PIVOT 4A Lesson Exemplar in Grade 10

School LPIHS Grade Level 10

LESSON
Teacher Sherelyn S. Alcantara Learning Area Pattern and Algebra
EXEMPLA
Teaching Date Aug. 24-28, 2020 Quarter First Quarter
R
Teaching Time 8:00 – 9: 00 AM No. of Days 2 days

At the end of the lesson, learners are expected to:

1. Define geometric sequence and common ratio.
I. OBJECTIVES 2. Illustrate geometric sequence.
3. Show the value of accuracy and creativity.

The learner demonstrates understanding of key concepts of sequences, polynomials

A. Content Standards
and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials
B. Performance Standards and polynomial equations in different disciplines through appropriate and accurate
representations.
C. Most Essential Learning The learner illustrates a geometric sequence. M10AL-Id-1
Competencies (MELC)
(If available, write the
indicated MELC)
D. Enabling Competencies None
(If available, write the
attached enabling
competencies)
E. Enrichment Competencies None
(If available, write the
attached enrichment
competencies)
Illustrate Geometric Sequence
II. CONTENT

III. LEARNING RESOURCES

A. References

Not available
a. Teacher’s Guide Pages

b. Learner’s Material Grade 10 Mathematics LM pp. 26-29

Pages
Next Century Mathematics: Intermediate Algebra by Fernando B. Orines, et.al.,
pp.384-385
c. Textbook Pages Exploring Mathematics: Intermediate Algebra by Orlando A. Oronce et.al., pp.496-
497

d. Additional Materials NFE Accreditation and Equivalency Learning Material. Geometric Sequence. 2000.
from Learning pp. 3-6
Resources
 DLM 2 – Unit 7: Sequences and Series

EASE Module 4 Searching for Patterns in Sequences, Arithmetic, Geometric and

Others

B. List of Learning Resources for ADM Modules for Mathematics 10

Development and
Engagement Activities
IV. PROCEDURES
1. Introduction Opening Activities:
 Prayer
 Netiquette

What I need to know?

How are you? I hope you are doing great! Our previous lesson was about arithmetic
sequence. You have learned about how determines arithmetic means, nth term of an
arithmetic sequence and sum of the terms of a given arithmetic sequence.

With this lesson, you will learn how to identify what is geometric sequence and other
terms related to it.

After going through this module, you are expected to:

1. Define geometric sequence and common ratio.
2. Illustrate geometric sequence.
3. Determine the common ratio and the next term of geometric sequence.

What’s new?
Before the lesson proper, you will do paper folding experiment and complete the
given table. After that, the learner will answer the guide questions.
Fold Me Up
Direction: Do the following paper folding activity.
1. Start with a big square from a piece of paper. Assume that the area of the square
is 64 square units.
2. Fold the four corners to the center of the square and find the area of the resulting
square.

Square 1 2 3
Area1
3. Repeat the process three
times and record the results in the table below.

Guide Questions:
1. How did you find the activity? Did you follow the instructions correctly?
2. Based on the activity, what is the area of the square formed after the first
fold? Second fold? Third fold?
3. Is there a pattern in the areas obtained after 3 folds?
4. You have generated a sequence of areas. What are the first 3 terms of the
sequence?
 5. Is the sequence an arithmetic sequence? Why?
6. Using the pattern in the areas, what would be the 6th term of the sequence?

4. Development What I know?

1. The learners will answer the 10 multiple choice questions indicated at the
beginning of the module.
2. After answering the questions, they will check their answers, or they may ask
assistance from their parents, guardians or subject teacher for checking. The
answer key can be found at the last page of the module.

What’s in?
1. The learner will recall concept of ratio of numbers before proceeding to the next
topic. If the students failed to answer most of the items, provide additional
activity on finding the ratio.

Divide and Conquer

Directions: Find the ratio of the second number to the first number.
1. 2, 8
2. -3, 9
1
3. 2,
2
4. -5, -10
5. 12, 4
6. -49, 7
1 1
7. ,
4 2
8. a 2, a
3

9. k-1, k
10. 3m 3mr

What is it?
1. The learner will study the definitions of geometric sequence and common ratio,
determining the common ratio, find the next terms and identify the given situation
whether it illustrate geometric sequence.
The sequence 32, 16, 8, 4, 2, 1 is called a geometric sequence.
A geometric sequence is a sequence where each term after the first is
obtained by multiplying the preceding term by a nonzero constant called the common
ratio.
The common ratio, r, can be determined by dividing any term in the
sequence by the term that precedes it. Thus, in the geometric sequence 32, 16, 8, 4, 2,
1 16 1
…, the common ratio is since = .
2 32 2

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.
1 1 1 1
, , , ,...
c. 3 9 27 81

1
3 is being multiplied to each term to get the next term. Therefore, the
1
sequence is a geometric sequence. The common ratio is 3.
2. Find the missing term of the geometric sequence 6, -18, __, -162,…
Solution:
a. Find the common ratio by finding the quotient of any two consecutive terms
from the right to left.
−18
=−3 The common ratio is -3
6

b. To get the next term, multiply -18 by -3 to get the third term. The third term
is 54.

3. 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
12 = 3
12
4 =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.
4. Determine whether the figure illustrate a geometric sequence.

Solution:
Based on the figure, the sequence will be 1,4,16, 64…, therefore the figure
 show a geometric sequence. The common ratio is 4.

