟏 𝒂𝟐 𝒂𝟑

𝒔𝒖𝒄𝒄𝒆𝒆𝒅𝒊𝒏𝒈 𝒕𝒆𝒓𝒎
𝒑𝒓𝒆𝒄𝒆𝒅𝒊𝒏𝒈 𝒕𝒆𝒓𝒎
𝒂𝟐 𝒂𝟑 𝒂𝟒
where = = . ..
𝒂𝟏 𝒂𝟐 𝒂𝟑

What’s More

ACTIVITY 1: GENERATE THAT PATTERN!

1. Find the next three terms of the geometric sequence 3, 21, 147, …
Solution: To find the next three terms of the sequence:
a. First, identify the common ratio (𝒓).
𝑎2 21
𝑟= = =7
𝑎1 3

b. Afterwards, multiply the obtained common ratio (𝑟) to the preceding term to
get the next term.

𝑎1 = 3 𝑎4 = 147 × 7 = 1 029

𝑎2 = 3 × 7 = 21 𝑎5 = 1 029 × 7 = 7 203

𝑎3 = 21 × 7 = 147 𝑎6 = 7 203 × 7 = 50 421

Therefore, the next three terms of the geometric sequence are 1 029, 7 203, and 50
421.

6 CO_Q1_Mathematics 10_ Module 5

2. You are planning to buy a new blouse which costs ₱300 as a present to your
mother this Christmas season. You started saving money on the first week of
November and doubled the amount to be saved every week. If you started saving
₱5 on the first week, will you be able to buy the blouse at the end of the second
week of December? What is the sequence obtained?

To solve the problem, you must have to analyze accurately the given situation. The
amount to be saved is doubled every week. Therefore, you must multiply the
preceding terms by two (2) in order to obtain the succeeding terms. The initial
amount saved is ₱5 while your target amount at the end of the second week of
December is ₱300.
To represent the situation:
₱5

initial amount saved in the first

week of November

₱300

target total savings at the end of

the second week of December

There are six weeks from the first week of November up to the second week of
December.
Week Total
Number
1 2 3 4 5 6 Savings

₱5 ₱5 × 2 ₱10 × 2 ₱20 × 2 ₱40 × 2 ₱80 × 2

Weekly
Savings
₱𝟑𝟏𝟓
₱𝟓 ₱𝟏𝟎 ₱𝟐𝟎 ₱𝟒𝟎 ₱𝟖𝟎 ₱𝟏𝟔𝟎

Adding all your savings from the 1st week up to 6th week will enable you to identify if
it’s possible for you to buy the blouse for your mother. From the table, the amount
obtained is ₱315, therefore, you will be able to buy the blouse at the end of second
week of December.

The geometric sequence obtained is 5, 10, 20, 40, 80, 160, …

If you do this scheme of saving from the first week of the year until the very last week
with ₱1 as the initial amount to be saved, how much will you be able to save for a
year? What will you do with such earning?

7 CO_Q1_Mathematics 10_ Module 5

ASSESSMENT 1. IT’S YOUR TURN!
A frog jumped 20 centimeters away from a door and then jumps again 15 centimeters
away from the 20-centimeter point. The frog reaches three-fourths of its preceding
distance each time it jumps.

Complete the table of values showing the relationship between the number of jumps
and distance covered by the frog per jump. Then, write the geometric sequence
formed and answer the question that follows.
Number of
1 2 3 4 5 6 7
Jumps
Distance 𝟒𝟓 𝟏𝟑𝟓 𝟒𝟎𝟓 𝟏𝟐𝟏𝟓 𝟑𝟔𝟒𝟓
20 15
Covered 𝟒 𝟏𝟔 𝟔𝟒 𝟐𝟓𝟔 𝟏𝟎𝟐𝟒

Geometric Sequence: __________________________

If the frog jumped following a straight path, what is the linear distance of the frog
from the door after jumping seven times? __________________________

ACTIVITY 2: WHO’S ON DECK?

