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QUARTER I
Week 5

Subject: MATH Grade Level: 10

Date: __________________ Day: 2
Demonstrates understanding of key concepts of
Content Standard
sequences, polynomials and polynomial equations.
Is able to formulate and solve problems involving
sequences, polynomials and polynomial equations in
Performance Standard
different disciplines through appropriate and accurate
representations.
Competency 8: Determines geometric means and nth
Competency
term of a geometric sequence (M10AL - Ie – 1)
I. OBJECTIVES
Knowledge:  Defines a geometric mean in a geometric sequence.
Skill:  Finds the geometric mean of a given geometric
sequence.
Attitude:  Demonstrates cooperation during group activities in
determining the geometric mean of a given geometric
sequence.
II. CONTENT Geometric Sequence (Geometric Means)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 100-102
Pages
2. Learner’s Learner’s Module (LM) in Math 10, pp. 30 – 41
Materials Pages
3. Textbook Pages  Intermediate Algebra, pp. 193 - 194
 Integrated Mathematics III.2001.pp. 21 -22
4. Additional  Attachment
Materials  Manila paper
 Pictures
 Laptop and TV
5. Learning Resources  EASE Module 4 on Searching For Patterns in
(LR) portal Sequences, Arithmetic, Geometric and Others , pp. 4-
17
B. Other Learning Geometric Sequence. Retrieved from
Resources http://coolmath.com/algebra/19-sequences-series/07-
geometric-sequences01.html
Geometric Sequence. Retrieved from

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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http://coolmath.com/algebra/19-sequences-series/08-
geometric-sequences01.html
IV. PROCEDURES
A. Reviewing or Note to the Teacher:
presenting the new  Divide the students into six (6) groups.(The number of
lesson groups depend on the number of students)
 The teacher should prepare the materials of the game
before the class. (Refer to Attachment 4 for the
pictures. You can cut them out.)
 Tell them that as a review, they will play a game.
 Ask them if they are familiar with the game “4 Pics 1
Word”
 The game contains the following:

(Expected Answer:Flower)

(Expected Answer: Pineapple)

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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(Expected Answer: Cellipede)

(Expected Answer: Pattern)

 The teacher will show the pictures one at a time, then
ask the group to identify the word presented by the
picture shown.
 Tell the students that the group who can guess the
correct answer will have one point.
 The first group who will get three points will be
declared as the winner.

Guide Questions:
1. Did you enjoy the game?
(Expected Answer: Yes)

2. What is common between the pictures presented?

(Expected Answer: The pictures show patterns.)

3. How are we going to relate it to our previous

lesson?
(Expected Answer: The terms in a geometric sequence
is related to the preceding term through a definite
pattern.)

4. What is the formula in finding the nth term of a

geometric sequence?
(Expected Answer: an = a1rn-1)
B. Establishing a ACTIVITY: Isn’t It Amazing?
purpose for the lesson  Since you already know how to find the nth term of a
geometric sequence, we will have an activity.
 With the same group, an activity sheet which contains

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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the following will be given to them. (Please see

attachment – Activity 1)

Guide Questions:
1. How did you find the activity?
(Expected Answer: Answers may vary)

2. How did you find the common ratio?

(Expected Answer: We get the common ratio by dividing
the second term to the first term, third term to the second
term, and so on.)

3. How did you find the next terms? The missing terms?
(Expected Answer: The next terms and the missing terms
were found by using the geometric formula, an = a1rn-1)

4. So what is the world’s fastest insect?

(Expected Answer: Dragonfly)

C. Presenting examples ACTIVITY: Missing You

of the new lesson
Direction: Find the missing terms in each geometric
sequence.
1. 3, 12, 48, __, __
(Expected Answer: 192, 768)

2. __, __, 32, 64, 128, ...

(Expected Answer: 8, 16)

3. 120, 60, 30, __, __, __

(Expected Answer: 15, 15/2, 15/4)

4. 5, __, 20, 40, __, __

(Expected Answer: 10, 80, 160)

5. __, 4, 12, 36, __, __

(Expected Answer: 4/3, 108, 324)

6. –2, __, __, –16 –32 –64

(Expected Answer: -4, -8)

7. 256, __, __, –32 16, ...

(Expected Answer: -128, 64)

8. 27, 9, __, __, 1/3

(Expected Answer: 3, 1)

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Ayungon Science High School Focal Person
Ayungon District 2District 2
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9. ___, 1, 4 __, 64, 256

(Expected Answer: 1/4, 16)

10. 5x2 ,__, 5x6 , 5x8 __ , ...

