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Mathematics
Quarter 1 – Module 5:
Geometric Sequences vs.

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WHAT I NEED TO KNOW
This module was designed and written with you in mind. It is here to help you
identify the common ratio and the r term of a geometric sequence and to
distinguish a geometric sequence from an arithmetic sequence. The scope of
this module permits it to be used in many different learning situations. The
lessons are arranged to follow the standard sequence of the course but the
pacing in which you read and answer this module will depend on your ability.
After going through this module, the learner should be able to:
a. determine a geometric sequence;
b. identify the common ratio of a geometric sequence;
c. find the missing term of a geometric sequence;
d. determine whether a sequence is geometric or arithmetic; and
e. explain inductively the difference between arithmetic sequence and
geometric sequence using real life-situations.

What I Know
Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write the CAPITAL letter of
the correct answer on a separate sheet of paper.
_____ 1. What operation is used in obtaining the next terms in a geometric
sequence?
A. Addition C. Division
B. Multiplication D. Subtraction
_____ 2. What operation is used in obtaining the succeeding terms in an
arithmetic sequence?
A. Addition C. Division
B. Multiplication D. Subtraction
_____ 3. Which of the following terms is closely
related to a geometric sequence?
A. Common Ratio C. Both A & B
B. Common Difference D. None of these.

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_____ 4. Which of the following terms is closely associated to an arithmetic
sequence?
A. Common Ratio C. Both A & B
B. Common Difference D. None of these.
_____ 5. Which of the following sequences is arithmetic?
ࠀ t
A. 12, 12, 12, 12, … C. 12, , 13, ,…
B. 32, 8, 2, , … D. 1, 2, 3, 5, 8, …

_____ 6. Which of the following presents a geometric sequence?

ࠀ t
A. 12, 12, 12, 12, … C. 12, , 13, ,…
_____ 7. What is the common difference in the sequence 1, , 0, , 1, …?

A. 1 C. 0
B. D.

_____ 8. What is the common ratio in the sequence 1, , , , …?

B. 32, 8, 2, , … D. 1, 2, 3, 5, 8, …

A. 1 C. 0
B. D.

For items 9 to 15, determine whether the given situation presents

an arithmetic sequence, a geometric sequence, or neither. Write A for
arithmetic, G for geometric, and N for neither.
_____ 9. An amount of money invested in a bank that offers an interest rate of
6% compounded annually
_____ 10. Saving ₱5 in your piggy bank daily
_____ 11. Pushing a swing with a constant force

_____ 12. 1, 2, 1, 3, 2, …

_____ 13. Half-life of Carbon

_____ 14. Graph of a linear function
_____ 15. A car running with a constant speed

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WHAT’S IN
It was discussed to you earlier that sequences are arrangements of objects or
terms which follow a certain pattern. Look around you, can you cite
situations, figures, or even routines which follow a certain pattern?
Before going to school, are their sequenced routines that you follow? When
performing something, do you follow sequential actions? These are just a few
of many situations where we can see the applications of sequences. The
patterns or sequences we follow are results of the choices we pick and the
decisions that we make. Just like us, humans, different sets of numbers
follow different sequences or patterns, too.
Let us review what you have already learned on arithmetic sequences from
the preceding modules. Accomplish the activity that follows.
AM I ARITHMETIC OR NOT?
Identify whether the given sequence is arithmetic or not. Write AS if it is an
arithmetic sequence, otherwise, write NA.

Hint: For item number 1, the

succeeding terms are obtained by
adding the common difference, 6, to
the preceding terms. Therefore, it is
an arithmetic sequence.

How were________ 1. 5, 11, 17, 23, …you able to

identify if the sequence
is ________ 2. 3, 9, 27, 81, …arithmetic or
not? If some of the
examples above are not
________ 3. 12, 9, 6, 3, …
arithmetic, what kind of
sequence are they?
________ 4. 1, , , , …
Let’s discover
t
another type of
sequence ________ 5. 8, , 9, , …through this
module.

Lesson Geometric Sequences

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1

WHAT’S NEW
Arithmetic sequences were presented to you in the previous modules using
situations that involve entrepreneurship, salary, savings, seats in a hall,
health using a doctor’s advice, construction, and even through the song
Twelve Days of Christmas. This goes to show that mathematical concepts are
not just applied in mathematical scenarios but are also being used in other
fields. In this lesson, you will again be exposed to some more circumstances
where mathematics is used.