Sets of geometric sequences are provided below. Identify the value of the missing
term that will satisfy the given geometric sequences.
1. 3, 12, 48, ___ 2. ___ , 32, 64, 128

The missing term is a succeeding The missing term is a preceding

term and comes after 48. term and comes before 32.
The common ratio is 4. The common ratio is 2.

To obtain the missing term, To obtain the missing term,

multiply 48 to 4. divide 32 by 2.

Therefore, the missing term in the Therefore, the missing term in

geometric sequence is 192. the geometric sequence is 16.

Remember
To identify the missing term:
First, you must have to find the common ratio.
If the unknown value is a succeeding term, then multiply
the preceding term to the common ratio.
If the unknown value is a preceding term, then divide the
succeeding term by the common ratio.

8 CO_Q1_Mathematics 10_ Module 5

ASSESSMENT 2. MISSING IN ACTION
Identify the value of the missing term in each geometric sequence.

1. ______ , −32, 16, −8

2. 100, 50, 25, ______

3. −2, 12, ______ , 432

4. −4, ______ , −64, −256

1
5. 32, 2, 8
, ______

What I Have Learned

ACTIVITY 1: SHADE THAT GEOMETRIC

Identify whether the given sequence is geometric or not.
SHADING THE BOXES
1. Prepare a crayon of any shade you want.
2. Color the boxes that contain geometric sequences.

−2, 6, −18, 1 1 1 1 100, 50, 0,

3, −2, 4, −5 2, 1, , , , 1, 2
54 2 4 2 4 −50

5 5
0, 12, 24, 36 5, 15, 45, 135 2, −4, 8, −16 3, 6, 12, 24 15, 5, ,
3 4

5 5 5
5, , , 7, −3, 4, 1 3, −2, 4, 7 15, 20, 25, 30 108, 36, 12, 4
2 4 8

13 5 3 5
1, 2, 3, 4 65, 13, 90, 30, 10 15, 5, 1, , 2,
5 3 2 2

−2, −6, −18, 5

10, 20, 30, 40 10, 20, 40, 80 5, 50, 500 20, 10, 5,
−54 2

You did great!

9 CO_Q1_Mathematics 10_ Module 5

ACTIVITY 2: A THOUGHT TO PONDER
A message is hidden in the boxes. Follow these steps to decode the message.
Step 1. Identify the common ratio of each of the geometric sequences found in the
Question Box.
Step 2. Match the answers that you got with those found in the Answer Box by
writing the word/punctuation that corresponds with the correct common
ratio in the Answer Box.

QUESTION BOX

TO NOT PERSON PRAY FOR

1 1 1
1, 4, 16 12, 6, 3 2, −8, 32 7, 14, 28 , ,
2 6 18
; AN A BE STRONG
1 1 3 1 1
, , 100, 20, 4 2,−2, 2,−2 , ,1 2, 40, 800
6 2 2 25 5
PRAY EASY INSTEAD LIFE
4 8 1 1
2, , , −1 , 2 , −1, 3 32, 8, 2 10, 10, 10
3 9 2 3

ANSWER BOX

1 1 1
2 –2
2 3 5

2
1 3 –3 4
3

1
5 –1 20 –4
4

MESSAGE : ______________________________________________________________
Amazing. You’re almost there!

10 CO_Q1_Mathematics 10_ Module 5

 What I Can Do

PUSH IT!
A child on a swing is pushed by his father until the swing reached a maximum
height of 4 feet. Then, the father released the swing and observed that the maximum
height reached by the swing decreases by 15% on each successive swing.
1. If the swing is pushed once by the father, what will be the height reached
on the third swing? on the fourth swing? on the sixth swing?
2. Complete the table of values to present the answers to the questions in
item 1.
Number of Swings 1 2 3 4 5 6
𝟏𝟕 𝟐𝟖𝟗 𝟒𝟗𝟏𝟑
Height Reached 4 2.089 1.775
𝟓 𝟏𝟎𝟎 𝟐𝟎𝟎𝟎

Lesson Arithmetic Sequences vs.

