10

Mathematics
Quarter 1 – Module 4:
Geometric Mean and nth Term of
a Geometric Sequence
Week 4
Learning Code – M10AL-Ie-1

0
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 4 – Geometric Mean and nth Term of a Geometric
Sequence
First Edition 2020

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over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ma. Jesusa L. Buna
Editors: Josefina J. Bustos
Maita G. Camilon
Judy Ann G. Gallo
Reviewers/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Illustrator: Ma. Jesusa L. Buna
Layout Artist: Ma. Jesusa L. Buna
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator
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GRADE 10
Learning Module for Junior High School Mathematics

10

Mathematics
Quarter 1 – Module 4:
Geometric Mean and nth Term
of a Geometric Sequence

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GRADE 10
Learning Module for Junior High School Mathematics
MODULE GEOMETRIC MEAN and nth TERM OF A GEOMETRIC
4 SEQUENCE
#
In the previous lesson, you have learned about geometric sequences
and common ratios. This time, you will learn how to determine the nth term
of a geometric sequence faster and more efficiently. This module will guide
you through the whole process.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCIES
The learners will be able to:
• Determine the nth term of a geometric sequence.
• Identify the geometric means given a sequence.

WHAT I KNOW
PPREPREVIER
Let’s see how much knowledge about the lesson you already have. Answer or
solve all items below:
1. Which of the following is the formula for finding any term of a geometric
sequence?
A. an = a1 ⋅ 𝑟 𝑛+1 C. an = a1 ⋅ 𝑟 2𝑛−1
B. B. an = a1 ⋅ 𝑟 𝑛−1
D. an = a1 ⋅ 𝑟 2𝑛+1
2. Which of the following choices is the formula for the nth term of the
sequence 54, 18, 6, ...?
1 𝑛−1 1 𝑛−1 1 𝑛−1 1 𝑛−1
A. 𝑎𝑛 = 54 (3) B. 𝑎𝑛 = 54 (9) C. 𝑎𝑛 = 6 (3) D. 𝑎𝑛 = 54 (9)
𝑦 𝑦2 𝑦3
3. Find a6 of the geometric sequence , , ,…
𝑥2 𝑥5 𝑥8
𝑦5 𝑦6 𝑦6 𝑦5
A. 14 B. 17 C. 11 D. 11
𝑥 𝑥 𝑥 𝑥
4. Identify the 7th term of the sequence: 2, 6, 18, 54, ...
A.1358 B. 1338 C. 1458 D. 1558
5. What is the common ratio of a geometric sequence whose first and fifth
terms are 9 and 144 respectively.
A. 2 B. 3 C. 4 D. 5
6. It is a number between any two given terms of a geometric sequence.
A. common difference C. geometric mean
B. geometric extremes D. common ratio
7. In the sequence 4, -8, 16, -32, 64, the extremes are
A. -8, 16, -32 B. 4, 16, 64 C. -8, -32 D. 4, 64
8. Using the same sequence in number 7, the means are
A. -8, 16, -32 B. 4, 16, 64 C. -8, -32 D. 4, 64
1
9. The third term of a geometric sequence is 3 and the sixth term is 9. Find
the first term.
A. a1 = 7 B. a1 = 17 C. a1 = 27 D. a1 = 37

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GRADE 10
Learning Module for Junior High School Mathematics
10. Complete the sequence: 1 __, __, __, 81.
A. 2,8,27 B. 2,9,27 C. 3,8,27 D. 3,9,27
11. Calculate the geometric mean between 4 and 16
A. 12 B. 10 C. 8 D. 6
12. Insert 2 geometric means between 3 and 81
A. 9, 27 B. 18,54 C. 27, 54 D. 36, 6
13. Sally grows strawberries. On the first year, she planted 6 seeds. On
the second year, she harvested and planted 18 seeds. On the third year,
she planted 54 seeds. How many seeds will she plant on the 6th year?
A. 1458 B. 2187 C. 4374 D. 5268
14. The number of recruits of a certain association follows a geometric
pattern. If they started with only 2 members on the first year and now
has 72 recruits on its third year, how many people have they recruited on
the second year?
A. 8 B. 12 C. 36 D. 50
15. What is the common ratio of the sequence in # 14?
A. 3 B. 4 C. 5 D. 6

***If you got an honest 15 points (perfect score), you may skip this
module. Otherwise, please proceed to the next section.

