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Mathematics
Quarter 1 – Module 4:
Illustrate a Geometric Sequence
(M10ALId-1)
Mathematics – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 4: Illustrate a Geometric Sequence
First Edition, 2020

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 10

Mathematics
Quarter 1 – Module 4:
Illustrate a Geometric Sequence
(M10ALId-1)
Introductory Message
For the facilitator:

Welcome to the (Mathematics 10 Self-Learning Module (SLM) on Illustrates a

Geometric Sequence!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this 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 module:

Notes to the Teacher

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

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 as they do the tasks included in the module.

2
For the learner:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on Illustrate a Geometric

Sequence!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This 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 resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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 What I Know 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!

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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
master the concepts and skills in illustrating and determining a geometric sequence.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

The module is about:

 Definition of a geometric sequence
 Identifying the common ratio and some terms of the sequence

After going through this module, you are expected to:

1. Illustrate a geometric sequence.
2. find the common ratio of a geometric sequence and some terms

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 What I Know

Let us check your background knowledge about sequences by answering the

questions below. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What is the missing term 2, 4, _, 8, 10?

A. 6 C. 12
B. 8 D. 14
2. What is the common difference of 35, 32, 29, and 26?
A. 3 C. -3
B. 2 D. -2
3. Which of the following is an arithmetic sequence?
A. 3, 3, 3, 3, 3 C. 2, 4, 8, 16
B. 3, 4, 5, 6, 7 D. 1, 5, 25, 125
4. Find the missing terms -8, -6 , -4 , _, _, _ .
A. -3, -4, -5 C. -2, 2, 4
B. -2, 0, 2 D. -3, 0, 3
5. What is the explicit formula of 37, 41, 45, 49?
A. an = 33 + 4n C. an = 22 – 24n
B. an = 33 – 4n D. an = 22 + 24n
6. What is the common difference of 2, 6, 10, and 14?
A. -4 C. 2
B. -2 D. 4
7. Which of the following sequences where every term after the first is obtained
by adding a constant called the common difference?
A. Arithmetic C. Geometric
B. Fibonacci D. Harmonic
8. Which of the following is a geometric sequence?
A. 1, 2, 3, 4, 5 C. ½, ¼, 1/6 , 1/9
B. 2, 1, 4, 2, 6 D. 3, 9, 27, 81

9. What is the quotient when the 4 th term is divided by the 3 rd term, 3rd term
is divided by the 2nd term and 2nd term is divided by the 1st term of the
sequence 4, 12, 36, 108?
A. 3 C. 6
B. 4 D. 18

10. Which of the following is a sequence with an explicit formula of a n=2(2n)?

A. 4, 8, 16, 32 C. 4, 8, 64, 124
B. 4, 16, 32, 64 D. 8, 16, 32, 64

Wow! You did it. You’re now ready for the next set of activities.

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 Lesson
Illustrate a Geometric
4 Sequence

What’s In

In your previous lessons, you have learned about the basic concepts of
arithmetic sequences which are relevant to a better understanding of geometric
sequence. Let’s see what you have learned so far.
A Sequence is a set of things (usually numbers) that are in order.
Example 1: a) 3, 6, 9, 12, …
This is a sequence where the first term is 3 and the fourth term is 12. It is
also an infinite sequence because of the three dots (ellipse) after the fourth term.
The ellipse symbolizes infinity which means the sequence has no end.
b) 4, 8, 12, 16, 20
This is a sequence where the 1st term is 4, 3rd term is 12 and the last term
is 20. It is also a finite sequence because it has a last term.

Let’s try this…

Activity 1. Complete Me.
Complete the table below by identifying the correct term.

Sequence 2nd term 5th term 10th term

Example: 1, 6, 11, 16, … 6 21 46
a) 3, 6, 9, 12, …
b) 4, 8, 12, …
c) -5,__,-1,1, …
d) -2, -4, -8, …
e) 3,__, 12, 24,…

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 Questions:
1. What kind of sequences are a, b and c? Was it easy to identify the
missing terms in a, b and c? Why?
2. What kind of sequences are d and e? How were you able to solve for
the missing terms?