2 Geometric Sequences

What’s New

HOW TO GENERATE SEQUENCES

Determine the pattern being followed by the consecutive terms or numbers in each
of the following sequences.

1. 1, 2, 3, 4, …

2. 7, 14, 28, 56, …

3
3. 12, 6, 3, 2
, …

4. 7, 12, 17, 22, …

5. 13, 7, 1, −5, …

11 CO_Q1_Mathematics 10_ Module 5

 What is It

If you are going to observe the given sequences in What’s New, there is always a
constant value that is being added or multiplied to obtain the terms in the sequence.
Let us re-discover these concepts through this lesson.

Look at the two sequences below, what can you say about the pattern that is being
followed by the consecutive terms or numbers in each sequence? What pattern do
you observe in sequence 1? How about in sequence 2?

1 5, 12, 19, 26, 33, … 2 3, 12, 48, 192, …

In the first example, the first term, denoted as 𝑎1 , is 5. It is followed by the second
term (𝑎2 ) 12, then the third term (𝑎3 ) 19, the fourth term (𝑎4 ) 26, and so on. In order
to obtain the second term, you add 7 to the first term, and to obtain the third term,
you add 7 to the second term. So, the pattern is 7 is being added to a preceding
term to obtain a next term. The number that is being added to the preceding term
to get the next term is referred to as the common difference (𝑑) of an arithmetic
sequence.

5+7, 12+7, 19+7, 26+7, 33, … Common Difference (𝑑)

The common difference is obtained by:

𝒂𝟐 − 𝒂𝟏 or 𝒂𝟑 − 𝒂𝟐 or 𝒂𝟒 − 𝒂𝟑 …

succeeding term – preceding term

where
𝒂𝟐 − 𝒂𝟏 = 𝒂𝟑 − 𝒂𝟐 = 𝒂𝟒 − 𝒂𝟑 = ⋯
…

An arithmetic sequence is a sequence obtained by

adding a common difference (𝒅) to a preceding term in
order to obtain the next term.

In the second example, 3 is the first term, 12 is the second term, 48 is the third term,
and so on. The first term (𝑎1 ) is multiplied to 4 to get the second term (𝑎2 ). The third

12 CO_Q1_Mathematics 10_ Module 5

term (𝑎3 ) is obtained by multiplying 4 to 𝑎2 and 𝑎3 is multiplied to 4 to get 𝑎4 . So, the
pattern is 4 is being multiplied to a preceding term to obtain the next term. The
number that is being multiplied to the preceding term to get the succeeding number
is called the common ratio (𝑟) of a geometric sequence.

3x4, 12x4, 48x4, 192,… Common Ratio (𝑟)

The common ratio is obtained by :

𝒂𝟐 𝒂𝟑 𝒂𝟒
or or ...
𝒂𝟏 𝒂𝟐 𝒂𝟑

𝒔𝒖𝒄𝒄𝒆𝒆𝒅𝒊𝒏𝒈 𝒕𝒆𝒓𝒎
𝒑𝒓𝒆𝒄𝒆𝒅𝒊𝒏𝒈 𝒕𝒆𝒓𝒎
where
𝒂𝟐 𝒂𝟑 𝒂𝟒
= = ...
𝒂𝟏 𝒂𝟐 𝒂𝟑

A geometric sequence is a sequence obtained by multiplying

a common ratio to the preceding terms in order to obtain the
succeeding terms.

What’s More

ACTIVITY: ARITHMETIC OR GEOMETRIC!

Determine whether the sequence is geometric or arithmetic.

