Grade

 Level/Course:    Algebra  1  
 
Lesson/Unit  Plan  Name:    Geometric  Sequences  
 
Rationale/Lesson  Abstract:    What  makes  a  sequence  geometric?    This  characteristic  is  
addressed  in  the  definition  of  a  geometric  sequence  and  will  help  derive  the  recursive  formula.    
Students  will  write  the  recursive  and  explicit  formulas  for  geometric  sequences.        
 
Timeframe:    2  class  periods  
 
Common  Core  Standard  F-­‐BF.2:    Write  arithmetic  and  geometric  sequences  both  recursively  
and  with  an  explicit  formula,  use  them  to  model  situations,  and  translate  between  the  two  
forms.  
 
 
 
Notes:      The  Warm-­‐Up  is  on  page  12.      
                               
                           A  black-­‐line  master  of  Example  3  You  Try  is  on  provided  on  page  10  for  duplication  or                            
use  with  a  projection  system.  
 
                           There  are  two  forms  of  the  recursive  formula   an = an−1 ⋅ r  and   a n = r ⋅ a n−1 .    These  two                            
forms  are  used  interchangeably  in  this  lesson.  
 
 
 
 
 
 
 
 

Instructional  Resources/Materials:    Warm-­‐Up,  Black-­‐line  master,  Example  4  visual  aid,  Index  Cards  
(optional)  

 
 
 
 
 
 
 
 
 
 
Page 1 of 13 MCC@WCCUSD 06/21/15
Lesson:  
Think-­‐Pair-­‐Share:    Describe  the  pattern  in  each  sequence.          

3 3
a)   , , 3, 6, 12, ...        
4 2

b)   − 5, − 3, − 1, 1, 3, ...  

TPS  Answers:  

a)    Each  term  is  2  times  the  previous  term.    (Also,  the  sequence  is  not  arithmetic.)  
b)    Each  term  is  2  more  than  the  previous  term.    (Also,  the  sequence  is  arithmetic.)                                                                      
 
REVIEW  from  the  Arithmetic  Sequence  Lesson:  

   A  
  sequence  is  a  list  or  an  ordered  arrangement  of  numbers,  figures  or  objects.    The  members,  which  
are  also  elements,  are  called  the  terms  of  the  sequence.    A  general  sequence  can  be  written  as    
            a1 , a 2 , a3 , a 4 , a5 , a6 , ...  
 
where   a1  is  the  first  term,   a 2  is  the  second  term,  and  so  on.    The  nth  term  is  denoted  as   a n .      
 
 
 A  geometric  sequence  is  a  list  of  numbers  in  which  the  ratio  of  any  term  to  the  previous  term  is  
 constant.    The  constant  ratio  is  called  the  common  ratio  is  denoted  by  r.      
 
a
  r = n  
  a n −1
 
 
 
Example  
  1:   Determine  if  the  sequence  is  geometric.    Justify  your  answer.  
a
Use  the  definition  and  check  if  all  ratios   n  are  the  same.  
a n −1
Sequence   a2 a3 a4 a5 Conclusion  
       
a1 a2 a3 a4
3 3 3 3 3 3 6 12 Since  all  the  ratios  
, , 3, 6, 12, ... = ÷ = ÷ = =  
4 2 2 4 1 2 3   6   are  constant  
 
3⎛2⎞ 3 3⎛ 2⎞ 3 =2 =2 (constantly  2),  the  
= ⎜ ⎟÷ = ⎜ ⎟÷
  2⎝2⎠ 4 1⎝2⎠ 2 sequence  is  
6 3 6 3 geometric  and  the    
  = ÷   = ÷  
4 4 2 2 common  ratio  is  
  6÷3 6÷3 an
= = = 2 .  
4÷4 2÷2 a n −1
=2 =2

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Try  
− 5, − 3, − 1, 1, 3, ... −3 −1 1 3 Since  all  the  ratios  
= = = =
  − 5   − 3   − 1   1   an
 are  
3 1 = −1 =3 a n −1
= =
5 3 different  and  NOT  
the  same  
constant,  then  the  
sequence  is  NOT  
geometric.  
 
