PASSI CITY COLLEGE

CITY OF PASSI, ILOILO

SCHOOL OF HOSPITALITY MANAGEMENT

MODULE 2
▪ GEOMETRIC PROGRESSION
▪ MATHEMATICAL LANGUAGE AND SYMBOLS

Course No.: GE 3
Course Title: Mathematics in the Modern World

MODULE OVERVIEW

On the first module you have learned applications, patterns and regularities of
mathematics in the world; these patterns constitute a set of numbers or objects in which all the
numbers are related with each other by a specific rule.

In this module, you will discover another type of pattern occurring in the world. This will
help you understand more not only about the mathematical approach on these matters but also
appreciate the nature and uses of mathematics.

The second part of this module discusses different mathematical language and symbols
that can serve us in a wide variety of situations. It will also discuss some of the special language
that is a foundation for mathematical thought.

LEARNING OBJECTIVES

At the end of the module the students should have:

defined geometric progression,
differentiated geometric from arithmetic progression;
recognized the behavior of geometric sequence;
evaluated geometric progression problems;
discussed the language, symbols and conventions of mathematics;
explained the nature of mathematics as language;
performed operations on mathematical language.

1 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Part I.

Introduction

As we observe patterns in nature, unconsciously we observe mathematical representation

of this sequences, arithmetic as it seems to be common in nature is a great help in many ways.
Geometric Progression in some cases can also be observed unknowingly, this is a type of
sequence in which instead of a common difference, this uses ratio, which will help you identify
the next value of the sequence.

GEOMETRIC PROGRESSION

If in the arithmetic sequence we need to check for the common difference, in geometric
sequence we need to look for the common ratio. The illustrated in the example below, geometric
sequence is not as obvious as the arithmetic sequence. All possibilities must be explored until
some patterns of uniformity can intelligently be struck. At first it may seem like pattern less but
only by digging a little bit deeper that we can finally delve the constancy.

A geometric progression is a sequence such that any element after the first is obtained by
multiplying the preceding element by a constant called the common ratio which is denoted by “r”.
The common ratio (r) is obtained by dividing any term by the preceding term, i.e.,

𝑎2 𝑎3 𝑎𝑛
𝑟= = =⋯=
𝑎1 𝑎2 𝑎𝑛−1

Where:

𝑟 = 𝑐𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜
𝑎1 = 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚
𝑎2 = 𝑠𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚
𝑎3 = 𝑡ℎ𝑖𝑟𝑑 𝑡𝑒𝑟𝑚
𝑎𝑛−1 = 𝑡𝑒𝑟𝑚 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚
𝑎𝑛 = 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚

The geometric progression has its sequence formation:

𝑎1 , 𝑎1 𝑟, 𝑎1 𝑟 2 , … 𝑎1 𝑟 𝑛−1 , 𝑎1 𝑟 𝑛

2 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Formula in finding the nth term of a geometric progression:

𝑎𝑛 = 𝑎1 𝑟 𝑛−1

Where:

𝑟 = 𝑐𝑜𝑚𝑚𝑜𝑛 𝑟𝑎𝑡𝑖𝑜
𝑎1 = 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚
𝑛 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑒𝑟𝑚
𝑎𝑛−1 = 𝑡𝑒𝑟𝑚 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑛𝑡ℎ 𝑡𝑒𝑟𝑚

Finding the sum of terms in a geometric progression is easily obtained by applying the formulas;

𝑎1 (𝑟 𝑛 − 1)
𝑆= 𝑖𝑓 𝑟 > 1
𝑟−1

𝑎1 (𝑟 𝑛 − 1)
𝑆= 𝑖𝑓 𝑟 < 1
1−𝑟

The behavior of geometric sequence depends on the value of the common difference “r”

If “r” is:

❖ + (POSITIVE), the terms will all be the same sign, as the initial term
❖ (NEGATIVE), the terms will alternate between positive (+) and negative (-)
❖ >1, there will be exponential growth towards +/- infinity
❖ 1, the progression is a constant sequence.
❖ Between -1 and 1 but not zero, there will be exponential decay toward zero.

EXAMPLE NO. 1

Find the 7th term of the geometric progression 1, 3, 9, …

*take note that in the above sequence: 1 is the first term, 3 is the second term, and 9 is the
third term, we are asked to find the 7th term which means, we are going to solve for the 7th value
(or number) in the sequence.

Solution:

𝑎1 = 1, 𝑎2 = 3 𝑎3 = 9 𝑎7 =? Write down key terms

3 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Next, find the common ratio using the formula

𝑎2 𝑎3
𝑟= =
𝑎1 𝑎2

This is also one way to check the type of sequence that we have at hand. If the ratio is constant
then the sequence is geometric.

Substituting the given values, we have,

3 9
𝑟= =
1 3

𝑟=3 = 3

Since we have a constant 𝒓, this means that the sequence is a geometric progression.