Notes to the Teacher

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 What’s New

To start with are new lesson let us try to do a simple activity and answer the
questions that follow.
Activity 2. Divide Me
Find the ratio of the second number to the first number. Choose the letter with the
correct answer.

1. 2, 16
A. 16/2 B. 8/1 C. 2/16 D. 1/8

2. 27, 81

A. 81/27 B. 3 C. 27/81 D. 1/3

3. 36, 9

A. 9/36 B. 1/4 C. 36/9 D. 4

4. -12, 24
A. -12/24 B. -1/2 C. 24/-12 D. -2

5. 18, -6

A. 18/-6 B. -3 C. -6/18 D. -1/3

6. 2m, 4m

A. 2m/4m B. ½ C. 2 D. 4m/2m

7. ab, a2b2
A. ab/ a2b2 B. 1/ab C.ab D. a2b2/ab

8. 1/8, 1/16
A. 16/8 B. 2 C. 8/16 D. 1/2

9. k+1, k2 +k
A. k+1/ k2 +k B. 1/k C. k2 +k/ k+1 D. k

10. 10b2, b

A. 10b2/b B. 1/10b C. b/10b2 D. 10b

Wow! You are great now let us continue to the next page.
You need the concept of ratio in order to understand the next kind of
sequence. A ratio compares two numbers in order. Ratios are written with a colon
or in fraction form.

9
Let us remember that a ratio like 8/1 is equal to 8. We will explore that sequence in
the next activity. Do the next activity now.

Activity 3. Fold me up.

Do the activity with a partner. One of you will perform the paper folding while the other
will do the recording in the table.

1. Start with a big square (8 in by 8 in ) from a piece of paper.

Assume that the area of the square is 64 square units.

2. Fold the four corners to the center of the square and find the area of the
resulting square.

3. Repeat the process three times and record the results in the table below.

1 2 3 4
Square
Area

Questions:
1. What is the area of the square formed after the first fold? Second fold? Third
fold?
2. Is there a pattern in the areas obtained after 4 folds?

3. You have generated a sequence of areas. What are the first 3 terms of the
sequence?
4. Is the sequence an arithmetic sequence? Why?

5. Using the pattern in the areas, what would be the 5th term of the sequence?

Great! You were able to answer the activity. Now let us define what is a
geometric sequence based on the previous activities.

What is It

A geometric sequence is a sequence where each term is found by multiplying or

dividing the same value from one term to the next. We call this value "common
ratio".
Example 2: 1, 3, 9, 27, 81, 243, 729, …
This geometric sequence has a factor of three between each number. Each
term (except the first term) is found by multiplying the pervious term by 3.

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 The common ratio, r, can be determined by dividing any term in the sequence by the
term that precedes it. Thus, in the geometric sequence 1, 3, 9, 27, 81, 243, 729, ..., the
3
common ratio is 3 since 1 =3.

Example 3: 32, 16, 8, 4, …

This geometric sequence has a factor of 1/2 between each number. Each term (except
the first term) is found by multiplying the pervious term by ½.

The common ratio, r, can be determined by dividing any term in the sequence by the term
that precedes it. Thus, in the geometric sequence 32, 16, 8, 4, ..., the common ratio is 1/2
16 1
since 32 =2.

Activity 4. The Rule of Geometric sequence.

Problem: What are the first 5 terms of a geometric sequence whose first
term is 5 and whose common ratio is 2?

Term Other ways to write the term

In Factored Form In Exponential Form
𝑎1 = 5 5 5 x 20
𝑎2 = 10 5x2 5 x 21
𝑎3 = 20 5x2x2 5 x 22
𝑎4 = 40 5x2x2x2 5 x 23
𝑎5 = 80 5x2x2x2x2 5 x 24
𝑎𝑛 ?