WHAT’S IN
PPREPREV
An important concept that we will be using in the next topic is about
exponents. If you can recall, an exponent is a number which tells how many
times the base is multiplied to itself. Do you still remember how to simplify
expressions with exponents?
Examine whether the given statement is correct or not. Write T if it is
true and F if it is false.
1. (2)3 = 8 5. (3)3 − 9 = 18 9. (1)10 (2)5 = 32
2 3 8
2. (3)4 − 7 = 5 6. (7)2 + (3)3 = 23 10. (3) = 27
3. 1 + (4)2 = 9 7. −(4)2 = −16
4. (−1)6 = −6 8. (−4)2 = −16

WHAT’S NEW

FRAUDULENT SCHEMES
In these times when every action spell out “money” to function, a lot
of people fall for pyramid schemes wanting to earn more than what they
have in the hopes of improving their lives.
One of these most infamous pyramid schemes in the Philippines is
the Emgoldex financial scam in 2015. It was sued by the Securities and
Exchange Commission for selling investment plans without license. The
company buys and sells gold bars and like any typical scams, they
promised their members huge return of investments.

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Learning Module for Junior High School Mathematics
For instance, an investment of ₱1,000 can yield ₱5,000 to ₱10,000
while an investment of ₱35,000 can earn as much as ₱180,000 to
₱360,000. A member (Level 1) must just invite at least two people (Level 2)
in his team to join in the company. These new members may also invite
another two people on their own (Level 3) and so on. Rewards will be given
for every person enlisted under one’s team so one can just imagine the
supposed profit accumulation for a network of people recruited in the
company.
With this scheme, how many people do you think were deceived just
in Level 6?

WHAT IS IT
(Communication)
Let us analyze what you have read.
1. What is the selection all about?
_____________________________________________________________________
2. Why was the company Emgoldex sued by SEC?
_____________________________________________________________________
3. How does a pyramid scheme work?
_____________________________________________________________________
4. What advice can you give to people who would like to join a pyramid
scheme?
_____________________________________________________________________
5. What do you think are some of the wisest ways to invest your money?
_____________________________________________________________________
6. Can you answer the question posted on the last part of the selection?
If yes, what is your answer?
_____________________________________________________________________

As described in the selection, each

member of Emgoldex will invite two more
members to invest in the company. This
network of members is best illustrated
through the diagram on the right.
In each level, the number of recruits
is recorded as follows:
Level 1 1
Level 2 2
Level 3 4
Level 4 8
Notice that in each succeeding level,
the number of members is constantly
being doubled or multiplied by 2 creating a geometric sequence. From
previous lessons, we have learned that a geometric sequence is a sequence
where each term is found by multiplying the previous term to a nonzero
constant called common ratio. In this case, the common ratio r, is equal to
2.

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GRADE 10
Learning Module for Junior High School Mathematics
If we further examine the increase, the figures can be rewritten in
exponential form as shown in the table below:

Level or Term No. of Members Factored Form Exponential Form

1 𝑎1 1 1 (1)(2)0 𝑎1 𝑟 0
2 𝑎2 2 (1)(2) (1)(2)1 𝑎1 𝑟 1
3 𝑎3 4 (1)(2)(2) (1)(2)2 𝑎1 𝑟 2
4 𝑎4 8 (1)(2)(2)(2) (1)(2)3 𝑎1 𝑟 3

Notice in the last column that the first term, 𝑎1 = 1 is always present
and that for each term, the common ratio r = 2 is being raised to an
exponent which is one less than the number of terms or levels.
So, if we want to know the number of people deceived in Level 6 of an
Emgoldex team, we can continue the table by following the pattern:
Level or Term No. of Members Factored Form Exponential Form
1 𝑎1 1 1 (1)(2)0 𝑎1 𝑟 0
2 𝑎2 2 (1)(2) (1)(2)1 𝑎1 𝑟 1
3 𝑎3 4 (1)(2)(2) (1)(2)2 𝑎1 𝑟 2
4 𝑎4 8 (1)(2)(2)(2) (1)(2)3 𝑎1 𝑟 3
5 𝑎5 16 (1)(2)(2)(2)(2) (1)(2)4 𝑎1 𝑟 4
6 𝒂𝟔 32 (1)(2)(2)(2)(2)(2) (𝟏)(𝟐)𝟓 𝒂𝟏 𝒓𝟓

Thus, giving us an answer of 32 people.