Another  way  to  represent  the  ratio  symbolically  is  to  use  arrows  showing  the  multiplication  from  one  
term  to  the  next.      

3 3
                                                                    , , 3, 6, 12, ...                                                                   − 5, − 3, − 1, 1, 3, ...                                                                                                          
4 2
 
 
 
3 1
2 2 2 2 • • • −1 • 3  
  • • • •   5 3
1 1 1 1
 

an
Think-­‐Pair-­‐Share:    Explain  to  your  partner  what  the  equation   r =  is  used  for  and  how  to  use  it?    
a n −1
Can  we  rewrite  this  equation  in  another  form?      

Derive  the  Recursive  Formula  of  a  Geometric  Sequence  

an
Solve   r =  for   a n :  
a n −1

 
an
r=
  a n −1
an
  a n −1 ⋅ r = a n −1 ⋅  
a n −1
  a n −1 ⋅ r = a n
a n = a n −1 ⋅ r
 

an
∴r =  ,   an = an−1 ⋅ r  (or   a n = r ⋅ a n −1 )  are  equivalent  equations.  
a n −1

The  equation   an = an−1 ⋅ r  is  called  the  recursive  formula  of  a  geometric  sequence.      It  defines  the  next  
term  as  the  previous  term  times  the  common  ratio.    It  can  be  used  to  generate  the  terms  of  a  geometric  
sequence  one  term  at  a  time.  
Page 3 of 13 MCC@WCCUSD 06/21/15
Example  2:   Given  the  geometric  sequence   4, 40, 400, 4000, ...  

a)    Find  the  next  term.  

Since  we  know  the  sequence  is  geometric,  there  is  a  common  ratio.    What  is  it?  

an a a a a 400
Use   r = :     r = 2 = 3 = 4 .    Using   r = 3 =      ∴ r = 10 .  
a n −1 a1 a 2 a3 a2 40

Method  1          Since  we  know  the  fourth  term  and   Method  2          Rewrite  each  term  in  terms  of  the  
the  common  ratio,  we  can  use  the  recursive   first  term  and  the  common  ratio.      
formula  to  find  the  fifth  term.          
a1 = 4
Use   a n = a n−1 ⋅ r .    Substitute  and  simplify.     a 2 = 4 ⋅ 101
        a 3 = 4 ⋅ 10 2        
a 5 = a 5−1 ⋅ 10
= a 4 ⋅ 10 a 4 = 4 ⋅ 10 3
                     
= 4000 ⋅ 10 a 5 = 4 ⋅ 10 ?
= 40000
        a5 = 4 ⋅ 104            

Recursive  Formula:    Use  the  equation  derived  on   Explicit  Formula:    Use  the  pattern  to  find  any  
the  previous  page.    The  recursive  formula  is  used   term.    The  explicit  formula  is  used  to  find  any  
to  find  the  next  term  in  the  sequence  by   term  in  the  sequence,  without  knowing  the  
multiplying  the  previous  term  by  the  common   previous  term.  
ratio.  
a5 = 4 ⋅ 10 4
an = an−1 ⋅ r ...  
 
an = an−1 ⋅ 10 a n = 4 ⋅ 10 n −1

The  recursive  formula  is   a n = 10 ⋅ a n−1 , a1 = 4  

*Use  more  terms  if  needed  to  get  students  to  see  
this  pattern.  
*Remember  there  are  two  parts  to  this  formula.  

Think-­‐Pair-­‐Share:     Which  formula(s)  can  be  used  to  find   a 20 ?    Which  formula  would  be  most  
efficient?    Justify  your  answer.  

Both  formulas  can  be  used  to  find  the  20th  term.    Method  1  is  not  very  time  efficient  as  you  would  need  
to  find  all  the  terms  leading  up  to   a 20 .    Method  2  is  the  most  direct  approach  since  you  only  need  to  
know  the  value  of  n,  which  in  this  case  is  20.  

b)    Find   a 20 .  