(Expected Answer: 5x4, 5x10)

Were you able to answer the activity?

(Expected Answer: Yes)

Which item in the activity did you find challenging?

(Expected Answer: Answers may vary)

Let us now discuss how to find the geometric means

between terms of a geometric sequence.

D. Discussing new The teacher discusses the definition and other concepts
concepts and of geometric mean.
practicing new skills
#1 Inserting a certain number of terms between two given
terms of a geometric sequence is an interesting activity in
studying geometric sequences. We call the terms between
any two given terms of a geometric sequence the
geometric means. (Refer to Attachment –Discusssion)

E. Discussing new Think – Pair – Share:

concepts and  Ask the students to answer the following problems.
practicing new skills  After thinking of the solution to the problem, let them
#2 select a partner and share their solutions.

Answer the following:

1. Insert three geometric means between 3 and 48.
(Expected Answer: 6, 12, 24)
1
2. Find the geometric mean between 10 and
10
(Expected Answer: 1)
 Call some pair to share their solutions in the class.
F. Developing Mastery ACTIVITY: Group Game
 The students will be working with their respective
groups to answer the questions that will be posted by
the teacher one at a time. They will write their final
answer on an illustration board (one per group). When
the teacher says “boards up,” the groups will show
their answers. The group who will get the correct
answer will receive points. The group who will garner
the most number of points will merit class points or

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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extra points.

Answer the following:

1. Insert three geometric means between 16 and 625.
(Expected Answer: 40, 100, 250)

7
2. Insert geometric mean between ½ and .
8
(Expected Answer: 3/4)

3. Insert two geometric means between 3 and 192.

(Expected Answer: 12, 48)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making Guide Questions for Generalization:
Generalizations and (To be answered by the students)
abstractions about
the lesson  What are geometric means?
(Expected answer: Geometric means are the terms
between any two given terms of a geometric sequence)

 How do you find the geometric means of a given

geometric sequence?
(Expected Answer: Geometric means can be found by
using the geometric formula, an = a1rn-1)

I. Evaluating learning Find the indicated number of geometric means between

each pair of numbers.
1. 16 and 81 [3]
(Expected Answer: 24, 36, 54)

2. -32 and 4 [2]

(Expected Answer: 16, -8)

3. 1/3 and 64/3 [1]

( Expected Answer :± 8/3)

J. Additional Find the geometric mean of each pair of numbers.

Activities for 1. 9 and 16
application or (Expected Answer: 12)
remediation
2. -3 and -27
(Expected Answer: 9)

3. 3 and 75

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Ayungon Science High School Focal Person
Ayungon District 2District 2
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(Expected Answer: 15)

4. 1/2 and 50
(Expected Answer: 5)
V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. _____ No. of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ______ No. of
lessons work? No. of learners who have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. _____ No. of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ____ Group Collaboration
Why did these work? ____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/exercises
____ Discussion
____ Case Method
____ Think-Pair-Share
____ Rereading of Paragraphs?Poems/Stories
____ Differentiated Instruction
____ Role Playing/Drama
____ Discovery Method
____ Lecture Method
Why?
____ Complete IMs
____ Availability of Materials
____ Pupil’s eagerness to learn
____ Group member’s Cooperation in doing their tasks

F. What difficulties did I ____ Bullying among pupils

encounter which my ____ Pupil’s behavior/attitude
principal and supervisor ____ Colorful IM’s
help me solve? ____ Unavailable Technology
____ Equipment (AVR/LCD)

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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____Science/Computer/Internet Lab
____ Additional Clerical works
____ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

ATTACHMENT
Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO
Ayungon Science High School Focal Person
Ayungon District 2District 2
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Session: 2 (1 day)

Content: Geometric Sequence: Geometric Means

DISCUSSIONS:
Inserting a certain number of terms between two given terms of a
geometric sequence is an interesting activity in studying geometric
sequences. In general, the terms between any two nonsuccessive terms in
a geometric sequence are called geometric means. If the numbers a1, a2,
a3, …, an form a geometric sequence, the numbers a2, a3, …, an-1 are called
geometric means between a1 and an.
Remember:
A geometric mean is a number inserted between two given numbers
so that the terms form a geometric sequence.
Let m be a geometric mean between two numbers a and b, so that a, m,
b form a geometric sequence. Then,
a m
= ; m2 = ab; m = √ ab
m b

Therefore, the geometric mean between two nonsuccessive terms is

the square root of the product of the two terms.
Illustrative Examples:
A. Find the geometric mean between 3 and 12.
m 12
Solution: =
3 m
m2 = 36
m = ±6
The geometric mean between 3 and 12 is 6, since 3,6, 12 forms a
geometric sequence.