But what if we want to come up with an equation that will determine
the value of any nth term of a geometric sequence? Generalizing the pattern,
we have:

Level or Term No. of Members Factored Form Exponential Form

1 𝑎1 1 1 (1)(2)0 𝑎1 𝑟 0
2 𝑎2 2 (1)(2) (1)(2)1 𝑎1 𝑟 1
3 𝑎3 4 (1)(2)(2) (1)(2)2 𝑎1 𝑟 2
4 𝑎4 8 (1)(2)(2)(2) (1)(2)3 𝑎1 𝑟 3
5 𝑎5 16 (1)(2)(2)(2)(2) (1)(2)4 𝑎1 𝑟 4
6 𝑎6 32 (1)(2)(2)(2)(2)(2) (1)(2)5 𝑎1 𝑟 5
:
n 𝒂𝒏 𝒂𝟏 𝒓𝒏−𝟏
Hence, the formula for finding the nth term of a geometric sequence is
given by:
𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏

where, 𝑎1 = first term

𝑎𝑛 = nth term
r = common ratio

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GRADE 10
Learning Module for Junior High School Mathematics
n = number of terms

Applying this equation is much faster than making table of values. To

check for the number of members in the 6th level using the formula, we
have:
𝑎1 = 1 𝑎6 = 1 ∙ (2)6−1
r=2 𝑎6 = 1 ∙ (2)5
n=6 𝑎6 = 1 ∙ 32
𝑎6 = ? 𝑎6 = 32 𝑝𝑒𝑜𝑝𝑙𝑒

Given the same problem, let us try to find the number of recruits in
the 10th level using the derived formula:
𝑎1 = 1 𝑎10 = 1 ∙ (2)10−1
r=2 𝑎10 = 1 ∙ (2)9
n = 10 𝑎10 = 1 ∙ 512
𝑎10 = ? 𝑎10 = 512 𝑝𝑒𝑜𝑝𝑙𝑒
Let us try some more problems.

Illustrative Examples:
1. Given the geometric sequence 2, -6, 18,…, find a5.
2. Identify the value of a6 in the sequence 100, 50, 25,….
3. Find the common ratio of the geometric sequence whose a1 = 4 and
a5 = 2500.
4. Give the number of terms in a sequence whose an = 324, a1 = 4 and r = 3.

Answers:
1. 𝑎1 = 2 𝑎5 = 2 ∙ (−3)5−1
r = -3 𝑎5 = 2 ∙ (−3)4
n=5 𝑎5 = 2 ∙ 81
𝑎5 = ? 𝒂𝟓 = 𝟏𝟔𝟐
1 100
2. 𝑎6 = 100 𝑎6 = 100 ∙ (2)6−1 𝑎6 = 32
1 1 𝟐𝟓
r= 𝑎6 = 100 ∙ ( 2)5 𝒂𝟔 =
2 𝟖
1
n=6 𝑎6 = 100 ∙ 32
𝑎6 = ?
3. a5 can be written this way:
𝑎5 = 𝑎1 ∙ 𝑟 4
2500 = 4 ∙ 𝑟 4 Substitution of given values
2500 4 ∙𝑟4
= 4 Dividing both sides by 4
4
4
625 = 𝑟
4 4
√625 = √𝑟 4
±𝟓 = 𝒓
4. Using the formula, we can write an as:
𝑎𝑛 = 𝑎1 ∙ 𝑟 𝑛−1
324 = 4 ∙ 3𝑛−1 Substitution of given values
324 4 ∙3𝑛−1
= Dividing both sides by 4
4 4
81 = 3n-1