Look at the pictures shown below. Have you ever wondered how plants grow?
In your Facebook account, how would you know how many likers/reactors
will you have in a couple of minutes if a certain pattern is observed? When
saving your money in the bank, have you realized how much will it increase
monthly, quarterly or yearly? These are just but situations that will help you
arrange or organize things accurately and make wise decisions.

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WHAT IS IT
Consider yourself depositing an amount of money in a local bank which offers
8% interest rate compounded annually. If you deposited ₱10,000.00 in that
bank, how much will you earn after a year? 2 years? 3 years?

From the given situation, the principal amount you have is ₱10,000.00. Then,
after a year of investing, you had a remaining balance of ₱10, 800.00. After
the second year, you obtained a remaining balance of ₱11,664.00, and
₱12,597.12 after the third year.
The figure shows the remaining balance you obtained for three years.

From the figure, can you predict the next

terms?

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Consider the principal amount as the first term, then the second term will be
the remaining balance after a year, then the third term will be the remaining
balance after two years, and so on. The terms were obtained by multiplying a
constant value (1.08) from the preceding term. The constant value is referred

to as the common ratio ( ) and the terms can be denoted by refers to the
placement of the term. This sequence is an example of geometric sequence.
Therefore, the fifth term of the sequence

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WHAT’S MORE
ACTIVITY 1: GENERATE THAT PATTERN!
1. Find the next three terms of the geometric sequence 3, 21, 147, …
Solution: To find the next three terms of the sequence:

a. First, identify the common ratio ( ).

t
b. Afterwards, multiply the obtained common ratio ( ) to the
preceding term to get the next term.
3 147 7 1 029
3 7 21 1 029 7 7 203
ࠀ
21 7 147 7 203 7 50 421
Therefore, the next three terms of the geometric sequence are 1 029, 7 203,
and 50 421.
2. You are planning to buy a new blouse which costs ₱300.00 as a present
to your mother this Christmas season. You started saving money on the
first week of November and doubled the amount to be saved every week.
If you started saving ₱5.00 on the first week, will you be able to buy the
blouse at the end of the second week of December? What is the sequence
obtained?
To solve the problem, you must have to analyze accurately the given
situation. The amount to be saved is doubled every week. Therefore, you must
multiply the preceding terms by two (2) in order to obtain the succeeding
terms. The initial amount saved is ₱5.00 while your target amount at the end
of the second week of December is ₱300.00.
To represent the situation:
₱ 5.00

initial amount saved in the first

week of November

₱ 300.00

target total savings at the end of

the second week of December

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There are six weeks from the first week of November up to the second week of
December.
Week 1 2 3 4 5 6 Total
Number Savings
i i i
ࠀi ࠀi i
Weekly
Savings
₱e i
i .00 m

Adding all your savings from the 1st week up to 6th week will enable you to
identify if it’s possible for you to buy the blouse for your mother. From the
table, the amount obtained is 315.00, therefore, you will be able to buy the
blouse at the end of second week of December.
The geometric sequence obtained is 5, 10, 20, 40, 80, 160, …
If you do this scheme of saving from the first week of the year until the very
last week with i as the initial amount to be saved, how much will you be able
to save for a year? What will you do with such earning?

ASSESSMENT 1. IT’S YOUR TURN!

A frog jumped 20 centimeters away from a door and then jumps again 15
centimeters away from the 20-centimeter point. The frog reaches threefourths
of its preceding distance each time it jumps.
Complete the table of values showing the relationship between the number of
jumps and distance covered by the frog per jump. Then, write the geometric
sequence formed and answer the question that follows.
Number of
1 2 3 4 5 6 7
Jumps
Distance em em
20 15
Covered m m
Geometric Sequence: __________________________
If the frog jumped following a straight path, what is the linear distance of the
frog from the door after jumping seven times? __________________________

ACTIVITY 2: WHO’S ON DECK?

Sets of geometric sequences are provided below. Identify the value of the
missing term that will satisfy the given geometric sequences.
1. 3, 12, 48, ___ 2. ___ , 32, 64, 128
The missing term is a succeeding Therefore, the missing term in the
term and comes after 48. The geometric sequence is 192.
common ratio is 4.
The missing term is a preceding
To obtain the missing term, term and comes before 32. The
multiply 48 to 4. common ratio is 2.