Questions:
1. Look at the other ways of writing the terms. What does 5 represent?
If your answer is the first term, then you are correct!
2. For any two consecutive terms, what does 2 represent?
If your answer is the common ratio, then you are amazing!
3. What is the relationship between the exponent of 2 and the position of the
term? If you have noticed that for:
the exponent of 2 in the first term is 0,

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 the exponent of 2 in the 2nd term is 1,
the exponent of 2 in the 3rd term is 2,
4th term the exponent of 2 is 3,
and the 5th term the exponent of 2 is 4.
This implies that the exponent of the common ratio is one less than
the order of any given term. Hence, if the order of the term is n, then the
exponent of 2 is (n-1).
4. What is an for this sequence?
Let us solve this together.
The 1st term is 5 which is a1=5(20). 2nd term is 10 which is a2=5(21).
Using the idea on number 3, that the exponent of the common ratio is one
less than the order of term we can state that an=5(2n-1).
5. In general, if the first term of a geometric sequence is a 1 and the
common ratio is r, what is the nth term of the sequence?
If the first term of a geometric sequence is a1 , then we can say that
the sequence would be a1r0, a1r1, a1r2, a1r3, a1r4,…
Hence write the formula as: an= a1 (rn-1) .

These are important terminologies, notations and symbols that you

must remember.
Common Ratio is the amount between each term in a geometric sequence
and is denoted by the symbol “r ”.

First Term is the first position in the terms of a sequence and is represented
by the symbol “a1”.

General Term is known as the nth term of a sequence. It is always

represented by “an”.

Geometric Sequence is a sequence where each term after the first is obtained
by multiplying the preceding term by a nonzero constant called the common
ratio.

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 What’s More

Let us try to answer more challenging set of problems and activities about
geometric sequences

Activity 5. Find r.

Identify the common ratio of the following geometric sequences. Choose

the letter with the correct answer.
1. 6, 12, 24, 48, 96, …

A. -1/2 B. ½ C. 1/3 D. 2

2. 9, 3, 1, 1/3, 1/9, …
A. -1/2 B. ½ C. 1/3 D. 2

3. 8, -4, 2, -1, ½ ,…

A. -1/2 B. ½ C. 1/3 D. 2
4. -3, -15, -75, -375, -1875, …

A. 1/3 B. 2 C. 4 D. 5

5. -1, 4, -16, 64, -256, …

A. 1/3 B. 2 C. -4 D. -5

Questions:
1. What have you noticed on geometric sequence number 1 and
number 4?
If you think that the first term affects the sequence, then you are
correct. Having a common ratio greater than 1, if the first term is positive then you
have an increasing geometric sequence. But if the first term is negative, you will
have a decreasing geometric sequence in.
2. What have you noticed on geometric sequence number 2?
If you have noticed that the sequence is in decreasing order but all
the terms are positive real numbers, then you are amazing.
Having a common ratio less than 1 but greater than 0, the geometric sequence will
be in decreasing order.

3. What have you noticed on geometric sequence number 3 and 5?

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 If you have noticed that the sequences terms have alternating signs of
positive and negative, then you are great.
Having a common ration of less than 0 (meaning it is a negative real number), then
the geometric sequence is an alternating sequence.

Good job! You are able to follow through with this module. Now, let us try to
do some exercises to further enhance what you have learned.

Exercise 1. State whether each of the following sequences is geometric or not.

1. 8, 8, 8, 8, 8, 8, 8, 8, 8, 8,..
2. 2, 4, 6, 8, 10, 12, 16,…

3. ½, 1, 1.5, 2, 2.5, 3, …

4. 243, 81, 27, 9,…

5. 5, -10, 20, -40, 80

Exercise 2. Identify the common ratio.

1. 5, 10/3, 20/9, 40/27, 80,81

2. 10, 20√3 , 120,

3. 17, -51, 153, -459, …

4. -4, 24,-144, 864,…

5. 2/3, 2, 6, 18,…

Exercise 3. Create a geometric sequence using the first term and the given
common ratio. Give at least five terms of the sequence.

1. a1 = -10 and r = -2

2. a1 = 729 and r = -2/3

3. a1 = -5 and r = 2

4. a1 = 1000 and r = 1/5

5. a1 = ¾ and r = -4

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 What I Have Learned

Here is an activity that lets you apply what you learned about geometric
sequence.

Problem 1. Given the numbers 324, 216, 96, 486 and 144. Re-arrange the numbers
to create a geometric sequence. Identify the first term, last term and common
ratio.

First term:____________ Last term:____________ r=_____________

Where you able to find the correct order of the sequence? Why?