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GRADE 10
Learning Module for Junior High School Mathematics
34 =
3n-1
⇒ 𝟒= 𝒏−𝟏
⇒n = 5
GEOMETRIC MEAN
Geometric means are numbers between any two given terms of a
geometric sequence.
For example, in the sequence 1, 2, 4, 8, 16, 32 the numbers 1 and 32
are what we call geometric extremes while 2, 4, 8 and 16 are the geometric
means.
Now consider a geometric sequence which has 𝑎1 = 2 and 𝑎3 = 18
(i.e., 2, __, 18). How do we use the formula for finding the nth term of a
geometric sequence to find the second term, 𝑎2 ?
Remember that for any nth term, 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 . In this case, the first
term 𝑎1 and n are known except the common ratio r. However, we can write
𝑎3 as:
𝑎3 = 𝑎1 ∙ 𝑟 3−1
𝑎3 = 𝑎1 ∙ 𝑟 2
Substituting for the value of 𝑎1 and 𝑎3 we have:
18 = 2 ∙ 𝑟 2
Solving the equation for the common ratio r,
18 2𝑟 2
=
2 2
9 = 𝑟2
√9 = √𝑟 2
± 𝟑 = 𝒓 or 𝒓 = ± 𝟑
Since the values needed are known, we can now solve for 𝑎2 :
𝑎2 = 𝑎1 ∙ 𝑟 2−1
𝑎2 = 𝑎1 ∙ 𝑟
𝑎2 = (2)(± 𝟑)
𝒂𝟐 = ± 𝟔
Another way to find 𝑎2 is to just simply multiply 𝒂𝟏 by r. As a result,
the given geometric sequence may either be 2, 6, 18 when the common ratio,
r = 3 or 2, -6, 18 when the common ratio, r = -3.

Easy? Here are some more problems for you to analyze.

Illustrative Examples:
1. Insert 2 geometric means between 5 and 135.
2. Find 3 geometric means between -2 and -162.
Answers:
1. Inserting 2 geometric means between 5 and 135, makes 5 to be the
first term, 𝑎1 and 135 the fourth term or 𝑎4 (i.e., 5, __, __, 135). To find
the common ratio, we need to rewrite 𝑎4 .
𝑎4 = 𝑎1 ∙ 𝑟 4−1 27 = 𝑟 3
3 3
𝑎4 = 𝑎1 ∙ 𝑟 3 √27=√𝑟 3
135 = 5 ∙ 𝑟 3 𝟑=𝒓
135 5𝑟 4
=
5 5

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GRADE 10
Learning Module for Junior High School Mathematics
To find the geometric sequence, simply multiply the common ratio r=
3 to the first term 𝑎1 = 5. Thus giving us a progression of 5, 15, 45, 135
where 15 and 45 are the geometric means.
2. If we insert 3 geometric means between -2 and -162, it implies that -2
is the first term (a1) and -162 is the fifth term (a5). We rewrite a5 to
solve for the common ratio.
𝑎5 = 𝑎1 ∙ 𝑟 5−1 81 = 𝑟 4
4 4
𝑎5 = 𝑎1 ∙ 𝑟 4 √81 = √𝑟 4
−162 = −2 ∙ 𝑟 4 ±𝟑 = 𝒓
−162 −2∙ 𝑟 4
= −2
−2
Since we have two possible common ratios, our geometric sequence
may be -2, -6, -18, -54, -162 if r = 3 and, -2, 6, -18, 54, -162 if r = -3. Thus,
our geometric means are -6, -18, -54 or 6, -18, 54.

At this point, maybe you are wondering when you can use these
concepts in real life. Truth of the matter is, several situations illustrate
geometric sequences. For instance, the steady population growth of a
country shows a good example of a geometric growth, while depreciation of
assets like cars and other vehicles illustrates geometric decay. To give you
an idea, read on the sample problems below:

Illustrative Examples:
1. A rubber ball was dropped from a height of 81 meters and rebounded
on each bounce, two thirds of the distance from which it fell. How
many meters did it fall on the fourth descent?
2. The initial population of pigs on a farm was 40. The population
increased by 5% each week.
a. How many pigs were present after 5 weeks?
b. How long would it take for the population to reach 59?
Answers:
1. If you analyze the problem, it describes a geometric sequence in which the
2
common ratio is 3.
First Descent: 81 meters
2
Second Descent: two thirds of 81 meters that is, 81( ) or 54 meters
3
2
Third Descent: two thirds of 54 meters that is, 54(3) or 36 meters
2
Fourth Descent: two thirds of 36 meters that is, 36( ) or 24 meters
3