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To obtain the missing term, divide Therefore, the missing term in the
32 by 2. geometric sequence is 16.
Remember
To identify the missing term:
First, you must have to find the common ratio.
If the unknown value is a succeeding term, then multiply
the preceding term to the common ratio.
If the unknown value is a preceding term, then divide
the succeeding term by the common ratio.

ASSESSMENT 2. MISSING IN ACTION

Identify the value of the missing term in each geometric sequence.

1. ______ , 32, 16, 8

2. 100, 50, 25, ______

3. 2, 12, ______ , 432

4. 4, ______ , 64, 256

5. 32, 2, , ______

WHAT I HAVE LEARNED

ACTIVITY 1: SHADE THAT GEOMETRIC
Identify whether the given sequence is geometric or not. SHADING
THE BOXES

1. Prepare a crayon of any shade you want.

2. Color the boxes that contain geometric sequences.
2, 6, 100, 50, 0,
3, 2, 4, 5 2, 1, , , , 1, 2
18, 54 50

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ࠀ ࠀ
0, 12, 24, 36 5, 15, 45, 135 2, 4, 8, 16 3, 6, 12, 24
5 ,15, ,

5 ࠀ ࠀ ࠀ, 108, 36, 12,

7, 3, 4, 1 3, 2, 4, 7 15, 20, 25, 30
,, 4

65, 13, ࠀ ࠀ
1, 2, 3, 4 90, 30, 10
ࠀ 5 ,15, 1, , 2,

2, 6, 18, ࠀ
10, 20, 30, 40 10, 20, 40, 80 5, 50, 500
54 5 ,10 ,20,

ACTIVITY 2: A THOUGHT TO PONDER

A message is hidden in the boxes. Follow these steps to decode the message.
Step 1. Identify the common ratio of each of the geometric sequences found in
the Question Box.
Step 2. Match the answers that you got with those found in the Answer Box by
writing the word/punctuation that corresponds with the correct common ratio
in the Answer Box.

QUESTION BOX
TO NOT PERSON PRAY FOR

1, 4, 16 12, 6, 3 2, 8, 32 7, 14, 28 , ,

; AN A BE STRONG
, ,1
, , 100, 20, 4 2, 2, 2, 2 2, 40, 800
ࠀ ࠀ
PRAY EASY INSTEAD LIFE
, 1, 3
2, , , 1,2 32, 8, 2 10, 10, 10
3
ANSWER BOX

2 –2
ࠀ

1 3 –3 4

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5 –1 20 –4
MESSAGE : ______________________________________________________________

WHAT I CAN DO
PUSH IT!
A child on a swing is pushed by his father until the swing reached a
maximum height of 4 feet. Then, the father released the swing and observed
that the maximum height reached by the swing decreases by 15% on each
successive swing.
1. If the swing is pushed once by the father, what will be the height
reached on the third swing? on the fourth swing? on the sixth
swing?
2. Complete the table of values to present the answers to the questions
in item 1.
Number of Swings 1 2 3 4 5 6
ā ᤶ ᤶe
Height Reached 4 2.089 1.775

Lesson 2 Arithmetic Sequences vs.

Geometric Sequences

WHAT’S NEW
HOW TO GENERATE SEQUENCES
Determine the pattern being followed by the terms or numbers in each of the
following sequences.
__________________________ 1. 1, 2, 3, 4, …

__________________________ 2. 7, 14, 28, 56, …

__________________________ 3. 12, 6, 3, , …

__________________________ 4. 7, 12, 17, 22, …

__________________________ 5. 13, 7, 1, 5, …

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WHAT IS IT
If you are going to observe the given sequences in What’s New, there is always
a constant value that is being added or multiplied to obtain the terms in the
sequence. Let us re-discover these concepts through this lesson.
Look at the two sequences below, what can you say about the pattern that is
being followed by the terms or numbers in each sequence? What pattern do
you observe in sequence 1? How about in sequence 2?

1 5, 12, 19, 26 , 33 , … 2 3, 12, 48, 192 , …

In the first example, the first term, denoted as , is 5. It is followed by the

second term ( ) 12, then the third term ( ) 19, the fourth term ( ) 26, and so
on. You can observe that in order to obtain the second term, you add 7 to the
first term, and to obtain the third term, you add 7 to the second term. So, the
pattern is 7 is being added to the preceding terms to obtain the next
terms. The number that is being added to the preceding term to get the next
term is referred to as the common difference h of an arithmetic sequence.