1. 12, 15, 18, 21, …

2. 10, 5, 0, −5, …
3. 5, 15, 45, 135, …
4. −24, 12, −6, 3, …
Example 1.) 12, 15, 18, 21, …

First, let’s investigate if a common ratio or a common difference exists. Using the first
three terms 12, 15, and 18:
𝑎2 15 𝟓 𝑎 18 𝟔 𝟓 𝟔
𝑎
= 12 = 𝟒 and 𝑎3 = 15 = 𝟓 but 𝟒 ≠ 𝟓
1 2

13 CO_Q1_Mathematics 10_ Module 5

We got the ratios of two pairs of consecutive terms but, we failed to obtain a common
ratio. So, the sequence is not a geometric sequence.

Now, let’s try to obtain a common difference by using the first three terms 12, 15,
18.
𝑎2 − 𝑎1 = 15 − 12 = 𝟑 and 𝑎3 − 𝑎2 = 18 − 15 = 𝟑 and 𝟑 = 𝟑
We performed subtraction in two pairs of consecutive terms and, we were able to
obtain the common difference, 3. Therefore, we can conclude that the sequence is an
arithmetic sequence.
Let us do the same for examples 2 to 4 to find out if the sequence is arithmetic or
geometric.

Example 2.) 10, 5, 0, -5, …

𝑎2 5 𝟏 𝑎3 0 1
= = and = = 0 is not equal to 0. Thus, the
𝑎1 10 𝟐 𝑎2 5 2
sequence is not geometric.

a2 – a1 = 5 – 10 = −5 and
There is a common difference
a3 – a2 = 0 – 5 = −5 of – 5. Therefore, the sequence
is arithmetic.

Example 3.) 5, 15, 45, …

𝑎2 15
= = 3 and There is a common ratio of 3.
𝑎1 5
Therefore, the sequence is
𝑎3 45
= = 3 geometric.
𝑎2 15

Example 4.) −24, 12, −6, 3, …

𝑎2 12 𝟏 𝟏
= = − and There is a common ratio of − 𝟐.
𝑎1 − 24 𝟐
Therefore, the sequence is
𝑎3 −6 𝟏
= = − geometric.
𝑎2 12 𝟐

14 CO_Q1_Mathematics 10_ Module 5

ASSESSMENT 1. WHICH IS WHICH?
Determine if the following sequence is arithmetic, geometric, or neither. Write JUST
for arithmetic, DO for geometric, and IT for neither.

2.) – 1 , 1, – 1 , 1 , …
1.) a, ar, ar2, ar3, …

ASSESSMENT 2. THEY NEED HELP

Read and analyze the situation carefully. Then, provide what is being asked for.

SITUATION:
Your classmates Ruben and Nathaniel are arguing during your Math subject. You
found out that they are arguing about the examples of sequences presented by your
teacher.

A. Saving 5 pesos in your B. An amount of money deposited in

piggy bank daily a bank that is compounded yearly
at an interest rate of 6%

15 CO_Q1_Mathematics 10_ Module 5

Ruben is telling that example A is an arithmetic sequence while example B is a
geometric sequence. On the other hand, Nathaniel is defending that example A is a
geometric sequence while example B is an arithmetic sequence.
Since you are knowledgeable about the issue, who among your classmates will you
agree with?
Answer: ___________
What explanation(s) will you provide to your classmates for them to understand
clearly the difference between an arithmetic sequence and a geometric sequence?

_____________________________________________________________________
___________________________________________________________________________
Your explanation(s) will be scored using this rubric.
8 points 6 points 4 points 2 points
Argument is very Argument is Argument gives Argument gives no
informative, somewhat some new new information
accurate, and well informative and information but is and is poorly
organized. organized. poorly organized. organized.

Congratulations! You did it right!

What I Have Learned

SEE THE DIFFERENCE!

What is the main difference that you observed between the two sequences
below? Justify your answer.

4 4 4 27 29
A. 12, 4, , , ,… B. 13, , 14, , 15, …
3 9 27 2 2

Your justification(s) will be rated using this rubric.

8 points 6 points 4 points 2 points

Correct answer Correct answer Correct answer
An answer is
with informative with informative with well
provided but
and well but not well organized but
without
organized organized not informative
justification
justification justification justification

16 CO_Q1_Mathematics 10_ Module 5

 What I Can Do

INVESTIGATE AND CONCLUDE

Read and analyze the situation below.