To check using the formula, we have:

2
𝑎1 = 81 𝑎4 = 81 ∙ (3)4−1
2 2
r= 𝑎4 = 81 ∙ (3)3
3
8
n=4 𝑎4 = 81 ∙ 27
𝑎4 = ? 𝒂𝟒 = 𝟐𝟒 𝒎𝒆𝒕𝒆𝒓𝒔

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GRADE 10
Learning Module for Junior High School Mathematics

2. Based on the problem, we have the following data:

a1 = 40
r = 1.05 since the increase per week is 5% more than the total number
of pigs in the preceding week (i.e., 100% + 5% = 105% or 1.05)
a. a1 = 40 𝑎5 = 40 ∙ (1.05)5−1
r = 1.05 𝑎5 = 40 ∙ (1.05)4
n=5 𝑎5 = 40 ∙ (1.22)
a5 = ? 𝑎5 = 48.62 𝑜𝑟 𝑎𝑝𝑝𝑟𝑜𝑥𝑖𝑚𝑎𝑡𝑒𝑙𝑦 49 𝑝𝑖𝑔𝑠
b. an = 59 an = a1 rn-1
a1 = 40 59 = (40)(1.05)n-1
59 40(1.05)𝑛−1
r = 1.05 =
40 40
1.475 = 1.05n-1
If we rewrite 1.475 as an expression with base 1.05, the only nearest
possible exponent is 8. That is why we can write:
1.058 = 1.05n-1
⇒8= 𝑛−1
⇒𝒏=𝟗
This means that approximately by 9 weeks, the number of pigs is 59.

WHAT’S MORE
Why don’t we test your skill? Don’t forget to show your solutions!

Activity 1: Read and analyze the given problems:

1. Given the sequence 3, -6, 12, -24,…
a. What is the common ratio?
b. Find a7.
c. Find a11.
d. What is the difference between a11 and a7?
2. Given the sequence x2, x5, x8,…
a. Identify the common ratio r.
b. Find a6.
c. What is the product of a6 and a2?
3. Given the sequence 1, √3, 3, 3√3, …
a. Identify the common ratio r.
b. Find a9.
c. Find a12.
Activity 2: Fill in the missing terms:
1) 3, 12, 48, ___, ___ 5) 2, ___, ___,54
2) ___, ___, ___, 8, 16 6) ___, 24, ___, ___,3
3) -2, ___, ___, -16, -32 7) 5x4, ___, ___, 5x10
4) 3, ___ ,27 8) 8, ___, ___, ___, 128

Well done if you were able to answer the exercises above!

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GRADE 10
Learning Module for Junior High School Mathematics

Now, try solving these problems on your own!

Activity 3: (Critical Thinking)
Read each item carefully and identify what is asked.
1. The number of bacteria in a certain culture doubles every 3 hours.
If there are 100 bacteria to start with, find the number in 24 hours.
2. A ping pong ball dropped from a height of 128 m rebounds on each
bounce one- half the distance from which it fell. How many meters
did it fall on the 5th descent?
3. Jenny wishes to become a billionaire. She decides to follow a
simple scheme: she puts aside P1 the first day, P3 the second day,
P12 the third day and so on, tripling the number of peso each day.
How much money will she have to set aside on the 10th day?
4. A company offers delivery service in various parts of Luzon. Now on
its 4th year, the company can deliver as much as 2,250 goods a
day. Two years ago, the delivery was only at 90 goods per day. If
the increase in the average delivery per year is at a constant rate,
a. How many goods were they able to deliver on their first year?
b. What is the average rate of increase per year?

WHAT I HAVE LEARNED

The formula for finding the nth term of a geometric sequence is given by:
𝒂𝒏 = 𝒂𝟏 𝒓𝒏−𝟏

where, 𝑎1 = first term r = common ratio

𝑎𝑛 = nth term n = number of terms

A Geometric mean is a number between any two given terms of a

geometric sequence.