Now we have all the needed values to answer the problem, simply substitute the values to the
formula:

𝑟 = 3, 𝑎1 = 1

𝑛 = 7, 𝑎7 =?

𝑎𝑛 = 𝑎1 𝑟 𝑛−1 Substitute the respective values

𝑎7 = 1(3)7−1 Simplify

𝑎7 = 1(3)6 Simplify further

𝑎7 = 1(729)

𝑎7 = 729 Final answer

*Thus the 7th term is 729

EXAMPLE NO. 2

Find the sum of the first 10 terms of the geometric progression 3,6,12, …

GIVEN:

𝑎1 = 3 𝑎2 = 6 𝑎3 = 12

𝑆10 =?

4 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
 Solution:

First, solve for the common ratio using the given formula:
𝑎2 𝑎3
𝑟= =
𝑎1 𝑎2

Substitute the value of first, second term and third term to check whether the
common ratio is constant.

6 12
𝑟= =
3 6

𝑟= 2 =2

𝑟= 2

Now we have the value of our common ratio, since r > 1 the formula will be used
to solve for the sum of nth terms:

𝑎1 (𝑟 𝑛 − 1)
𝑆=
𝑟−1

Substitute the values

𝑎1 (𝑟 𝑛 − 1)
𝑆10 =
𝑟−1

3(210 − 1)
𝑆10 =
2−1

Simplify

3(1024 − 1)
𝑆10 =
1

3(1023)
𝑆10 =
1

𝑆10 = 3069 Final answer

5 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Activity 1
Instructions: Identify the following sequence. Write GP, if the sequence is a Geometric
Progression, and AP if the sequence is an Arithmetic Progression.

1. 5, -15, 45, -216, …

2. 20, 30, 45, …
3. 9, 10, 11, …
4. 26, 30, 34, ...
1 3 9
5. 2
, − 8 , 32, …

Activity 2

1. Find the 5th term of the geometric sequence, 64, 32, 16, … (Show your solution)

2. Find the sum of the first 8 terms of the geometric sequence, 7, 14, 28, … (Show your
solution)

Assessment

A. Determine if the sequence is geometric. If it is, find the common ratio, and discuss the
behavior of the sequence.

1. -1, 7, -49, 343, …

2. -1, 1, 4, 8, …
3. 6, 36, 144 …
4. -3, -9, -27, -81, …
5. 1, -4, 16, -64, …

B. Find the 10th term and sum of the first 5 terms of the following geometric sequence.

1. 3, 6, 12, 24, …
2. 2, 10, 50, …
3. 512, 256, 128…

“Just because we can’t find a solution it doesn’t mean that there isn’t one.”
– Andrew Wiles

6 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Part II. Mathematical Language and Symbols

Introduction

Mathematics as a body of knowledge has a structure and all elements and operations in it
operate a system. It contains a set of axioms about objects, rules of logic and theorems which
are consequences of logic applied to axioms.

As a body of interconnected units of axioms and theorems, mathematics carries out of its
discourse through a distinct set of language and symbols.

Characteristics of Mathematical Language

The language of mathematics makes it easy to express the kinds of thoughts that
mathematicians like to express.

It is:

1. precise (able to make very fine distinction)

2. concise (able to say things briefly); and
3. powerful (able to express complex thoughts with relative cases).

Comparison of Natural Language into Mathematical Language

The table below is an illustration on the comparison of a natural language (expression or

sentence) to a mathematical language.

7 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
 Mathematical expression - is the analogue of an English noun; it is a correct arrangement
of mathematical symbols used to represent a mathematical object of interest. An expression
does NOT state a complete thought; in particular, it does not make sense to ask if an
expression is true or false.

Mathematical Sentence – is the analogue of an English sentence; it is a correct

arrangement of mathematical symbols that states a complete thought. It can either be true or
false.

Open mathematical Sentence – a sentence which could be true or false depending on the
value or values of unknown quantities in the sentence

Closed Mathematical Sentence – a sentence which is known to be true or known to be

false.

Basic Operations and Relation Symbols

SYMBOL NAME BASIC ENGLISH TERMS MEANING Example

is equal to (most common

mistake, “is equals to”),
represents, is the same a=a 5=5
= Equal sign as, is, are, and the
conjugations of the verb a+b=b+a 3+2=2+3
“to be”, is similar to, is
equivalent to, exactly,
results in

plus, sum, total, added

to, added with, added by,
+ Addition/Plus sign a+b 3+2
augmented, raised, more,
more than, and,
increased, put together

minus, difference,
Subtraction/ Minus subtracted from,
– a–b 3–2
sign subtracted by, diminish,
less, less than, decreased,
separated
Multiplication sign
times, product, multiplied
*we do not use x as by, multiplied with,
• or () a symbol for multiplied to, doubled, a •b 5 •2
multiplication in our tripled (etc.), twice, thrice
discussion since x is (etc.)
used as a variable*

divided by, quotient, per, a÷b 10 ÷ 5

/ ,÷ Division sign ratio, halved, over, over
all x/y 15 / 3

8 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Translating words into symbol

Example 1

Let x be a number. Translate each phrase or sentence into a mathematical expression or

sentence.