If   a n = 4 ⋅ 10 n−1 ,  then   a 20 = 4 ⋅ 10 20−1 .    Therefore,   a 20 = 4 ⋅ 1019 .      

Page 4 of 13 MCC@WCCUSD 06/21/15

Discuss:     Should  we  evaluate   a 20 = 4 ⋅ 1019  or  leave  it  as  is?  

Refer  back  to  the  definition  of  a  geometric  sequence  and  generalize  :  
2 3 4 5 n −1 n
  A  geometric  sequence  can  be  written  as     a1 , a1r , a1r , a1r , a1r , a1r , ..., a1r , a1r , ...      

  where   a1  is  the  first  term,  or  initial  condition,  and   r  is  the  common  ratio.      

   

Like  arithmetic  sequences,  geometric  sequences  also  have  recursive  and  explicit  formulas.  

The  formulas  for  arithmetic  sequences  are  provided  for  review  and  application.  

Type  of  Sequence   Recursive  Formula  (or  rule)   Explicit  Formula  (or  rule)  

Arithmetic   a n = a n −1 + d     an = a1 + (n − 1)d  
The  common  difference  is   where   a1  is  given  
d = a n − an−1 .  
Geometric   an = an−1 ⋅ r   an = a1 ⋅ r n−1  
an where   a1  is  given    
The  common  ratio  is   r = .  
a n −1
   

Example  3a:   Write  the  recursive  and  explicit  formulas  for  the  sequence   − 64, 16, − 4, 1, ...  

Think-­‐Pair:      What  kind  of  sequence  is   − 64, 16, − 4, 1, ... ?    Which  formulas  do  we  use?  

The  sequence  is  geometric,  so  use  the  geometric  formulas.      

Common  Ratio   Recursive  Formula  (or  rule)   Explicit  Formula  (or  rule)  

a4 Use   a n = a n−1 ⋅ r  and  replace  the   r   Use   a n = a1 ⋅ r n−1  and  replace  the   r  
r=  
a3 value  and  state  the  first  term.   value  and  the  first  term.  

1 1 ⎛ 1⎞ ⎛ 1⎞
n −1
r=    or   −   a n = a n −1 ⋅ ⎜ − ⎟  where   a1 = −64   a n = −64 ⋅ ⎜ − ⎟  
−4 4 ⎝ 4⎠ ⎝ 4⎠

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 Example  3b  (optional):     Use  both  formulas  to  find   a 6 .  

Recursive  Formula  (or  rule)   Explicit  Formula  (or  rule)  

n −1
⎛ 1⎞
Use   a n = a n −1 ⋅ ⎜ − ⎟  where   a1 = −64  and   n = 6.   Use   a n = −64 ⋅ ⎛⎜ − 1 ⎞⎟  where   n = 6.  
⎝ 4⎠ ⎝ 4⎠

Identify  the  terms  up  to   a 6 :   6 −1

⎛ 1⎞
a1 = −64 a 6 = −64 ⋅ ⎜ − ⎟
⎝ 4⎠
a 2 = 16 5
⎛ 1⎞
a3 = −4 a 6 = −64 ⋅ ⎜ − ⎟
                  ⎝ 4⎠
a4 = 1
a 6 = −1 ⋅ 2 6
⋅
(− 1)
5

a5 = ?
45
a6 = ? − 1⋅ 26 −1
a6 = ⋅  
st nd
1 :    Find   a5                                            2 :    Find a 6          
1 22 ( ) 5

26
⎛ 1⎞ ⎛ 1⎞ a6 =
a5 = a 4 ⋅ ⎜ − ⎟ a 6 = a5 ⋅ ⎜ − ⎟ 210
⎝ 4⎠ ⎝ 4⎠
1
⎛ 1⎞ 1 ⎛ 1⎞ a6 = 4
a5 = 1 ⋅ ⎜ − ⎟                                   a 6 = − ⋅ ⎜ − ⎟   2
⎝ 4 ⎠ 4 ⎝ 4⎠
1
1 1 a6 =
a5 = − a6 = 16
4 16
 

TRY  (with  Solutions):     Decide  whether  the  sequence  is  arithmetic,  geometric,  or  neither.    Find  the  next  
term.    Then  write  the  recursive  and  explicit  formulas.  