WHAT I CAN DO (Critical Thinking)

A. Complete the sequences below:

3
1. 12, ___, ___, 5. 76, ___, 19
2
2. 1, ___, ___, 64, 256 6. -2, ___, ___, 128
1
3. -8, ___, ___, ___, -8 7. 10, ___, ___, ___,
1000
4. mn, m2n3, m3n5, ___, ___ 8. ___, 18, 36, ___, ___

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Learning Module for Junior High School Mathematics

B. Find the indicated term of the following geometric sequence.

a1 r
1. 6 3 a5 =
2. -12 ½ a6 =
3. 4 2 a7 =
4. -3 3 a4 =
5. 243 - 1/3 a8 =
6. 1 5 a10 =
7. -½ 2 a12 =
8. 8 ½ a6 =
9. -2 -1 a15 =
10. 1 4 a9 =

C. Analyze carefully and solve the following problems:

1. Myla wishes to buy a cellphone worth P 8000 six weeks from now. She
starts saving P100 the first week, P 200 the second week, P400 the
third week and so on.
a. How much money does she need to save on the sixth week?
b. Will she be able to buy the cellphone? Why?
2. A local shoe company gained a profit of ₱6,000,000 in 2017. The
company predicts a yearly profit of 5%.
a. Show that the yearly profit from year 2017 to 2020 forms a
geometric sequence.
b. What is the common ratio?
c. What year will the company’s predicted yearly profit exceeds 7
million pesos?
d. Predict the shoe company’s profit in the year 2022.
3. The population of tarsiers in an island in Visayas at the end of 2018
was 560. The population has been steadily decreasing by 2% each
year.
a. Find the population in the beginning of year 2020.
b. In which year would we expect the population to have declined
to be less than 500?

ASSESSMENT

Let us now find out how well have you learned!

Read each item below and choose the letter of the best answer.
1. The formula for finding any term of a geometric sequence
A. an = a1 ⋅ 𝑟 𝑛+1 B. an = a1 ⋅ 𝑟 𝑛−1 C. an = a1 ⋅ 𝑟 2𝑛−1 D. an = a1 ⋅ 𝑟 2𝑛+1

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GRADE 10
Learning Module for Junior High School Mathematics
2. Which of the following choices is the formula for the nth term of the
sequence -3, 12, -48, 192 ...?
1 𝑛−1 1 𝑛−1
A. 𝑎𝑛 = −3(−4)𝑛−1 B. 𝑎𝑛 = −3 ( ) C. 𝑎𝑛 = −3(4)𝑛−1 D. 𝑎𝑛 = −3 (− )
4 4

1 1 1
3. Find a11 of the geometric sequence 𝑥 , 𝑥2 , 𝑥3 , …
11 11 1 1
A. 𝑥10 B. 𝑥11 C. 𝑥10 D. 𝑥 11
4. Identify the 7th term of the sequence: 4, 20, 100, ...
A. 65,200 B. 315,200 C. 62,500 D. 312,500
2
5. Give the common ratio of the sequence 10, 2, 5 , …
1 1
A. 5 B. 5 C. -5 D. − 5
6. It is a number between any two given terms of a geometric sequence.
A. common difference C. geometric mean
B. geometric extremes D. common ratio
7. In the sequence 1, 6, 36, 216, 1296, the geometric means are
A. 1, 36, 1296 B. 1, 1296 C. 6, 216 D. 6, 36, 216
8. Using the same sequence in number 7, the geometric extremes are
A. 1, 36, 1296 B. 1, 1296 C. 6, 216 D. 6, 36, 216
9. If a1 = 3 and r = 2, find a7.
A. a7 = 384 B. a7 = 192 C. a7 = 96 D. a7 = 42
10. Complete the sequence: 400 __, __, __, 25.
A. 200, 100, 50 B. 350, 175, 85 C. 250, 150, 590 D. 300, 200, 100
11. Calculate the geometric mean between 2 and 18
1
A. 6 B. 6 C. -6 D. ±6
12. Insert 2 geometric means between 16 and -2.
A. -8, -4 B. 8, 4 C. -8, 4 D. 8, -4
13. You put an amount of ₱10,000 in a bank as time deposit. If there is an
interest rate of 5% annually, how much money would you have after 5
years?
A. ₱15,125 B. ₱12,155 C. ₱12,515 D. ₱11,255
14. Nelly started with only two plants in her backyard. After 3 years, she
already has 18 different plants. If the total number of plants follows a
geometric pattern, how many plants does Nelly have on the second year?
A. 6 B. 8 C. 9 D. 12
15. What is the common ratio of the sequence in # 14?
A. 6 B. 5 C. 4 D. 3

ADDITIONAL ACTIVITIES
(Collaboration)
With a partner, investigate the characteristics of a Sierpinski’s
Triangle and how it relates to geometric sequences.

