Mathematics

First Quarter – Week 3

Geometric Sequence
Mathematics – Grade 10
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 4: Geometric Sequence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this exemplar are owned by their
respective copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writer: Marissa B. Cuizon

Illustrator: ___________________________
Layout Artist: Sherylyn L. Mahinay
Language Editor: _______________________
Content Evaluator: Rhodora C. Diesto
Layout Evaluator: Shella L. Montenegro
Management Team: PSDS/DIC
___________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher
offices in the Department. It is the utilization of a lesson exemplar that is
streamlined in a teacher-and-learner-friendly format to cater to the new
classroom setup in light of the COVID-19 health crisis. These exemplars will be
paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Mathematics-Grade 10-Quarter 1 Exemplar on Geometric

Sequence!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning
Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the Mathematics – Grade 10 – Quarter 1 Exemplar on Geometric

Sequence!

This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource while

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being an active learner, either at home or in school. To help you with this, this
exemplar comes with a Weekly Portfolio Assessment. You teacher will provide
you with a template and you will be given a privilege to organize the portfolio
in your own creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to
competencies you are expected to learn in
Know
the module and the objectives you are
expected to realize.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activities which will
What I Can Do (1,2
help you transfer your new knowledge or skill
& 3)
into real life situations or concerns.
This task aims to evaluate your level of
What I Have Learned
mastery in achieving the learning objectives.

Answer Key This contains answers to all activities in the

module.

This contain instructions about recording your

Portfolio Goal Setting
positive, realistic goals before going through
this exemplar.
This contain instructions about completing
Portfolio Completion
the components of the portfolio. This also
–
Your Growth Clue! includes a rubric to guide you of how your
portfolio will be assessed.
At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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General reminders in using this exemplar:
1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities and
tasks.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your
answers.
4. Finish the task at hand before proceeding to the next.
5. Return this exemplar to your teacher or facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this exemplar, do not
hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

In this exemplar, you will learn about geometric means of specified

geometric sequences and the process on how they are calculated. The scope
of this exemplar enables you to use it in many different learning situations. The
activities are arranged to follow the standard sequence of the course.

Most Essential Learning Competency:

Determines geometric means, nth term of a geometric sequence and sum of
the terms of a given finite or infinite geometric sequence.

Sub-Competency
Determines the geometric means between two terms.

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: determines the geometric means between two terms

of geometric sequence;

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 B. Skills: calculate the geometric means of specified geometric
sequence; and

C. Attitude: show accuracy in calculating the geometric means.

Duration: One (1) day

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher along with
this exemplar, accomplish now your weekly goal setting. Refer to the objectives
above. Think of positive and realistic goals that you can considerably achieve
with this exemplar. List them as your plans. Remember: Do not proceed with
this exemplar unless you have accomplished your goal setting.

What I Know
“Fill Me In!”

Directions: Find the missing terms in each geometric sequence.

1. 1, 4, ___, ____, 256

2. 2, ___, ___, 250, 1 250
3. 5, 15, 45, ___, ___,
4. ___, ___, 72, 432
5. 6, 12, ___, 48, …

What is It

In the previous activity the answer provided in numbers 1, 2, and 5 are

examples of geometric means. Geometric means are the terms between any
two given terms of geometric sequence.

Taking No. 2 as an example:

Find the two geometric means between 2 and 250.

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Solution
The geometric sequence appears like this:
2, ___, ____, 250

Where a1 = 2, a4 = 250, n = 4,

Using the general form an = a1(r)n-1

250 = 2(r)4-1
250 = 2(r)3 divide both by 2
125 = r3 taking the cube root of 125
53 = r3 considering both have the
same exponent of 3, then
5=r
by multiplying the common ratio to the first term of the geometric sequence
therefore,

a2 = 5(5) = 10

a3 = 10(5) = 50

therefore, the geometric means between 2 and 250 are 10, and 50
2, 10, 50, 250

Example 2:
1
Find the three geometric means between 32 and 8.