Problem 2. Given the illustration below.

Draw the next figure.

The behavior of a geometric sequence depends on the value of the

common ratio. If the common ratio is:

• Positive, the terms will all be the same sign as the initial term

• Negative, the terms will alternate between positive and negative

• Greater than 1, there will be exponential growth

• Equal to 1, the progression will be a constant sequence

Amazing work! Now you’re up for the final challenge of this module

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 What I Can Do

Here is another activity that lets you apply what you learned about geometric
sequences. Do the activity to further enhance what you have learned.

Activity 6. I am a Good Neighbor.

You are the Purok Leader of Barangay Masipag. Many of your neighbors
asks your help to solve their problems. As a good leader and neighbor, you
always attend to their needs. One day three of your neighbors asked you two
problems.

Problem 1. Your neighbor works as a fisherman. He harvested 150 kg of

fishes on Monday. If each day the amount of fishes, he harvested increased
by 10% , how much fish could he harvest on Tuesday, Wednesday, Thursday
and Friday?

Problem 2. One of your neighbor is thrifty. He deposited Php 10,000 into

his bank in July. From July to October, the amount of money he deposited
into the bank increases by 5% per month. How much was his money on
August, September, and October?

Great work! You did a good job in applying what you have learned!

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 Assessment

I hope you had a great time going over this module. For you to determine how
much you’ve learned, kindly answer the questions by showing a complete solution.
(Note: Answer at least five (5) problems)
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What is the common ratio 8, -8, 8, -8, 8, …?
A. -8 C. 1
B. -1 D. 8
2. Which sequence where each term is found by multiplying or dividing the
same value from one term to the next.
A. Arithmetic C. Geometric
B. Fibonacci D. Harmonic
3. Which of the following is an alternating geometric sequence?
A. 3, -4, 5, -6, 7 C. 2, -4, 8, -16
B. 1, 1, 1, 1, 1 D. 1, 5, 25, 125
4. Find the missing terms -8, -4 , _, _, _ .
A. -2, -1, -1/2 C. -2, 2, 4
B. -2, 0, 2 D. -3, 0, 3
5. Given the first term 1250 and the common ratio as 0.2, what is second,
third and fourth term of the sequence?
A. 250, -50, 10 C. 250, 200, -10
B. 250, -150, -100 D. 250, 50, 10
6. Find the ratio of this sequence 3, -9, 27,- 81,…
A. -1 C. -3
B. -2 D. -6
7. What is the symbol for common ratio of geometric sequence?
A. a1 C. r
B. an D. Sn
8. Which of the following is a geometric sequence?
A. 1, 2, 3, 4, 5 C. ½, ¼, 1/6 , 1/9
B. 2, 1, 4, 2, 6 D. 3, 9, 27, 81
9. What is the quotient when the 4 th term is divided by the 3 rd term, 3rd term
is divided by the 2nd term and 2nd term is divided by the 1st term of the
sequence 4, 12, 36, 108?
A. 3 C. 6
B. 4 D. 18
10. Which of the following is a sequence that follows the formula of an=2(2n-1)?
A. 2, 4, 8, 16, 32 C. 2, 4, 8, 64, 124
B. 2, 4, 16, 32, 64 D. 2, 8, 16, 32, 64

Great Job! You did well on this module! Keep going!

Congratulations on completing the whole module. You are now ready to
answer the next module on solving word problems involving sequences.

17
 Additional Activities

Activity 7
A frog wants to hop a total distance of 1 metre. The first hop is 1/2 metre in
length, the second is 1/4 metre and the third is 1/8 metre. If this pattern
continues:
a. What will be the length of the 9th hop?
b. How many hops will it take for the frog to travel a total distance of 1m?
Explain your answer.

Congratulations! Job well done. I hope you learned a lot in this module. You
are now ready to answer the next module.

