SUBJECT: MATHEMATICS QUARTER: 1

GRADE LEVEL: 10 LESSON 2: GEOMETRIC SEQUENCE AND

SERIES

LEARNING PLAN
EXPLORE
This unit is about the key concepts of sequences and series. Sequences are
important in our daily lives as well as in higher Mathematics. For example, the
arrangement of the planets in the solar system, the shapes of the leaves and
flowers, minute in an hour, squares of numbers, growth of bacteria, months in a
year, days in a week and others

Consider the question “How can real life problems and situations be solved
appropriately and accurately?”

Next, let us find out the applications of sequences and series in our daily
lives by accomplishing the activity below.

Explore – Activity 1: Sequences and Series

INSTRUCTIONS: Watch the video in the link provided then answer the given
questions below.

Video link:
https://www.youtube.com/watch?v=_IdoewhIFIs

Questions:
a) What are scenarios in the video where sequences and series can be used?
b) Do you think knowing the different sequences and series plays a big role in
these situations? Why?
c) From the video, how can real life problems and situations be solved?

Explore - Activity 2: Elicit Prior-Knowledge

INSTRUCTIONS: Fill-in the first three columns of the chart below.

K-W-H-L CHART Topic:

Measurements
What I Know What I Want to How will I Found What I Learn
Learn Out

End of explore:
 Now you have your own initial ideas about sequences and series. Take note
of these ideas and allow yourself to compare them to the ideas presented
as you go through.
LEARNING FIRM-UP (ACQUISITION)
COMPETENC
Y
LC1: illustrates a Offline:
geometric sequence.
Activity 3:
GM? (A Chain Text Messaging)
Chain text messaging operates the same way as chain
letter. One such chain text requires the recipient to send the
Learning Targets message to 3 other people within the hour.
I can illustrate an
geometric sequence. Time Number of Recipients Every Hour

1
9:00 a.m.

1 2 3
10:00 a.m.

11:00 a.m. 1 2 3 1 2 3 1 23

Time 9:00 a.m. 10:00 11:00 12:00

a.m. a.m. a.m.
Number of Text 1 3 9 27
Recipients

How many people woulf receive the chain text message at 11:00?
______________________________________________________________

How did you come up with your answer? What operation have you used?
______________________________________________________________
_

What mathematical concept/idea you are reminded of upon discovering the

activity?
__________________________________________________________

The numbers 1,3,9 and 27 form a sequence. Since the numbers do not
have a common difference, clearly, the sequence is not arithmetic.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC1 differentiates a Offline:
geometric sequence
from an arithmetic Activity 3: Warm up Practice
sequence. Determine if the sequence is a geometric sequence or not. Then find the
common ratio for each geometric sequence.
1. 1, 5, 25, 125, .... 6. -1, 1/3, -1/9, 1/27, .....
Learning Targets:
I can differentiates a
2. 6, 12, 24, 48,..... 7. -2, 4, -8, 16 , ....
geometric sequence
from an arithmetic
sequence. 3. 1/2, 1/6, 1/18, 1/54,.... 8. 1, 8, 27, 64, ....

4. 5, 10, 15, 20,.... 9. a/b, a/b 2 , a/b 3 , a /b4 , ....

5. 4, 9, 16, 25, .... 10. 7, 7x/2, 7 x 2 /4 , 7 x 3 /4 ,7 x 4 / 4 ,....

LC1: determines
Activity 4: Fill Me In!
geometric means, nth
term of a geometric Complete the table below with the correct succeeding term
sequence and sum of
the terms of a given
finite or infinite a. 1 3 9 81
geometric sequence
b. 2 18 54 162
Learning Targets
I can determine c. 3 9 81 243
geometric means, nth
term of a geometric d. 4 12 36 108
sequence and sum of
the terms of a given
finite or infinite e. 5 15 135 405
geometric sequence

LEARNING TRANSFER
COMPETENCY
PERFORMAN Activity 5: Power Plus
CE Solve each problem involving geometric sequence
STANDARD: Each of the following problesm give some information about specific
The students can solves geometric progression.
problems involving
Geometric sequences. 1. If a1 = -2 and r = -1/2, find a6

Learning Targets: 2. If a1 = 25 and r = -1/5, find a6

I can solves problems
involving Geometric 3. If a1 = 1 and r = -1, find S20
sequences.
4. If a10 = 1 and r = -1, find S21

5. Find a10 and S10 for the sequence √2, 2, 2,√2, ....

6. Find a8 and S8 for the sequence √3, 3, 3,√3, ....

7. If a4 = 40 and a6 = 160 and r > 0, find r.

8. If a5 = 1/8 and a8 = 1/64, find r.

9. Find the 10th term of the geometric sequence with If a1 = 7 and r = 2.

10. Find the 12th term of the geometric sequence with If a1 = 64 and r =
 1/2.

PERFORMANCE TASK:

Save your Math!

Is saving money is your thing? If you do so, this activity is for you. If you don’t, well now you going to
love it too.

Situation:
Starting TODAY (The moment you received your module) you are going to have your coin bank that
will hold your savings for the whole time of your module 1. Today you are assigning to drop ₱1 coin on
your coin bank. Each day you are going to add ₱2 of what you have dropped the previous day. Today
you’re going to drop ₱1, tomorrow you will drop ₱3, the following day you are going to drop
₱5, the next day you will drop ₱7 and so on. You will continue this process until you have your 3rd
lesson of your module. There you will find the questions upon this process of saving. This Performance
task aims for you to appreciate arithmetic sequence and find out arithmetic series on the end of module.
This also aims for you to see the application of math, particularly arithmetic on your life and
surroundings. Moreover, it aims for you to learn to save money which is a good practice for us to have.

Proof:
For proof of having a coin bank, take a picture of your coin bank from the moment you start saving and
the moment you open your coin bank.

You will be assessed based on a rubrics once you have completed this module and answers the questions
and computation that you will find in transfer part of your module lesson 3.

(3) (2) (1)

RUBRICS

Procedure Conclusion
The response demonstrates purposeful coherence,
clarity and includes a well-executed progression of
ideas.
Data Provided
The data is stated in well-organized way that is easy to
understand
Computations
The arithmetic computations are accurate from the
start to the end.

Interpretation of Results .
The interpretation of results is very clear, direct to the
point , and very easy to understand

3-2-1 Chart
Things I learned in this lesson ...
3
 Things I found interesting ...
2

Question I still have in mind ...

1