5. Given the following situation, which illustrate geometric sequence?

a. The number of cells in a culture of a certain bacteria doubles every 4
hours.
Solution: The given situation illustrate geometric sequence because of
the word “doubles”. This mean the number multiply by 2.

b. A certain ball bounces back at one-half of the height of the pole.

Solution: The situation illustrate geometric sequence, since the
1
statement use word “one-half”. One-half means multiplying of the
2
height of the pole.

c. An art collection is valued at ₱50,000 in 2001 and its value

increases by ₱4,000 annually
Solution: The situation uses the word “increases annually”. If you are
going to analyze, the value increases yearly means an addition of 4,000
every year. This situation illustrate arithmetic sequence.

5. Engagement What’s more?

1. In the activity 3, the learner will identify which of the sequence is a geometric and
which is not.

Activity 3 Identify Me!

Direction: State whether each of the following sequences is geometric or not.
1. 4, 20, 100, 500, . . . ____________
2. 5, 10, 15,… ____________
3. 4, 12, 36, 108, . . . ____________
4. 6, 12, 24, 48, . . . ____________
8
5. 9, 6, 4, 3 , . . . ____________
6. 512, 128, 32, 8, 4, . . . _____________
7. 1, 3, 6, 10, 15, . . . _____________
8. 40.5, 13.5, 4.5, 1.5. . . . _____________
1 1 1 1 1
, , , , ,...
9. 2 3 4 5 6 _____________
10. 1, 3, 9, 27, 81, . . . _____________

2. In the activity 4, the learner will find the common ratio or missing term.

Activity 4 Fill Me Up!

Direction: Find the common ratio or the missing term in the following geometric
sequence
1
1. 90, 30, 10, ___ , ___ r =
3
2. 7, 21, ___,189,567 r =¿ ¿
 3. 6, 24, 96, ___ , 1,536 r =¿ ¿
4. 5,-10, ___ , -40, ___ r =−2
1 1 1
r =¿ ¿
5. 27 , 9 , 3 , ___,3

3. In the activity 5, the learner will determine the common ratio and find the next two
terms of the sequence.

Activity 5 What’s Next!

Direction: Find the common ratio of each geometric sequence and write the next two
terms.
1. -2, -6, -18, . . .
2. 7, 3.5, 1.75, . . .
1
3. 3, 1, 3,...
4. 0.8, 0.08, 0.008, . . .
1 1 1
, , ,...
5. 2 4 8

6. In activity 6, learner will determine the pattern or situations that illustrate

geometric sequence.

Activity 6 Which Pattern?

Direction: Determine the situations which illustrate geometric sequence. Write
GEOM if the situation illustrates geometric sequence, and write NOT,
if it is not.

1.

2.
3.

4.

5.

6. The seats in a theatre are arranged so that each row accommodates four
people less than the previous row
7. Michael saved twice the amount he saved in the previous month
8. A sari-sari store owner set a goal of increasing his weekly sales by ₱500
each week.
 9. A car depreciated 15% in each year for the five years
10. The population growth 1.5% per year.

What can I do?

In this part of the exemplar, the learner will search application of geometric sequence
in real life.

Look for five (5) pictures/images where geometric sequence can be applied.
Example: the number of doughnuts per pack
10pack, 20pack, 40pack

Photo taken from https://reflectionsinthewhy.wordpress.com/tag/geometric-sequence/

What other enrichment activities can I engage in?

The learner will answer additional activities about geometric sequence.

Social Media App

Direction: Answer the following problems on geometric sequence to find out. Cross
out the boxes that contain an answer. The remaining boxes will spell out which social
media app only lets you view pictures and messages for a limited time.

1. What is the common ratio of the geometric sequence 81, 243, 729, . . . ?
2. What is the missing term of the sequence 5, 15, 45,___, 405, . . .?
3. What are the next two terms of the sequence 7, 49, 343, . . . ?
3 6 12
, , , ...
4. What is the common ratio of the sequence 4 12 36 ?
3 6 12
, , , ...
5. Give the next two terms of the sequence 5 25 125 .

M S N A Q
3 9 20 3 2401;16807
54 2
 D P T R C
24 1 2 135 27
1625 ; 2 3
48
3125

Q H D A T
12401; 16807 3 24 48 20 125
4 625 ; 3125 56

Answer: ____ ____ ____ ____ ____ ____ ____ ____

1. Assimilation What I have learned?

The learner will complete the following statements.

1. A ____________________is a sequence where each term after the first is

obtained by multiplying the preceding term by a nonzero constant.
2. The ____________________can be determined by dividing any term in the
sequence by the term that precedes it.
3. The sequence is geometric sequence if the ratio of two consecutive terms
is____________________.
4. To find the common ratio find the____________________ of any two
consecutive terms from the right to left.
5. To determine the next term of geometric sequence, ____________________
the term by the common ratio.

What I can do? (Assessment)

1. The learners will answer the 10 multiple choice questions indicated at the latter
part of the module.
2. After answering the questions, they will check their answers, or they may ask
assistance from their parents, guardian or subject teacher for checking. The
answer key can be found at the last page of the module.

Write your personal insights about the lesson using the prompts below in your
notebook, journal or portfolio.
V. REFLECTION
I understand that ______________________________________________.
I realize that __________________________________________________.