Solution
The geometric sequence appears like this:
1
32, ___, ___, ___, 8

1
where a1 = 32, a5 = 8, n = 5,
1
= 32( r )5-1
8
1
= 32( r )4 dividing both by 32
8
1 1
= r4 taking the root of 256
256

1 4
(4) = r4 considering both have the
same exponent of 3, then
𝟏
=r
𝟒

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by multiplying the common ratio to the first term of the geometric sequence
therefore,

1
a2 = 32(4) = 8

1
a3 = 8(4) = 2
1 𝟏
a4 = 2(4) = 𝟐

1 1
therefore, the geometric means between 32 and 8 are 8, 2, and 2
1
32, 8, 2, ½, 8

What I Can Do 1

“Find the Geometric Means”

A. Find the indicated number of geometric means between
each pair of numbers.

1. 16 and 81 [3]
2. 256 and 1 [3]
3. –32 and 4 [2]
1 64
4. 3 and 3 [1]
5. 2xy and 16xy4 [2]

What I Can Do 2
“Have Some More”
Directions: Find the missing term or terms in each geometric sequence.
1. ..., −2, ___, −8, ...
2. ..., −1, ___, −4, ...
3. ..., 1.5, ___, 6, ...
1 1
4. ..., −2, ___, −50...
5. ..., −1, ___, −16, ...
6. ..., 3125, ___, ___, ___, 5, ...
25 32
7. ..., − 8 , ___, ___, ___, −25,…

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 8. 1, ___, ___, ___, 16, ...
9. ..., 3, ___, ___, 648, ...
10. ..., −1, ___, ___, −27, ......,

What I Can Do 3
“How Well Do I Know”

Directions: Solve the following

1. The geometric mean between the first two terms in a geometric

sequence is 32. If the third term is 4, find the first term.

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2. Insert a geometric mean between k and 𝑘.

3. If 2 and 3 are two geometric means between m and n, find the values
of m and n.

4. Three positive numbers form a geometric sequence. If the geometric

mean of the first two numbers is 6 and the geometric mean of the last
two numbers is 24, find the three numbers and their common ratio.

What I Have Learned

Directions: Choose and write the letter of the correct answer. Write the chosen
letter on a separate sheet of paper.

1. Insert one geometric mean between -4 and -100.

a. -15 b. -20 c. -25 d. -50

2. Which of the following should be inserted between 3 and 192 to make a

geometric sequence?
a. 12, 48 b. 16, 32 c. 14, 38 d. 12, 36

3. If three geometric means are inserted between 1 and 256, find the third
geometric mean.
a. 4, 16, 64 c. 2, 8, 16
b. 8, 16, 32 d. 4, 8, 16

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 4. The three Geometric means between 2 and 32 are
a. 6, 10, 14 c. 6, 8, 10
b. 10, 12, 14 d. 4, 8, 16

5. Two geometric means between 2 and 54 are…

a. 4 and 12 c. 6 and 18
1 2
b. 6 and 12 d. 19 3 and 36 3

6. What is geometric mean of 4 and 9?

a. 5 b. 6 c. 7 d. 8

7. What is geometric mean of 4 and 16?

a. 5 b. 6 c. 7 d. 8

8. What are the four numbers to be inserted between 2 and 64 of

geometric sequence?
a. 2, 4, 6, 8 c. 1, 3, 5, 7
b. 3, 9, 12, 16 d. 4, 8, 16, 32

9. Insert TWO geometric mean between 1 and 8.

a. 1, 4 b. 2, 4 c. 2, 6 d. 1, 3

10. Which of the following should be inserted between – 12 and 96 to make

a geometric sequence?
a. 12, 48 c. 24, and – 48
b. – 12, 48 d. – 24 and 48

11. What are the geometric mean between ..., 1.5, ___, 6, ...?
a. 4 b. 3 c. 2 d. 2.5

12. What are the numbers to be inserted between .., 3125, ___, ___, ___, 5,?
a. 625, 125, 25 c. 625, 300, 150
b. 425, 355, 225 d. 450, 350, 150

25 32
13. Insert three terms between − and − .
8 25
5 8 1 5 5 8 1 5
a. , 5, b. , 1, c. − 2, 5, − d. − 5, 1, − 8
2 5 5 8 5

