LEARNING MODULE

Mathematics 10
10
Quarter 1
Self-Learning Module 4
Illustrating a Geometric
Sequence, and Differentiating
Finite and Infinite Geometric
Sequence

 MELCs-aligned

 Integrates 4S of
learning
 TABLE OF CONTENTS
PAGE
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator iii
Note to the Learner iii
Note to the Parents/Guardian iii
How to Learn from this Module iv

Parts of the Module with 4S Learning Model Components iv

WHAT I NEED TO KNOW (LEARNING OUTCOMES) vi

WHAT I KNOW (Pre-test) vi

REVIEW vii

LESSON: Sum of Arithmetic Sequence and its Notation Symbol. 1

Activity 1 6
Activity 2 7
Activity 3 8
Activity 4 11

WRAP-UP 11

POST TEST 12

ANSWER KEY 13

REFERENCES 14
What this Module is About

Welcome to the Mathematics Grade 10 Self-Learning Module on Illustrating a Geometric

Sequence, and Differentiating Finite and Infinite Geometric Sequence.
This Self-Learning Module was designed and developed by the researcher and reviewed by
selected experts from Department of Education who handled Mathematics subjects. The writer/s utilized
the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

Module Developers: Paul John E. Calam (researcher) and Dr. Maria Antonieta A. Bacabac (adviser)

This learning material hopes to engage the learners in guided and independent learning activities at
their own pace and time. Further, this material is guided with the 4S Learning Cycle model, namely: Sense
making, Showing of representation, Solution and explanation, and Summarization. Also aims to help
learners acquire the needed 21st-century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the self-
learning module:

Notes to the Teacher

This contains helpful tips or strategiesthat
will help you in guiding the learners.

Notes to the Teacher/Facilitator:

As a facilitator you are expected to orient the learners on how to use this module. You also need
to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners a s they do the tasks included
in the module.
Notes to the Learner:
Welcome to the Mathematics 10 Self Learning Module on Illustrating a Geometric Sequence, and
Differentiating Finite and Infinite Geometric Sequence.
This self- learning module 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 material while being an active learner.

How to Learn from this Module

To achieve the objectives in this self-learning module, you are to do the following:
1. Take your time reading the lessons carefully.
2. Follow the directions and/or instructions in the activities and exercises diligently.
3. Answer all the given tests and exercises.
Parts of the Module with 4S Learning Model Components

4S Learning
Parts of the
Model Purpose
Definition Modules
components
This point to the set of
knowledge and skills
Learning that students should
Outcomes acquire after completing
the module.
This is a pre-test
assessment as to your
level of knowledge to
Pretest the subject matter at
hand, meant specifically
to gauge prior related
knowledge
Refers This refers to students’
ability to turn circumstances
into a situation that is Review of Prior This part connects
comprehended clearly by Knowledge previous lesson with
Sense-making using their prior knowledge that of the current one.
and experience to explain
the given problem.

This section discusses

Lesson
the lessons for the
students to understand
the concept.

This is an activity where

students will be given
This refers to students’
an opportunity to
ability to illustrate the
illustrate the model to
model to communicate
Showing communicate
mathematical ideas through
Representation Activity 1 mathematical ideas
the use of manipulative
through the use of
materials, diagrams,
manipulative materials,
graphical displays, or
diagrams, graphical
symbolic expressions.
displays, or symbolic
expressions.
Refers to accurate response
through the algorithm with This is an activity where
Solving with
clarity and justification why Activity 2 students will solve and
Explanation
the answer to the question is explain their solutions.
correct.
Refers to the students’ This is an activity where
ability to put together the a student put together
concept discussed in their the concept discussed in
Synthesizing own words, in a simple Activity 3 their own words, in a
manner and correct context simple manner and
correct context.
 This is an activity where
students will solve word
Sense-making,
problems by applying
Showing
the 4S(Sense-making,
Representation,
Activity 4 Showing
Solving with
Representation, Solving
Explanation and
with Explanation and
Synthesizing
Synthesizing) method of
problem solving.
This section summarizes
the concepts and
Synthesizing Wrap-up application of the
lesson.
This evaluates your
level of mastery in
Posttest achieving the learning
objectives.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer the Pretest before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

Learning Outcomes

This Module is divided into 2 lessons;