Sequence   Next  term   Common   Recursive  Formula     Explicit  Formula    

Ratio  or  
(or  rule)   (or  rule)  
Difference  
Partner  
A   4, − 12, 36, − 108, ... a5 = 324   r = −3   a n = a n−1 ⋅ (− 3)  where   an = 4 ⋅ (− 3)
n −1
 
  a1 = 4  
(Geometric)  

Partner   3 3 a6 = 24   r = 2   a n = a n−1 ⋅ (2)  where   3

⋅ (2 )  
n −1
B   , , 3, 6, 12, ...   an =
4 2 3 4
  a1 =  
4
(Geometric)  
− 5, − 3, − 1, 1, 3, ...   a6 = 5   d = 2   an = an−1 + 2  where   an = −5 + (n − 1)(2)    or  
 
a1 = −5  
(Arithmetic)  
a n = 2n − 7  
Teacher’s  
Choice            

Page 6 of 13 MCC@WCCUSD 06/21/15

Example  4:   Suppose  you  drop  a  ball  from  a  height  of  100  cm.    
    It  bounces  back  to  80%  of  its  previous  height.      
 

a)   About  how  high  will  the  ball  go  after  its  fifth  bounce?  

Initial  height  of  ball:                                                                                                                                100  cm    

After  first  bounce:    80%  of  100  cm                  0.80(100  cm)  =    80  cm  

After  2nd  bounce:    80%  of  80  cm                            0.80(80  cm)  =    64  cm  

After  3rd  bounce:    80%  of  64  cm                              0.80(64  cm)  =    51.2  cm   Teacher  Note:    Omit  the  
underlined  values  and  
After  4th  bounce:    80%  of  51.2  cm                0.80(51.2  cm)  =    40.96  cm  
prompt  students  to  identify  
After  5th  bounce:    80%  of  40.96  cm        0.80(40.96  cm)  =    32.768  cm     the  correct  value  that  
belongs  in  each  blank.    
 
Therefore,  the  ball  will  rebound  about  32.8  cm  after  the  fifth  bounce.  

 
Think-­‐Pair:         What  kind  of  sequence  is  created  by  these  heights?    How  do  you  know?  
      Explain  what  the  100  cm  and  the  80%  represent.  

b)   Write  the  recursive  and  explicit  formulas  for  the  geometric  sequence  generated  by  these      
  heights.  

To  write  both  formulas,  identify  the  common  ratio  and  the  first  term:       r = 0.8  and   a1 = 100  

    Recursive  Formula:   an = (0.8)an−1  where   a1 = 100  

    Explicit  Formula:           an = 100 ⋅ (0.8)n−1  

TRY:       Model  the  situation  below  using  a  recursive  and  explicit  formula.  

 
At  the  beginning  of  an  experiment,  there  are  100  bacteria  colonies.  

The  number  of  colonies  doubles  each  hour.      

*Note:    This  problem  is  from  the  warm-­‐up.  

 
      Recursive  Formula:   a n = 2 ⋅ a n−1  where   a1 = 100  
    Explicit  Formula:           a n = 100 ⋅ (2)n−1    

Page 7 of 13 MCC@WCCUSD 06/21/15

 Think-­‐Pair-­‐Share/Discussion  Questions:  

Why  is  it  necessary  to  identify  the  first  term  in  the  recursive  formulas?  

If  the  first  term  is  not  identified,  then  the  formula  represents  any  sequence  that  has  the  same  common  
2
ratio.    For  example,   a n = a n−1 ⋅ (− 3)  represents  the  sequences   − 1, 3, − 9, 27, ...  and   , − 2, 6, − 18, ... .  
3

How  do  geometric  sequences  with  a  positive  common  ratio  compare  to  geometric  sequences  with  a  
negative  common  ratio?  

The  terms  of  a  geometric  sequence  with  a  positive  common  ratio  are  the  same  sign  (all  positive  or  all  
negative),  whereas  the  terms  of  a  geometric  sequence  with  a  negative  common  ratio  alternate  signs.  