In the second example, 3 is the first term, 12 is the second term, 48 is the
third term, and so on. The first term ( ) is multiplied to 4 to get the second
term ( ). The third term ( ) is obtained by multiplying 4 to and is multiplied to
4 to get . So, the pattern is 4 is being multiplied to the preceding terms to
obtain the next terms. The number that is being multiplied to the preceding

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term to get the succeeding number is called the common ratio of a geometric
sequence.

ACTIVITY: ARITHMETIC OR GEOMETRIC!

Determine whether the sequence is geometric or arithmetic.
__________________________ 1. 12, 15, 18, 21, …
__________________________ 2. 10, 5, 0, 5, …
__________________________ 3. 5, 15, 45, 135, …
__________________________ 4. 24, 12, 6, 3, …
Example 1.) 12, 15, 18, 21, …
First, let’s investigate if a common ratio or a common difference exists.
Using the first three terms 12, 15, and 18:
ࠀ m m and
but
ࠀ

We got the ratios of two pairs of consecutive terms but, we failed to obtain a
common ratio. So, the sequence is not a geometric sequence.

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Now, let’s try to obtain a common difference by using the first three terms 12,
15, 18.
ࠀ e and ࠀ e and e e
We performed subtraction in two pairs of consecutive terms and, we were able
to obtain the common difference, 3. Therefore, we can conclude that the
sequence is an arithmetic sequence.
Let us do the same for examples 2 to 4 to find out if the sequence is
arithmetic or geometric. Example 2.) 10, 5, 0, -5, …

and

a2 – a1 = 5 – 10 = 5

and a3 – a2 = 0 – 5 =

Example 3.) 5, 15, 45, …

There is a common ratio of 3 .

Therefore, the sequence is
geometric.
= 3 and

Example 4.) 24, 12, 6, 3, …

ASSESSMENT 1. WHICH IS WHICH?

Determine if the following sequence is arithmetic, geometric, or neither.
Write JUST for arithmetic, DO for geometric, and IT for neither.

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ASSESSMENT 2. THEY NEED HELP
Read and analyze the situation carefully. Then, provide what is being asked
for.
SITUATION:
Your classmates Ruben and Nathaniel are arguing during your Math subject.
You found out that they are arguing about the examples of sequences
presented by your teacher.

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A. Saving 5 pesos in your B. An amount of money deposited in
piggy bank daily a bank that is compounded yearly
at an interest rate of 6%

Ruben is telling that example A is an arithmetic sequence while example B is

a geometric sequence. On the other hand, Nathaniel is defending that
example A is a geometric sequence while example B is an arithmetic
sequence.
Since you are knowledgeable about the issue, who among your classmates
will you agree with?
Answer: ___________
What explanation(s) will you provide to your classmates for them to
understand clearly the difference between an arithmetic sequence and a
geometric sequence?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Your explanation(s) will be scored using this rubric.
8 points 6 points 4 points 2 points
Argument gives Argument gives
Argument is very Argument is
some new no new
informative, somewhat
information but information and
accurate, and informative and
is poorly is poorly
well organized. organized.
organized. organized.

WHAT I HAVE LEARNED

SEE THE DIFFERENCE!
What is the main difference that you observed between the two sequences
below? Justify your answer.

___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

Your justification(s) will be rated using this rubric.

8 points 6 points 4 points 2 points
Correct answer Correct answer Correct answer
An answer is
with informative with informative with well
and well organized but not provided but
but not well
organized informative without
organized
justification justification justification
justification

WHAT I CAN DO
INVESTIGATE AND CONCLUDE
Read and analyze the situation below.
Consider yourself depositing an amount of money in a local bank which offers
5% interest rate compounded annually. If you deposited ₱10,000.00 in that
bank, how much will you earn after 3 years?
1. What kind of sequence is illustrated in the above situation?
2. If it shows an arithmetic sequence, then what is the common difference?
On the other hand, if it shows a geometric sequence, then what is the
common ratio? Provide a justification for your answer using any method.

ASSESSMENT
Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write the CAPITAL letter of
the correct answer on a separate sheet of paper.
_____ 1. This refers to the number that is being multiplied to obtain a
geometric sequence.
A. Number of Terms C. Common Difference
B. Common Denominator D. Common Ratio
_____ 2. Which of the following statements is true to all geometric sequences?
A. If the common ratio is negative, then the sequence is increasing.