Consider yourself depositing an amount of money in a local bank which offers 5%

interest rate compounded annually. If you deposited ₱10,000 in that bank, how
much will you earn after 3 years?

1. What kind of sequence is illustrated in the above situation?

2. If it shows an arithmetic sequence, then what is the common difference? On the
other hand, if it shows a geometric sequence, then what is the common ratio?
Provide a justification for your answer using any method.

Assessment

Multiple Choice. Read and analyze the following items and determine the letter of the
correct answer from the given choices. Write the CAPITAL letter of the correct answer
on your answer sheet.

1. This refers to the number that is being multiplied to obtain a geometric sequence.
A. Number of Terms C. Common Difference
B. Common Denominator D. Common Ratio

2. Which of the following statements is true to all geometric sequences?

A. If the common ratio is negative, then the sequence is increasing.
B. If the common ratio is negative, then all the terms of the sequence is also
negative.
C. If the common ratio is less than one, then the sequence is decreasing.
D. If the common ratio is less than one, then the sequence is increasing.

3. If the common ratio of a sequence is –3 and the first term is 3, then the fourth
term is ___.
A. 27 B. −27 C. – 81 D. 81

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

1 1
A. 2, 4, 6, 8, … C. , , 1, 2, …
4 2
1 1 1
B. 12, 8, 4, 0, … D. 1, 2
, 3
, 4 , ….

17 CO_Q1_Mathematics 10_ Module 5

 1 1
5. Supply the missing term in the sequence 1, ____, 4
, 8
, … to make it a geometric
sequence.
1 1
A. 2 B. 2 C. 3 D. 3

6. Which of the following statements will let you obtain the common difference of an
arithmetic sequence?
A. Divide the first term by the second term of the sequence.
B. Subtract the first term from the second term of the sequence.
C. Subtract the second term from the first term of the sequence.
D. Divide the second term by the first term of the sequence.

1 1
7. What is the common difference in the sequence 1, 2, 0, − 2
, −1, …?
1 1
A. −1 B. − 2
C. 0 D. 2

8. Which of the following is NOT an arithmetic sequence?

A. −1, 0, 1, 2, 3, 4, 5, … C. 0, −2, −5, −9, −14, ...
1 1 3 1 1 3 5
B. − , , , … D. , − , − , − , …
2 2 2 2 2 2 2

9. What term fits on the blank in the sequence ____ , 0, 3, 6, …?

A. −3 B. 0 C. 3 D. 6

For items 10 to 15, determine whether the given situation is an arithmetic

sequence, a geometric sequence, or neither. Write A for
arithmetic, G for geometric, and N for neither.
10. Growth of bacteria on a petri dish
11. 15, 10, 5, 0, −5, −10, …
12. Doubling your weekly savings
13. The number of people watching a viral video within an hour
14. Playing the stacking cups game
15. The taxi fare a passenger pays per kilometer traveled

Additional Activity
Ben is planning to visit his friend Albert who is suffering from colds and headache.
Ben uses his car to travel to Albert’s house. The initial speed of Ben’s car is 20 mph,
then constantly increasing one-fourth of its preceding speed.
1. If the constant increase of its speed is done every 10 minutes, what will be
the speed of his car for the first 30 minutes?
2. Construct a table of values which shows the relationship between the
1
speed of the car for the first hour if the constant increase is 3 of the
preceding speed for every 20 minutes.

3. What is the common ratio obtained by the sequence based from the table
of values?

Congratulations! MISSION ACCOMPLISHED.