How  are  geometric  sequences  similar  to  exponential  functions?  

The  explicit  formulas  of  geometric  sequences  are  exponential  functions.      

How  is  a  geometric  sequence  different  from  an  exponential  function?  

An  exponential  function  is  continuous  and  the  domain  is  all  real  numbers.    A  geometric  sequence  is  a  
collection  of  points  that  are  not  connected  which  make  it  not  continuous  and  the  domain  is  all  natural  
numbers   {1, 2, 3, 4, ..., n}.  

Is  a  geometric  sequence  a  function?  

Yes,  a  geometric  sequence  is  a  function  whose  domain  is  all  natural  numbers   {1, 2, 3, 4, ..., n}.  

Therefore,  the  explicit  formula  of  a  geometric  sequence  can  be  written  in  function  notation.      

Arithmetic  and  Geometric  Sequences  and  Function  Notation:  

Sequence   Recursive  Formula  in  Function  Notation   Explicit  Formula  in  Function  
Notation  

Arithmetic   f (n ) = f (n − 1) + d  with   f (1)  given   f (n ) = f (1) + (n − 1)d  

Geometric   f (n ) = f (n − 1) ⋅ r  with   f (1)  given   f (n ) = f (1) ⋅ r n−1  

Page 8 of 13 MCC@WCCUSD 06/21/15

 Exit  Ticket  Options:  

Extension  Activity/Option  #1:        

1.    Each  student  creates  their  own  geometric  sequence  and  writes  it  on  one  side  of  an  index  card.      

2.    Each  student  writes  the  recursive  and  explicit  formulas  for  their  sequence  on  the  other  side  of  card.  

3.    Students  write  their  names  on  one  side  of  the  index  card  and  submit  them  to  the  teacher.  

4.    Teacher  checks  cards  for  accuracy.  

5.    Teacher  returns  cards  to  students  on  a  different  day  so  they  can  participate  in  the  Quiz-­‐Quiz-­‐Trade  
Activity.    

• Teacher  tells  students  to  stand  up  and  pair  up.  

• Partner  A  quizzes  B.  
• Partner  B  answers.  
• Partner  A  praises  or  coaches.  
• Partners  switch  roles.  
• Partners  trade  cards.  
• After  teacher  specified  time,  repeat  the  steps  above  with  a  new  partner.  
 
 
Option  #2:    Determine  if  each  statement  is  true  or  false.  
 
  !
1)    The  sequence   2, 4, 6, 8, 10, ...  is  geometric.   ! True! False!
 
   

 
2)    The  sequence   2, 4, 8, 16, ...  is  geometric.   !
! True! False!
 
 
   

1 !
3)    The  recursive  formula   a n = ⋅ a n −1 , a1 = 80  represents  the  sequence   ! True! False!
2  
          80, 40, 20, 10, 5, ...    

 
!
4)    The  explicit  formula   a n = 3 ⋅ (− 2)n−1  represents  the  sequence   − 3, 6, − 12, 24, ...   ! True! False!
 
   
 
5)    The  recursive  formula   a n = (− 1) ⋅ a n−1 , a1 = 4  and  the  explicit  formula   ! True!
!
False!
 
        an = 4(− 1)n−1  represent  different  sequences.  
 
 
 
ANSWERS:    F,  T,  T,  F,  F  
 
 
Page 9 of 13 MCC@WCCUSD 06/21/15
 Type  of  Sequence   Recursive  Formula  (or  rule)   Explicit  Formula  (or  rule)  

Arithmetic   a n = a n −1 + d     an = a1 + (n − 1)d  
Have  common  difference   where   a1  is  given  
d = a n − an−1 .  
Geometric   an = an−1 ⋅ r   an = a1 ⋅ r n−1  
an where   a1  is  given    
Have  common  ratio   r = .  
a n −1
   
 
Sequence   Next  term   Common   Recursive  Formula     Explicit  Formula    
Ratio  or  
(or  rule)   (or  rule)  
Difference  

4, − 12, 36, − 108, ...        