B. Insert two geometric means between 3 and 192.

Solution: a1 = 3; n = 4; a4 = 192
Formula: an = a1rn-1
192 = 3r4-1
192 = 3r3
r3 = 64
r3 = 4 3
r = 4
Two geometric means between 3 and 192 are 12 and 48.
The geometric sequence is 3, 12, 48, 192.

SUPPLEMENTARY ACTIVITIES

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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Note: The activities included here will be used only when needed.

A. DIRECTION: Find the geometric mean of each pair of numbers.

1. 3 and 12
2. 4x and 9x, x >0
2 27
3. and
3 8
4. -4x and –x3
3

5. x + y and x – y, where x >y>0.

B. DIRECTION: Find the indicated number of geometric means between

each pair of numbers.
1. -2 and 486 [4]
1 8
2. and [3]
2 81
3. 4 and 0.25 [3]
4. 3 and 192 [5]

C. DIRECTION: Solve the following.

1) Find 3 geometric means between 3 and 48.

2) Find 3 geometric means between 2 and 32.
3) Find 2 geometric means between 40 and 5.
4) Find 2 geometric means between 2 and 128.
5) Find 2 geometric means between 4 and 108.

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
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Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
 MATHEMATICS RESOURCE PACKAGE

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
 MATHEMATICS RESOURCE PACKAGE

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
 MATHEMATICS RESOURCE PACKAGE

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
 MATHEMATICS RESOURCE PACKAGE

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2
 MATHEMATICS RESOURCE PACKAGE

ACTIVITY1: Isn’t It Amazing?

What is the World’s Fastest Insect?

Answer the following problems on geometric sequence to find out. Cross out the
boxes that contain an answer. The remaining boxes will spell out the name of the world’s
fastest insect, which can travel at a speed of around 60 kilometers per hour. Really
amazing!

1. What is the common ratio of the geometric sequence 81, 243, 729, . . . ?
2. What is the missing term of the sequence 5, 15, 45, ____, 405, . . .?
3. What are the next two terms of the sequence 7, 49, 343, . . . ? What is the common
3 6 12
, , ,...
ratio of the sequence 4 12 36 ?
3 6 12
, , , ...
4. Give the next two terms of the sequence 5 25 125 .
5 10 40
, ,
5. Find the missing term of the sequence 6 18 ___, 162 , . . .?
6.

B D U R T

3 9 20 3 2401;16807
54 2

A G T R O

24 48 1 2 135 27
1625 ; 3125 2 3

N F A L Y

12401; 16807 3 24 48 20 125

4 625 ; 3125 56

Answer: ____ ____ ____ ____ ____ ____ ____ ____ ____

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Ayungon Science High School Focal Person
Ayungon District 2District 2
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Answer Key to Activity 1: Isn’t it Amazing?

1. 3
2. 135
3. 2402, 16807
4. 2/3
5. 24/625, 48/3125
6. 20/54

Answer: __D__ __R__ __A__ __G__ __O__ __N__ __F__ __L__ __Y__

Answer Key to Supplementary Activities:

A.
1. 6
2. 6x
3. 3/2
4. 2x3
5. √ x 2− y 2

B.
1. 6, -18, 54, -162
1 2 4
2. , ,
3 9 27
3. 3/2
4. 2x3
5. √ x 2− y 2

C.
1. 6, 12, 24
2. 4, 8, 16
3. 20, 10
4. 8, 32
5. 12, 36

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Ayungon Science High School Focal Person
Ayungon District 2District 2
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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 4: Searching For Patterns in Sequences, Arithmetic,

Geometric and Others , pp. 4-17

Callanta, M., & et. al. (2015). Mathematics-Grade 10 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Bernabe, J. and Soledad, J. (2001). Integrated Mathematics Textbook for Third

Year, Quezon City: JTW Corporation

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Geometric Sequence. Retrieved from

http://coolmath.com/algebra/19-sequences-series/07-geometric-sequences01.html

Geometric Sequence. Retrieved from http://coolmath.com/algebra/19-sequences-series/08-

geometric-sequences01.html

Prepared by: Maria Fatima M. Emperado Noted by: CLAUDETH S. MERCADO

Ayungon Science High School Focal Person
Ayungon District 2District 2