14. What are the geometric means between 3 and 648?

a. 27, 81 c. 18, 108
b. 21, 81 d. 24, 64

1 1
15. What is the geometric mean between − 2 and − 50?
1 1 1 1
a. − 10 b. − 5 c. − 25 d. − 4

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What I Have Learned What I Can Do
1. B 6. B 11. B 3
2. A 7. D 12. A
1. a1= 256
3. A 8. D 13. C
2. – 1
4. D 9. B 14. C 4 9
3. m = , n =
5. C 10. C 15. A 3 2
4. a = 3
b = 12
c = 48
What I Ca n Do 2 What I Can Do What I
1
1. – 4 6. 625, 125, 25 Know
5 8
2. – 2 7. – , – 2, – 1. 24, 36, 54
2 2 1. 16, 64
3. 3 8. 2, 48 2. 64, 16, 4
3. 16 and -8 2. 10, 50
4. – ¼ 9. 18, 108 8
4. − 3. 135, 405
5. – 4 10. – 3, – 9 3 4. 2, 12
5. 4xy2 and 8xy3
5. 24
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components that
follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your efforts
here enables you to see and reflect on your growth and achievement and
your ability to establish goals just to learn. Upon completion of your portfolio,
please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9- Score
10)
1. Goal Setting Sets sloppy goals, Sets some goals Sets general goals Sets clearly defined
not realistic for and processes that and processes that goals that are ___ out
ability nor level of are positive and are positive and attainable and of 10
development. realistic. realistic growth-oriented
2. Test Self Shows little Shows adequate Shows good Shows very good
Evaluation evidence of evidence of evidence of and clear evidence
------ out
reflection and self- reflection and self- reflection and self- of reflection and
of 10
assessment. assessment. assessment. self-assessment
with documentation.
3. Mathematic Shows very limited Shows Shows nearly Shows
al understanding of the understanding of complete understanding of the
knowledge: concept of patterns some of the concept understanding of concept of patterns ------ out
and sequences of patterns and the concept of and sequences of 10
sequences patterns and
sequences
4. Accuracy The computations The computations The computations The computations
are erroneous and are erroneous and are accurate. Use of are accurate. A wise
do not show some show some use of key concepts of use of key concepts ------ out
use of key concepts key concepts of patterns and patterns and of 10
of patterns and patterns and sequences sequences
sequences sequences
5. Overall Submits some of the Submits most of the Presents all items in Presents thorough,
Presentation items in a items. Portfolio is a chronological form. clear and complete
----- out
disorganized form. well presented. Portfolio is well items. Portfolio is
of 5
Portfolio looks organized. neat and elegant.
slapdash.
6. Prompt Submits late (3 Submits late (2 Submits late (1day). Submits on time. ------ out
Submission. days). days). of 5
Total
(Highest
possible
score:
50)

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References
Fernandez B. Orines, et.al. 2002, Intermediate algebra; pp.334-334
Melvin M. Callanta, et.al. 2015, Mathematics Learner’s Material Grade 10; pp.
26-48

Website Links
https://www.academia.edu/38510334/Lesson_Plan_on_Geometric_Sequenc
e

https://betterlesson.com/lesson/461892/geometric-sequences

https://files.eric.ed.gov/fulltext/EJ1056109.pdf

https://msutexas.edu/academics/education/_assets/files/st/part-
one/performancetaskrubric.pdf

https://lrmds.deped.gov.ph/detail/870

https://cdn.kutasoftware.com/Worksheets/Alg2/Arithmetic%20and%20Geom
etric%20Means.pdf

https://quizizz.com/admin/quiz/5efa9da3ebee10001d2e2479/geometric-
means-and-series

https://www.mcqlearn.com/math/g9/geometric-mean-mcqs.php

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of Cagwait - I

Address: Purok Bangkal, Tubo-Tubo, Cagwait

Surigao del Sur, Philippines 8304

Contact Number: 0951 373 7337 / 0995 109 2286

Email Address: marissa.cuizon@deped.gov.ph

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