18 CO_Q1_Mathematics 10_ Module 5
CO_Q1_Mathematics 10_ Module 5 19
What I Know
1. B 6. B 11. G
2. A 7. D 12. N
3. A 8. B 13. G
4. B 9. G 14. A
5. C 10. A 15. G
What’s In
1. AS 2. NA 3. AS 4. NA 5. AS
LESSON 1
What’s More
Assessment 1: (in centimeters)
Number of
1 2 3 4 5 6 7
Jumps
Distance 𝟒𝟓 𝟏𝟑𝟓 𝟒𝟎𝟓 𝟏𝟐𝟏𝟓 𝟑𝟔𝟒𝟓
20 15
Covered 𝟒 𝟏𝟔 𝟔𝟒 𝟐𝟓𝟔 𝟏𝟎𝟐𝟒
45 135 405 1215 3645
The sequence is 20, 15, , , , ,
4 16 64 256 1024
The frog is 69.32 centimeters away from the door.
Assessment 2:
25 1
1. 64 2. 3. −72 4. −16 5. 128
2
What I have Learned
Activity 1:
Answer Key
CO_Q1_Mathematics 10_ Module 5 20
Activity 2:
MESSAGE : Pray not for an easy life; instead pray to be a strong person.
What I can Do (in feet)
Number of Swings 1 2 3 4 5 6
𝟏𝟕 𝟐𝟖𝟗 𝟒𝟗𝟏𝟑
Height Reached 4 2.089 1.775
𝟓 𝟏𝟎𝟎 𝟐𝟎𝟎𝟎
LESSON 2
What’s New
1. Add 1 to the preceding terms.
2. Multiply 2 to the preceding terms.
1
3. Multiply to the preceding terms.
2
4. Add 5 to the preceding terms.
5. Add −6 to the preceding terms.
What’s More
Assessment 1: Assessment 2:
1. DO 1. I will agree with Ruben’s claim.
2. DO 2. Saving ₱5 in a piggy bank daily shows a
3. IT constant number that is being added on
4. DO the preceding days. Therefore, it shows
5. IT an arithmetic sequence. On the other
6. JUST hand, depositing an amount in a bank
7. JUST acquires an interest depending on a
8. JUST constant value that is being multiplied
9. DO to the preceding amount. Therefore, a
10. DO geometric sequence is obtained.
CO_Q1_Mathematics 10_ Module 5 21
What I have Learned
The numbers in set A present a geometric sequence while the ones in
REFERENCES
1
set B show an arithmetic sequence. The common ratio , in set A, is
3
multiplied to every preceding term to obtain each succeeding term. The
1
common difference , in set B on the other hand, is added to every
2
preceding term to obtain each succeeding term.
What I can Do
1. It shows a geometric sequence.
10,500 21
2. The common ratio is = or 1.05.
10,000 20
The initial deposit is ₱10,000 which is compounded annually with
a rate of 5%. To obtain the second term, multiply the initial deposit
by 5%. Then the obtained value is the second term, so, divide the
second term by the first term to get the common ratio.
Assessment
1. D 6. B 11. A
2. C 7. B 12. G
3. C 8. C 13. N
4. C 9. A 14. A
5. B 10. G 15. A
Additional Activity
1. 39. 0625 mph
1. Table of values (the speed of the car is in mph)
20-minute
0 20 40 60
Intervals
Speed of the
20 26.67 35.56 47.41
Car
2. The common ratio (𝑟) is 1. 3333333.
References
Josephine Cabral, Julieta Bernabe and Efren Valencia.New Trends in Math
Series,Algebra II. Araneta Avenue,Quezon City: Vibal Publishing House
Incorporated, 2004.
Katiegard.wordpress.com, Saving for the What Ifs, accessed July 8, 2020,
https://katiegard.wordpress.com/tag/interpretations/
Pngwave.com, Cinema Theater drapes and stage curtains, accessed July 7, 2021,
https://www.pngwave.com/png-clip-art-aiuru
Yumpu.com, Applications to Geometric Sequences and Series to Financial Maths,
accessed July 7, 2020, www.yumpu.com/en/document/read/35995428
https://firstpriority.net/152-qa-with-coach-phil-december-31-2019-12-days-of-
xmas-new-years-resolutions-3-0/

22 CO_Q1_Mathematics 10_ Module 5

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