Brief History:
Sierpinski’s Triangle is a self- similar shape
described by Polish mathematician, Waclaw Sierpinski
in 1915. It is a fractal, or a geometric figure formed due
to repeated application of a certain process or iteration. It

13
GRADE 10
Learning Module for Junior High School Mathematics
is also called Sierpinski gasket or sieve and has been used as a decorative
pattern for centuries now.
The following are steps to create the pattern:
1. Draw an equilateral triangle.
2. Connect the midpoints of all three sides.
3. Remove the upside-down middle triangle either by cutting or shading.
4. Repeat steps 2-3 with the remaining triangles.
5. Repeat step 4 three more times.

Activity:
1. Following the steps given, create a Sierpinski’s Triangle.
2. Complete the table below.

3. W No. of Iterations No. of Triangles created Area of the Triangle after

h after the iteration(s) the iteration(s)
a 0
t
d 1
o 2

y 3
o 4
u
n
n ∞
o
tice with the pattern made by the number of triangles formed and the
remaining areas after each iteration?
4. If an infinite iteration is made, what happens to the area of the
Sierpinski’s Triangle?

E-Search
Additional resources on the topic may be accessed through the following
links:
https://www.purplemath.com/modules/series5.htm
https://www.varsitytutors.com/hotmath/hotmath_help/topics/geometri
c-series
https://www.youtube.com/watch?v=pwUdYEwT9kY
https://www.youtube.com/watch?v=TKtO3C9xpsQ
https://www.onlinemathlearning.com/geometric-sequences-nth-
term.html https://www.youtube.com/watch?v=YOWf09ZAfi0

REFERENCES
Callanta, M.M., Canonigo, A.M., Chua, A. I., Cruz, J.D., Esparrago, M.S.,
Garcia, E.S., Magnaye, A.N., Orines, F.B., Perez, R.S., Ternida, C.S.
(2015). Mathematics – Grade 10 Learner’s Module First Edition. Rex

14
GRADE 10
Learning Module for Junior High School Mathematics
Bookstore, Pasig City, Philippines
Goldbars. (n.d.). Retrieved May 28, 2020 from
https://ya-webdesign.com/image/drawing- gold/902285.html
Grade 7/8 Math Circles: Fractals. (2017). Retrieved May 28, 2020 from
https://cemc.uwaterloo.ca/events/mathcircles/2016-
17/Winter/Junior78_Feb28_Soln.pdf

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GRADE 10
Learning Module for Junior High School Mathematics
PISA-BASED WORKSHEET

Learning Competency: To differentiates a finite geometric sequence from an

infinite geometric

The story of a social studies teacher who gives an assignment to

his junior high school class to think of an idea to change the world
for the better, then put it into action.
The boy decides to "pay it forward"
(instead of payback) with the basic concept
that every time he helps someone, that
someone will help three people, and those
three people will each help three people, and
so forth...
When one young student creates a
plan for "paying forward" favors, he not only
affects the life of his struggling single mother,
but he sets in motion an unprecedented
wave of human kindness which, unbeknownst
to him, has blossomed into a profound
national phenomenon.

QUESTIONS:
1. What is the main idea of the story?
___________________________________________________________
2. Write the first five terms of the sequence for the number of
persons at each level of the tree.
___________________________________________________________
3. Tell whether the sequence is arithmetic, geometric or neither.
___________________________________________________________
4. Write a formula for the sequence.
___________________________________________________________
5. How many people were helped up to the seventh level?
___________________________________________________________

16
GRADE 10
Learning Module for Junior High School Mathematics

A rubber ball is dropped on a hard surface

from a height of 10 feet. Each time it hits the
ground, it bounces to 80% of its previous height.

a. How far will the ball have travelled if you catch it after it reaches the
top of the seventh bounce?
___________________________________________________________

b. Find the total distance travelled by the ball.

___________________________________________________________

c. On which bounce will the ball have travelled 85% of its total
distance?
___________________________________________________________

17