– Illustrating a Geometric Sequence, and Differentiating Finite and Infinite Geometric Sequence

At the end of this module, you should be able to:

1. Illustrates geometric sequence (M10AL-ld-1)
You will also be expected to:
a. Identify geometric sequence.
b. Illustrates a geometric sequence.
c. determine the first term (a1), common difference (r), last term (an), and the number of terms (n);
d. illustrate a finite geometric sequence and an infinite geometric sequence;
e. identify a finite geometric sequence and an infinite geometric sequence; and
f. differentiate a finite geometric sequence from an infinite geometric sequence.
g. solve problems involving geometric sequence.
h. show appreciation on the concept of geometric sequence in a real life situation.

PRETEST

Directions: Identify what is being asked in each question. Write your answer in
your paper.

A. Multiple Choice.

1. Find the common ratio of the geometric sequence: 2, 4, 8, 16…

A. 2 B. 4 C. 8 D. 16
2. What is the missing term of the geometric sequence 3, ___, 48, 192… ?
A. 4 B. 12 C. 36 D. 144
3. Given the sequence: 8, 16, 32, 64, ___, what is the next term?
A. 148 B. 138 C. 128 D. 118
4. Given -4, -8, -16, -32,- 64, what is the common ratio?
A. 2 B. 4 C. 6 D. 8
5. It is sequence in which each term after the first can be obtained by multiplying
the preceding term by a fixed constant called the common ratio denoted by r.
A. Arithmetic Sequence
B. Geometric Sequence
C. Both arithmetic sequence and geometric sequence
D. None of them
6. Given a geometric sequence of 4, -16, 64, -256… what is the common ratio?
A. 1, 024 B. - 256 C. - 4 D. cannot be
determine
7. The given geometric sequences illustrate a finite, which one is infinite?
A. 32, 16, 8, 4, 2, 1
B. -4, -1, - , - , …
C. 6 terms of -4, 4, -4, …
D. The first term is 5, the common ratio is 3, and the last term is 405.
8. Which of the following is the common ratio of the given infinite geometric sequence …, 2, 8,
32, 128
A. 8 B. 4 C. 1/2 D. 1/4
9. Which describes a finite geometric sequence? It has a first term and _______.
A. a last term
B. a Common ratio
C. last term, and a common ratio
D. last term, and a common difference
10. Infinite geometric sequence is characterized of having a __________.
A. first term and a last term
B. first term and a common ratio
C. first term, last term, and a common ratio
D. first term, last term, and a common difference
 B. Write G if the given is a geometric sequence, A if it is arithmetic sequence and, N if it is not a
sequence.
_____ 1. 1, 3, 9, 27, 81, . . .
_____ 2. –4, 8, –16, 32, –64, . . .
_____ 3. 1, 4, 16, 64, . . .
_____ 4. 20, 13, 6, –1, –8, . . .
_____ 5. –5, 0, 5, 10, 15, . . .

C. Supply the missing term.

1. 4, 12, ___, 108, 324
2. 16, 32, ____, 128
3. ____, 20, 40, 80
4. 27, 9, ____, 1/3
5. 120, 60, 30, ____

REVIEW
A. Find the ratio between the two numbers.

Numbers Ratio

1. 4 is to 8

2. 9 is to -3

3. x is to y

4. -35 is to 5

5. -5 is to -20

B. Write the first 5 terms of the arithmetic sequence from the given data.

First term Common Difference Arithmetic Sequence

1. a1 = 2 d= 3

2. a1 = -15 d=7

3. a1 = 13 d = -3

Do you still remember the concept of arithmetic sequence which was discussed in the previous
lessons? If you have forgotten take a look on the previous lesson to refresh the concept so that in the
next discussion there will be no confusion in your mind about the concept arithmetic sequence,
arithmetic mean and arithmetic series. Review the concept and proceed to the next lesson.
 LESSON
Definition
Geometric Sequence

a sequence in which each term after the first can be obtained by multiplying the preceding
term by a fixed constant called the common ratio denoted by r.

Can you recall anything familiar given this definition of a geometric sequence? I bet you can! Isn’t
it similar to the definition of an arithmetic sequence?