 

Circle  Sequence  Type:  

Geometric  
Arithmetic  
Neither  

− 5, − 3, − 1, 1, 3, ...          

 
Circle  Sequence  Type:  
Geometric  
Arithmetic  
Neither  

3 3        
, , 3, 6, 12, ...  
4 2
 
Circle  Sequence  Type:  
Geometric  
Arithmetic  
Neither  
         

Circle  Sequence  Type:  

Geometric  
Arithmetic  
 
Neither  
 
Page 10 of 13 MCC@WCCUSD 06/21/15
Example  4  Visuals  

   

Page 11 of 13 MCC@WCCUSD 06/21/15

 Warm-­‐Up  
 
CCSS:  F-­‐LE.2   y CCSS:  F-­‐BF.2        
Use  the  graph  below  to  determine  if   Given  the  arithmetic  sequence  
   
each  statement  is  true  or  false.   21, 18, 15, 12, ...:  
   
f (x ) = 2 x + 2  
!
A)     ! True! False!
 
   
a)   Describe  why  the  sequence  is  
B)   f (x ) = 2 + 2  
x
! True!
!
False!
  arithmetic.  
 
 
  C)   f (x ) = 2 ⋅ 2 x   ! True!
!
False!
 
b)   Identify  the  common  difference.  
 
 
D)   f (x ) = 2 x+1
  ! True!
!
False!
 
c)   Write  the  recursive  formula.  
   
E)   f (x ) ≥ 0   ! True!
!
False!
d)   Write  the  explicit  formula.  
 
     
Find  the  value  of   f (3) .  
   
 
CCSS:  F-­‐LE.2  continued     Write  your  own   Current:      
true  statement   about  
x
  y
At  the    .b   eginning  of  an  experiment,  there  
 
10
are  100  bacteria  colonies.    The  number  
    of     colonies  doubles  each  hour  and  is  
9
 
8

7 recorded.  
   Complete  the  table.  
6
 
5 Reading   Number  of  Colonies  
4

3 1   100  
2
2    
1
3    
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 4    
–2
5    
 
n    
10    
 
 

Page 12 of 13 MCC@WCCUSD 06/21/15

 Warm-­‐Up  Solutions  
 
CCSS:  F-­‐LE.2   y CCSS:  F-­‐BF.2        
Use  the  graph  below  to  determine  if   Given  the  arithmetic  sequence  
   
each  statement  is  true  or  false.   21, 18, 15, 12, ...:  
   
f (x ) = 2 x + 2  
!
A)     ! True! False!
 
   
a)   The  sequence  is  arithmetic  
B)   f (x ) = 2 x
+ 2   ! True!
!
False!
  because  there  is  a  common  difference  
 
 
between  consecutive  terms.  
  C)   f (x ) = 2 ⋅ 2 x   ! True!
!
False!
 
  b)   The  common  difference  is   − 3 .  
 
D)   f (x ) = 2 x+1
  ! True!
!
False!
 
    c)   an = an−1 − 3  where   a1 = 21  
E)   f (x ) ≥ 0   ! True!
!
False!  
 
    d)   an = 21 − 3(n − 1)  or   an = −3n + 24  
f (3) = 16  
   
 
CCSS:  F-­‐LE.2  continued       Current:       x
  y
At  the  beginning  of  an  experiment,  there  
10
  statement  about  
Write  your  own  true  
are  100  bacteria  colonies.    The  number  
 
9  .  
    of  colonies  
8
doubles  each  hour  and  is  
7 recorded.  
   Complete  the  table.  
6

5
  Reading   Number  of  Colonies  
4
 
3 1   100  
2
2   100 ⋅ 2 = 200  
1
3   100 ⋅ 2 2 = 400  
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
–1 4   100 ⋅ 23 = 800  
–2
5   100 ⋅ 2 4 = 1600  
 
n   100 ⋅ 2 n−1  
10   100 ⋅ 2 9  
 
 

 
Page 13 of 13 MCC@WCCUSD 06/21/15