1. Twelve more than a number.

Ans.: 12 + x

2. Eight minus a number.

Ans.: 8 − x

3. An unknown quantity less fourteen.

Ans.: x − 14

4. Six times a number is fifty-four.

Ans.: 6x = 54

5. Two ninths of a number is eleven.

Ans.: 2/9x = 11

6. Three more than seven times a number is nine more than five times the number.

Ans.: 3 + 7x = 9 + 5x

7. Twice a number less eight is equal to one more than three times the number.

Ans.: 2x – 8 = 3x + 1 or 2x – 8 = 1 + 3x

Example 2. Translating verbal phrases into mathematical expressions

Translate the following verbal phrases into mathematical expressions.
a) Three-fourths of 500
Solution:
3
• 500
4

b) The sum of two numbers less 11

Solution:
(a + b) – 11, where a and b be the two numbers

c) Thirty percent of selling price

Solution:
0.30x, where x is the selling price

9 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
 d) Double the quantity of sales less taxes
Solution:
Let s be the sales and t be the taxes
2s – t

e) The difference of gross sales and total cost

Solution:
Let x be the gross sales and y be the total cost
x–y

Example 3: Translating verbal sentences into mathematical sentences/equations

a) Ten percent of sales is 5,450 Php.

Solution:
Let x be the sales
0.10x = 5, 450

b) Gross sales less taxes is 7,560 Php.

Solution:
y – t = 7, 560, where y is the gross sales and t is the taxes

c) My father’s monthly salary is twice what my mother makes in a month. Their combined
monthly salary is 27,000 Php.
Solution:
Let h be the father’s monthly salary and k be the mothers.
h = 2k
k + 2k = 27,000
This set of equations is called a system of equations. It is a system of two linear equations
in two unknowns

d) The average of two quizzes is 85. The first quiz is 10 points higher than the second.
Solution:
Let x and y be the quizzes.
𝑥+y
= 85
2
x = 10 + y

10 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
Activity
Instructions. Determine whether each of the following is a mathematical expression or a
mathematical sentence. Write ME if it is a mathematical expression and MS if it is a mathematical
sentence.

1. 2t + 5 6.
𝑥+y
2. a–b=c 2
3. 3x2 7. 7(a + b)
4. x2 – 2x + 1 = 0 8. c -3 = 2
5. (x – h)2 + (y – k)2 = r2 9. x2 + y2
10. (g – h)2 = 25

Assessment
A. Translate each of the following phrase into a mathematical expression if possible. Let x
and y be the numbers.

1. A number increased by five.

2. Twice the square of a number.
3. The square of the sum of two numbers.
4. The sum of the squares of two numbers.
5. A number less by three.
6. Twice of a number added by four.
7. The cube of a number less than five.
8. The area of a rectangle whose length is seven more than its width.
9. The difference of a square of two numbers.
10. The sum of two numbers divided by 2.

B. Directions: Read the following statement carefully. Write the letter of the best correct
answer. If the correct answer is not on the choices, write N.

1. Which of the following is the correct mathematical translation for an expression;

“the square of the sum of the square of two numbers”?
a. (a + b)2 c. a2 + b2
b. (a2 + b2)2 d. 2(a + b)2

2. The correct mathematical symbol translation for “The product of the sum and
difference of two numbers is the difference of the square of two numbers” is:
a. (a + b) (a – b) = (a – b)2 c. (a2 + b2) (a2 – b2) = a2 – b2
b. (a + b) (a – b) = a2 – b2 d. (a + b)2 (a - b)2 = a2 – b2

11 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor
 3. The correct mathematical translation for “A number raised by the third power
increased by one” is:
a. 3x + 1 c. x3 + 1
b. (x + 1)3 d. 3(x + 1)

4. Which of the following is the correct translation to an English expression for a

mathematical expression; x3 + y3?
a. The sum of two numbers
b. The cube of the sum of two numbers
c. The sum of the cube of two numbers
d. Two numbers raised to the third power

5. The perimeter (P) of a rectangle is the sum of twice of its length (L) and twice of its
width (W). If you are going to translate this into mathematical sentence, which of the
following translation is correct?
a. P = 2L + 2W c. P = LW
b. P = L2 + W2 d. P = 2LW

Reference:

Juan Apolinario C. Reyes (2018), Mathematics in the Modern World.Unlimited Books

Library services & Publishing Inc.

“Don’t let what you cannot do interfere with what you can do”

-J. W.

Congratulations you are done with Module 2!

12 JOHN MICHAEL P. PACLIBAR

GE 3 – Mathematics in the Modern World Instructor