Recall that an arithmetic sequence is a sequence of numbers wherein the difference between any
two consecutive terms is constant (common difference denoted by d). You obtain d by getting the
difference between any two consecutive numbers in the sequence.

Example 1:

Raising ducks is a good source of additional income specially when the area is near the lowland rice
field. Petpit’s place is a perfect area for duck raising. When Petpit starts raising his ducks, he make a
record of the production of eggs as his ducks starts laying eggs. He made a tally of the number of eggs
his ducks laid each day. The table below shows her tally.

Number
Day of Eggs

1 4

2 8

3 16

4 32

5 64

 What can you say about the numbers? Is there anything in particular that you have noticed?
 Let’s look at this number closely. 4 8 16 32 64
 From the numbers, we can say that the second number is twice the first number. This means that 4 ×
2 = 8.
 Again, look at the third number. Isn’t it 8 × 2 = 16?
 What about 32? Isn’t this equal to 2 × 16?
 So, we can make the following table:
4 first term
8 2x4
 16 2x8
32 2 x 16
64 2 x 32
 Based on the table above, can you determine the number of eggs Petpit’s duck will lay on the sixth
and seventh days?
 Let’s do it together. Of course, it will be better if we present the numbers in a table again.

Number
Day
of Eggs
1 4 the first term

2 8 2×4

3 16 2×8

4 32 2 × 16

5 64 2 × 32

6 ___ 2 × ____

7 ___ 2 × ____
 Are your answers 128 and 256 for the 6th and 7th days, respectively? If yes, then you’re
doing great.

In a geometric sequence, you can obtain r by dividing any term by the preceding term. Recall our
example about Petpit duck farming. We have the following sequence of numbers: 4, 8, 16, 32, 64,…

To obtain r, the common ratio, we divide any term by its preceding term. Let’s say, we divide 8 by 4. The
quotient is 2. (We call the answer to a division process a quotient.) Again, we divide 16 by 8. The answer
is also 2. If we divide 64 by 32, the answer is again 2. This means that our common ratio is therefore 2. So,
we can denote 2 as r. The ratio between any term to its previous term is constant that is geometric
sequence. While in arithmetic sequence we get the difference between the two consecutive numbers.

When we say ratio this is done by dividing the second term by the first term of the given sequence
and the answer is what we call a ratio. When you subtract the first term to the second term of a given
sequence the result is the common difference.

In geometric sequence you will find a common ratio, while in arithmetic sequence you need to
determine the common difference.

 This means common ratio for geometric sequence

 Common difference for arithmetic sequence (which was discuss in your previous module)

Let’s try another example.

 EXAMPLE 2: Examine the following sequence of numbers: –2, –6, –18, –54 . . .What
can you say about it? Looking at the numbers, we can say that there is a commonality
among them. Let’s put the numbers in a table as in:
-2 1st term
-6 -2 x 2nd term
3
-18 -6 x 3rd term
3
-54 -18 x 4th term
3

EXAMPLE 3: Solving for the Common Ratio

Geometric Sequence Process of Getting the Common Common Ratio

Ratio
(r)

a) 4, -8, 16, -32,… Solution

-8 ÷ 4 = -2 r = -2

16 ÷ -8 = -2

-32 ÷ 16 = -2

b) 81, 27, 9, 3, 1, … Solution

27÷ 81 = 1/3

9 ÷ 27 = 1/3 r = 1/3

3 ÷ 9 = 1/3

1 ÷ 3 = 1/3

c) - 3, 9, -27, 81, -248,… Solution

9 ÷ -3 = -3

-27 ÷ 9 = -3 r = -3

81 ÷ -27 = -3

-248 ÷ 81 = -3
 EXAMPLE 4: Illustrating geometric sequence given the first term and the common ratio.

