Identify Whether The Sequence Is Geometric

Content Standards: The learner demonstrates understanding of key concepts of sequences,
polynomials and polynomial equations.

Performance Standards: The learner is able to formulate and solve problems involving
sequences, polynomials and polynomial equations in different disciplines
through appropriate and accurate representations.
Learning Competency and Code: The learner is able determine geometric means and nth term
of a geometric sequence. M10AL-Ie-1
Quarter: 1 Week: 5 Day: 16
I. Objectives:
At the end of 60 minutes, 75% of the learners are expected to:

1. define geometric sequence; and
2. identify whether the sequence is geometric or not.
II. Content:
Subject Matter: Geometric Sequence

Integration:
(Learning Area): English
Strategies: Problem-Solving, Cooperative Approach
Materials: LED Monitor, Laptop, Cartolina, Manila Paper, Scotch tape, Pentilpen, Chalk,
References: Grade 10 Learner’s Module (pp.26-36), Grade 10 Teacher’s Guide (pp. 22 34)
New High School Mathematics(Acelajado, Maxima, et al.,)(pp. 175-184)
III. Learning Tasks:

Preliminary Activities (2 mins)
 Prayer
 Greetings
 Checking of Attendance
A. Elicit (5 mins)
 The students will form a big circle. The teacher will play a music while a potato will
be pass around the students. When the music stops, the student holding the potato
will choose a number which corresponds to the number of the question that the
teacher has prepared.
 The student who can give the correct answer will be given a star with corresponding
points.
Questions:
1. What do you call a succession of terms formed according to a rule? (Sequence)
2. What do you call any number or figure in a sequence? (Term)
3. What do you call the difference between any two consecutive terms in a arithmetic
sequence? (Common difference)
4. What do you call a sequence whose terms are obtained through adding a constant
number called common difference? (Arithmetic sequence)
5. What is the notation used for common difference in an arithmetic sequence? (d)
6. What is the notation used for the first term in an arithmetic sequence? (a_1)
7. What do you call a term between any two terms of an arithmetic sequence?
(arithmetic mean)
8. What do you call a repeating way or manner in which number or figures appear in a
succession? (Pattern/Rule)
9. What do you call a word that describe a relationship between numbers or objects?
(Pattern/Rule)
10. What do you call a list of numbers that typically changes according to a pattern?
(Sequence)
B. Engage (5 mins)
 The activity is called Post it! The class will be grouped into five groups. Each group
will be provided an envelope with two questions to be filled in, a marker and a
scotch tape. The group will post their answers on the board. The group that will be
finished first will have a reward(can be points or candies).
Direction: Find the missing terms in each geometric sequence.
Group 1: Group 4:
a. 3, 12, 48, ___, ___, ___ a. 120, 60, 30, ___, ___, ___
b. 7, 9, ___, ___, 1/3 b. -2, ___, ___, -16, -32, -64
Group 2: Group 5:
a. 8, 24, ___, ___, 648 a. ___, ___, 32, 64, 128
b. 40, 20, 10, ___, ___, ___ b. -1, 2, -4, ___, ___, ___
Group 3:
a. 5, ___, 20, 40, ___
b. 256, ___, ___, -32, 16, ___
C. Explore (16 mins)

 In the same group, the students will be task to answer the activity below. they will be
given an envelope containing the problem and the questions. They will write their
output in a manila paper.
Activity 1.
CHAIN TEXT MESSAGING
Chain text messages operate the same way as a chain letters. One such chain text
requires the recipient to send the message to 3 other people within the hour.
Time 7:00 am 8:00 am 9:00 am 10:00 am
Number of Text Recipients 1 3 9 27
Questions:
1. Do numbers 1, 3, 9, and 27 in the table form a sequence?
2. Does it have a common difference?
3. Is it an arithmetic sequence? If not, what kind of sequence do you think it is?
4. How is the next term being obtained?
5. How do you call the constant number used to get the next term?
D. Explain (14 mins)
 The students will choose a member from their group to explain their output in front
of the class.
 The teacher will ask the following questions?
1. What do you mean by geometric sequence?
2. When can you say that a sequence is geometric?
3. What is the pattern used in a geometric sequence to obtain the next term?
4. How do you define common ratio?
5. Who can give an example of a geometric sequence?
E. Elaborate (5 mins)
 The teacher will provide a board work activity to the students with the following
questions below. The students who can answer the activity will be given a star with
corresponding points.
Direction: Fill in the blank. Provide the missing term in the geometric sequence below.
1. 2, 4, ____, _____, 32, ...
2. -2, 2, ____, 2, -2, ____, ... Answer Key: (Elaborate)
3. 20, -10, ____, ____, ... 1. 8, 16 4. -4, -16
4. -1, 2, _____, 8, ____, ... 2. -2, 2 5. 6, 12
5. 3, ____, ____, 24, 48, ... −5
F. Evaluate (10 mins) 3. 5,
2
I.
1. Define geometric sequence.
2. When can we say that a sequence is geometric?
II. Determine whether the following sequence is a geometric sequence of not. Write
GS, if it is and NOT GS if it is not.
1. 5, 10, 15, 20, ... Answer Key: (Evaluate)
2. 7, -21, 63, -189, ... II.
3. 1000, 2000, 4000, 8000, ... 1. NOT GS 4. NOT GS
4. 6, 18, 24, 48, ... 2. GS 5. GS
5. 8, 24, 72, 216, ... 3. GS
G. Extend (3 mins)
Create 3 geometric sequences with 7 terms whose common ratio is -2.
Reflection:
A. No.of learners achieve 80%:_______
B. No.of learners who require additional activities for remediation:______
C. Did the remedial lessons work?_______
D. No.of learners who have caught up the lessons:________
E. No. of learners who continue to require remediation:________
F. Which of my teaching strategies worked well? Why did these work?_________
G. What difficulties did i encounter which my principal or supervisor help me solve?
_________
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?________

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Content Standards: The learner demonstrates understanding of key concepts of sequences,

polynomials and polynomial equations.

At the end of 60 minutes, 75% of the learners are expected to:

Subject Matter: Geometric Sequence

III. Learning Tasks:

C. Explore (16 mins)

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