Answer Key

10. A. 4,8,16,32 5. A. an = 33 + 4n

9. A.3 4. B. -2,0,2
8. D. 3,9,27,81 3. B. 3, 4, 5, 6, 7
7. A. Arithmetic 2. A. 3
6. D. 4 1. A. 6

What I Know

1536 48 6 e) 3,__, 12, 24,…

-1024 -32 -4 d) -2, -4, -8, …
13 3 -3 c) -5,__,-1,1, …
40 20 8 b) 4, 8, 12, …
30 15 6 a) 3, 6, 9, 12, …
46 21 6 Example: 1, 6, 11, 16, …
10th term 5th term term 2nd Sequence

What’s In

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 19
Activity 3. Fold me up.
Square 1 2 3 4
Area 32 16 8 4
Questions:
1. What is the area of the square formed after the first fold? Second fold? Third
fold?
The area of the square on first fold is 32 sq. units, second fold 16 sq. units and
on the third fold it is 8 sq. units.
2. Is there a pattern in the areas obtained after 4 folds? Yes, there is a pattern.
Every fold makes half the area of the previous fold.
3. You have generated a sequence of areas. What are the first 4 terms of the
sequence?
The first 4 terms are 32, 16, 8, 2
4. Is the sequence an arithmetic sequence? No, it is not an arithmetic
sequence.
Why? There is no common difference between consecutive terms.
5. Using the pattern in the areas, what would be the 5th term of the sequence?
The fifth term of the sequence is 1.
What’s New
Activity 2. Divide Me
1. B. 8/1 2. B. 3 3. B. 1/4 4. D. -2 5. D. -1/3
6. C. 2 7. C. ab 8. D. 1/2 9. D. k 10. B. 1/10b
1. What kind of sequences are a, b and c? Was is it easy to identify the
missing terms in a, b and c? These are arithmetic sequences. Why? It is a
sequence of numbers such that the difference between the consecutive terms is
constant
2. What kind of sequences are d and e? These are geometric sequences.
How were you able to solve for the missing terms? Each term after the first is found
by multiplying the previous one by a fixed non-zero number.
 20
What I Have Learned
Problem 1. Given the numbers 324, 216, 96, 486 and 144. Re-arrange the numbers to
create a geometric sequence. Identify the first term, last term and common ratio.
Solution 2 Decreasing order Solution 1 Increasing order.
486, 324, 216, 144, 96 96, 144, 216, 324, 486
a1=486 , a5=96 and r= 2/3 a1=96 , a5=486 and r= 3/2
Problem 2. Given the illustration below.
Exercise 3. Create a geometric sequence using the first term and the given common
ratio. Give at least five terms of the sequence.
1. -10, 20, -40, 80, -160
2. 729, -486, 324, -216, 144
3. -5 , -10, -20, -40, 80
4. 1000, 200, 40, 8, 8/5
5. ¾ , -3, 12, -48, 192
Exercise 2. Identify the Exercise 1. State whether What’s More
common ratio. each of the following Activity 5. Find r.
sequences is geometric or
1. 2/3 not. 1. D. 2
2. 2√3 1. geometric 2. C. 1/3
3. -3 2. not geometric 3. A. -1/2
4. -6 3. not geometric 4. D. 5
5. 3 4. geometric 5. C. -4
5. geometric
 21
Assessment.
1. B 5. D 9. A
2. C 6. C 10. A.
3. C 7. C
4. A 8. D
Activity 6. I am a Good Neighbor.
Problem 1.
Tuesday: 165kg, Wednesday: 181.5 kg, Thursday: 199.65kg, Friday:
219.615 kg
Problem 2.
August: Php 10,500 , September: Php 11,025 , October: Php 11576.25
References

Obias-Aonan, Grace and Ullero-Collado, Clarissa:Next Generation Math,

Intermediate Algebra. Philippines .Diwa Learning systems INC. 2011
Villareal,Abelardo and Gestoso, Gemmalyn: A Spiral Approach
explanation,Examples, Exercises, Mathematics for Grade 10.
Philippines.Educational Resources Corporation.2017
Ester Ogena,Phd.,Rosemarievic Diaz,Phd. ,Erminda Fortes, Phd., Mrilyn
Balagtas,Phd.: McGraw Hill Our Math Grade 10.McGraw Hill Education. 2013
https://www.slideshare.net/daniholic/math-grade-10-learners-module
https://depedtambayan.org/grade-10-teachers-guide-tg-k-to-12-curriculum-2/

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 Disclaimer
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]