First term Common Ratio Solutions First 5 Terms of a

Geometric Sequence
(r)

a) a1 = 2 r =2 a1 = 2 2, 4, 8, 16, 32

a2 = 2 ( 2 ) = 4

a3 = 4 ( 2 ) = 8

a4 = 8 ( 2 ) = 16

a5 a1 = 16 ( 2 ) = 32

b) a1 = -1 r =3 a1 = -1 -1, -3, -9, -27, -81

a2 = -1 ( 3 ) = -3

a3 = -3( 3 ) = -9

a4 = -9 ( 3 ) = -27

a5 = -27 ( 3) = -81

c) a1 = 3 r=2 a1 = 3 3, 6, 12, 24, 48,

a1 = 3 ( 2 ) = 6

a2 = 6 ( 2 ) = 12

a3 = 12 ( 2 ) = 24

a4 = 24 ( 2 ) =48

Are the examples clear to you? If you have some confusions and questions in mind don’t
hesitate to ask your teacher or your facilitator for clarification. You can also ask your
classmate or friends for help in understanding the concept that is unclear to you. If you
don’t have problem with the topic you may now proceed to the next section.

Definition
Finite geometric sequence defines as a1, a1r1, a1r2, a1r3, ..., a1rn-1. It is a geometric
sequence with a first term, common ratio, number of terms, or last term. It has fixed
number of terms, while infinite geometric sequence defines as a1, a1r1, a1r2, a1r3, …. It
has a first term and a common ratio but no last term, the three dots tell us that the numbers
of terms are continuous.
EXAMPLE 5: Determine the first term, common ratio, last term, and number of terms of the given
geometric sequence. Copy and complete the table.

Geometric First Common Last Number

Sequence term ratio term of terms
1. 64, 16, 4, 1,…
2. 3, 6, 12, 24, 48
3. -2, 6, -18,…, 486

4. …, 4, 2, 1,
5. 4, 12, 36, 108,…

Answer the following questions:

1. What have you observed with the sequences?

2. What type of geometric sequence is it?

Based on the above activity, you have the following steps to solve each.

Geometric sequences Discussion

Item no. 1 First term (a1) = 64

64, 16, 4, 1,.... Common ratio (r) = Last term (an) = none
Number of terms (n) = cannot be determine Since we can only determine
the first term and the common difference the sequence is an infinite
geometric sequence. The three (3) dots tell us that the terms are
continuous.

Item no. 2 First term (a1) = 3

Common ratio (r) = 2
3, 6, 12, 24, 48 Last term (an) = 48
Number of terms (n) = 5
This sequence is a finite geometric sequence since it has a first term
(a1), common ratio (r), last term (an), and number of terms (n).

Item no. 3 First term (a1) = -2

Common ratio (r) = -3
-2, 6, -18,..., Last term (an) = 486
486 Number of terms (n) = 6
By listing the complete set in the sequence, we will
get -2, 6, -18, 54, -162, 486.This sequence is a finite
geometric sequence since it has a first term (a1),
common ratio (r), last term (an), and number of
terms (n).
Item no. 4 First term (a1) = Cannot be determined

Common ratio (r) = Last term (an) =

..., 4, 2, 1, Number of terms (n) = cannot be determine Since we can only determine
the last term and the common difference the sequence is an infinite
geometric sequence. The three (3) dots tell us that the terms are
Continuous backward.
Item no. 5 First term (a1) = 3
Common ratio (r) = 2
4, 12, 36, 108,... Last term (an) = none
Number of terms (n) = cannot be determine Since we can only determine
the first term and the common difference the sequence is an infinite
geometric sequence. The three (3) dots tell us that the terms are
continuous.
Sequences 1 and 5 have only first term (a1), and a common ratio. While sequence 2 and 3 have
first term (a1), common ratio (r), last term (a1), and number of terms (n). Sequence 4 has only
common ratio (r) and a last term (r).

Sequence 2 and 3 is a finite geometric sequence, while sequence 1, 4, and

5 is an infinite geometric sequence.

Based on the example given, did you understand a finite and an infinite geometric sequence? If
you have question let me know. If you already understand, let’s try to perform the activity.
 ACTIVITIES

Read and analyze. Write your complete solution and explanation.

ACTIVITY 1: LET’S ILLUSTRATE!

Given the following problem, identify whether it a finite geometric sequence or an infinite
geometric sequence and illustrate the sequence.

1. One day you saw a wonderful and interesting video. You shared this to your friends. At 9 am
you shared the video to 5 persons. Then, at 10 am each of your friends shared it to another 5
persons. At 11 am each of their friends shared it to another 5 persons. Illustrate the pattern if it
keeps on going.

2. Your job is a service crew in one of the famous fast food. On the first week you earn 900 pesos.
th
On the 2nd week your salary was doubled until the 5th week. Illustrate the result until 5
week.