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B. If the common ratio is negative, then all the terms of the sequence is
also negative.
C. If the common ratio is less than one, then the
sequence is decreasing.
D. If the common ratio is less than one, then the
sequence is increasing.
_____ 3. If the common ratio of a sequence is –3 and the first term is 3, then
the fourth term is ___.
A. 27 B. 27 C. – 81 D. 81
_____ 4. Which of the following is an example of a geometric sequence?

A. 2, 4, 6, 8, … C. , , 1, 2, …

B. 12, 8, 4, 0, … D. 1, , ….

_____ 5. Supply the missing term in the sequence 1, ____, , , … to make it a

geometric sequence.

A. 2 B. C. 3 D.

_____ 6. Which of the following statements will let you obtain the common
difference of an arithmetic sequence?
A. Divide the first term by the second term of the sequence.
B. Subtract the first term from the second term of the sequence.
C. Subtract the second term from the first term of the sequence.
D. Divide the second term by the first term of the sequence.

_____ 7. What is the common difference in the sequence 1, , 0, , 1, …?

A. 1 B. C. 0 D.

_____ 8. Which of the following is NOT an arithmetic sequence?

A. 1, 0, 1, 2, 3, 4, 5, … C. 0, 2, 5, 9, 14, ...

B. ,,,… D. , , , ࠀ
,…
_____ 9. What term fits on the blank in the sequence ____ , 0, 3, 6, …?
A. 3 B. 0 C. 3 D. 6
For items 10 to 15, determine whether the given situation is an arithmetic
sequence, a geometric sequence, or neither. Write A for arithmetic, G for
geometric, and N for neither.

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_____ 10. Growth of bacteria on a petri dish
_____ 11. 15, 10, 5, 0, 5, 10, …
_____ 12. Doubling your weekly savings
_____ 13. The number of people watching a viral video within an hour
_____ 14. Playing the stacking cups game
_____ 15. The taxi fare a passenger pays per kilometer traveled

ADDITIONAL ACTIVITY
Ben is planning to visit his friend Albert who is suffering from colds and
headache. Ben uses his car to travel to Albert’s house. The initial speed of
Ben’s car is 20 mph, then constantly increasing one-fourth of its preceding
speed.
1. If the constant increase of its speed is done every 10 minutes, what
will be the speed of his car for the first 30 minutes?
2. Construct a table of values which shows the relationship between
the speed of the car for the first hour if the constant increase is of
the preceding speed for every 20 minutes.
3. What is the common ratio obtained by the sequence based from the
table of values?

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Wh at I K n ow
1. B 6. B 1 1. G
2. A 7. D 1 2. N
3. A 8. B 1 3. G
4. B 9. G 1 4. A
5. C 10. A 1 5. G
Wh at ’s I n
1. AS 2 . NA 3. AS 4 . NA 5 . AS
L E S S ON 1
Wh at ’s More
As s es s m en t 1 : (in cen timeters )
Nu m ber of
J u m ps 1 2 3 4 5 6 7
D is tan ce
C overed 20 15
ANSWER KEY
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S peed of th e
C ar 20 26.67 35.56 47.41
A c tiv ity 2 :
M E S S A G E : P r a y n ot for a n ea s y life; in s tea d p r a y to b e a s tr on g p er s on .
W h a t I c a n D o (in fee t)
N u m b er of S w in g s 1 2 3 4 5 6
H eig h t R ea c h ed 4 2 .0 8 9 1 .7 7 5
60 40 20 0 2 0 -m in u te In tervals

T able of valu es (th e s peed of th e ca r is in mph ) 1.

1 . 3 9 . 0 6 2 5 m ph

A dd i t i on al A c t i v it y

A 1 5. G 10. 5. B
A 1 4. A 9. 4. C
N 1 3. C 8. 3. C
G 1 2. B 7. 2. C
A 1 1. B 6. 1. D

A s s es s m en t

REFERENCES
www.VectorStock.com/15088776
www.yumpu.com/en/document/read/35995428
Cabral,Josephine,Bernabe,Julieta,and Valencia,Efren.New Trends in Math
Series,Algebra II. Araneta Avenue,Quezon City: Vibal Publishing House
Incorporated, 2004. https://www.pngwave.com/png-clip-art-aiuru
https://katiegard.wordpress.com/tag/interpretations/
https://firstpriority.net/152-qa-with-coach-phil-december-31-2019-
12days-of-xmas-new-years-resolutions-3-0

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