ACTIVITY 2: LET’S PRACTICE!

A. Write the first 5 terms of the geometric sequence whose first term is 2 and the common ratio
is 3.
________,__________,__________,_________,________

B. Decide if each sequence is geometric sequence, if so, find the common ratio
1) 3 , 12, 48, 192,…
2) -5, -8, -13, -21,…
3) -5, -3, -1, 1, 3,…
4) ½, 1, 2, 4, 8,…
5) 5 , 10, 20, 40,…
C. Directions: State whether the following is finite or infinite geometric sequence.
1) 2, 12, 72, 432
2) -1, -12, -72, -432,...
3) 2, -10, 50, -250,..., n = 8
4) A geometric sequence whose first term is 4 and common ratio is -2.
5) a1 = 4, an = 8748, r = 3
6) 1, 2, 4, 8,... n = 6
7) a1 = 4, r = -2
8) 24, 144, 864,...
9) 4, 20, 100, ..., 12 500
10) A1 = -4, r = 6, n = 9
ACTIVITY 3. SYNTHESIZING
Answer each of the following.
1. How do you define geometric sequence in your own understanding of the lesson?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________
2. How do you identify a geometric sequence if it is finite or infinite?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________
3. In your own words, what do you think is the use of this lesson in our
daily life situation? Cite some of its application.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
____________________________________________

ACTIVITY 4. LET’S APPLY!

Solve the following problems below using the concepts you have learned about illustrating a
Geometric Sequence, and Differentiating Finite and Infinite Geometric Sequence. Provide
complete solution incorporating the components of 4S learning model.

Problem 1: Ms. Cruz has signed a 5-year professional consultancy contract with a beginning salary of
Php 2,000,000.00 per year. The management gives her the following options w ith regard to
her salary for the next five years. Which option will give more income?
a. An annual increase of Php 100,000 beginning after 1 year.
b. An annual increase of 5% beginning after 1 year.
c. A bonus of Php 105,000 each year.

I. Sense-making
1. Review Prior Knowledge
3,8,13,18,23 3,8,13,18,23,…
Figure 1 Figure 2

a. What have you observed? _______________________________________

b. What is similar in figure 1 and figure 2? ______________________________
c. What is different in figure 1 and figure 2? _____________________________

2. Questions for posted problem

a. Based on the initial data given, what factor will you consider choosing
among the option that will give Ms. Cruz more income?
b. How will you determine if the option will give Ms. Cruz more income?
 II. Showing Representations
a. Illustrate the given scenario.

b. Construct a table that shows the condition of all options.

III. Solving with Explanation

 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.

IV. Synthesizing
1. Discuss the mathematical concepts applied to solve the problem.

Problem 2. Which of the following choices results to more money?

a. To receive Php 1,000 on the first day, Php 999 on the second day, Php 998 on the third day,
and so on up to 1000 days
b. To receive Php 1.00 on the first day, Php 2.00 on the second, Php 3.00 on the third and so on
for 19 days.

I. Sense-making
1. Review Prior Knowledge
a. What is a geometric sequence? _______________________________________
b. What is the finite geometric sequence? Infinite? ______________________________
c. Provide an example of a finite and infinite geometric sequence? ______________
2. Questions for posted problem
a. Based on the initial data given, what factor will you consider choosing
among the option that will give you more money?
b. How will you determine if the option will give you more money?

II. Showing Representations

c. Illustrate the given scenario.

d. Construct a table that shows the condition of the problem.

III. Solving with Explanation

 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.

IV. Synthesizing
2. Discuss the mathematical concepts applied to solve the problem.
 WRAP-UP

This module covers the lesson on geometric sequence and how they are
illustrated in real life situations. You learned to:
a. Identify geometric sequence.
b. Illustrates a geometric sequence.
c. determine the first term (a1), common difference (r), last term (an), and the number of
terms (n);
d. illustrate a finite geometric sequence and an infinite geometric sequence;
e. identify a finite geometric sequence and an infinite geometric sequence; and
f. differentiate a finite geometric sequence from an infinite geometric sequence.
g. solve problems involving geometric sequence.
h. show appreciation on the concept of geometric sequence in a real life situation.

POSTTEST
A. Multiple Choice: Choose the correct answer for each question.

1. Which sequences illustrate finite geometric sequence?

A. 9, 36, 144,... B. , , , ,...

C. 5, 15, 45,..., 1 215 D. ...,- 4, 16, 64, 256

2. Identify infinite geometric sequence from the given sequences.

A. 5, , ,... B. -3,15,-75,...,9 375

C. 6, -24, 96, -384 D. 1,5,25,125,...,3 125
3. Determine which of the following illustrate infinite geometric sequence.
A. 10, 20, 40, 80 B. 2,6,18,...,1 458
1 1 1
C.1, 3, 9, 27, 81 D....,1, , ,
4 16 64
4. Given a geometric sequence of 2, 12, 72, and 432, what is the common ratio?
A. 2 B.6 C.12 D.72

5. 2, 6, 18, 54, 162,..., is an infinite geometric sequence. Which of the following is the last
term?
A. -2 B.-3 C.-162 D. cannot be determined
6. Which of the following illustrates an infinite geometric sequence?

A. , , , ,... B. n = 5, a1 = 4, a5 = 324
C. 3, -6, 12, -24, 48 D.6 terms of -2, 2, -2, 2,...
7. Which of the following sequences does not illustrate finite geometric sequence?

A. 3, -1, ,- B. 3, 12, 48,..., 3 072

C. a1 = 3, r = - D. a1 = -4, r = -2, an = 32
8. Which of the following does not illustrate infinite geometric sequence?
 A. 1, , ,... B. 81, 27, 9, 3,...

C. a1 = 1, r = D. a1 = 1, r = 3, n = 67
.

9. What is the common ratio in a geometric sequence 5, 1, , ,...

A. B. C.1 D.5

10. What is the last term and the common ratio of the given finite geometric sequence 7, 21,
63, 189?
A. 7 and 3 B.3 and 21 C. 7 and 21 D.3 and 189

B. Write G if the given is a geometric sequence, A if it is arithmetic sequence and, N if it is not a sequence
_____ 1. –4, 8, –16, 32, –64
_____ 2. 1, 3, 9, 27, 81, . . .
_____ 3. 1, 4, 16, 64
_____ 4. -2, -6, -12, 24
_____ 5. –5, 0, 5, 10, 15, . . .
_____ 6. 20, 13, 6, –1, –8
_____ 7. 3, 12, 48, 192,…
_____ 8. 2, -5, -8, -13, -21
_____ 9. -7, -5, -3, -1, 1, 3
_____ 10. 1, 2, 4, 8, 16,…
C. Supply the missing term.
1) 4, 12, 36, ___, 324
2) ___, 32, 64, 128
3) 5, ____, 20, 40,
4) 27, 9, ____, 1/3

5) 120,____, 30, 15
 KEY TO CORRECTION
Activity 1:

1. Infinite geometric sequence. Sequence: 5, 25,125, …

2. Finite geometric sequence. Sequence: 900, 1800, 3600, 7200, 14400x`

Activity 2:
A. 2, 6, 18, 54, 162
B. 1) Geometric, r = 4, 2) No common ratio, 3) No common ratio, 4) Geometric, r = 2, 5) Geometric, r = 2
C. 1.Infinite, 2. Finite, 3. Finite, 4. Infinite, 5. Finite, 6. Finite, 7. Finite, 8. Finite, 9. Finite,
10. Infinite

Activity 3:
Answer may vary
Activity 4:
Answer may vary

Pretest Posttest
1. b 1. d
2. d 2. b
3. c 3. c
4. b 4. b
5. d 5. d
6. b 6. b
7. b 7. b
8. a 8. c
9. c 9. a
10. c 10. C

References
Amper, P. (2020). Module 1: Finding the sum of the Terms of a Given Arithmetic Sequence.
Department of Education (Region 10). Alternative Delivery Modality

Hazewinkel, Michiel, ed. (2001) [1994], "Arithmetic series", Encyclopedia of Mathematics, Springer
Science+Business Media B.V. / Kluwer Academic Publishers, ISBN 978-1-55608-010-4
https://en.wikipedia.org/wiki/Arithmetic_progression

Oronce, O., & Mendoza, M. (2015). E-MATH: Worktext inMathematics. Rex Book Store, Inc., page
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