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Geometric Sequence

1. The document provides instructions for an exercise that involves folding a square piece of paper into progressively smaller squares, recording the resulting areas in a table. 2. It then asks guide questions about identifying the pattern in areas, terms of the sequence generated, and determining if it is an arithmetic or geometric sequence. 3. The later sections define geometric sequences, provide the rule for determining terms, and give examples of applying geometric sequences to model real-life situations like disease outbreaks and compound savings.

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April Mae
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65 views

Geometric Sequence

1. The document provides instructions for an exercise that involves folding a square piece of paper into progressively smaller squares, recording the resulting areas in a table. 2. It then asks guide questions about identifying the pattern in areas, terms of the sequence generated, and determining if it is an arithmetic or geometric sequence. 3. The later sections define geometric sequences, provide the rule for determining terms, and give examples of applying geometric sequences to model real-life situations like disease outbreaks and compound savings.

Uploaded by

April Mae
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 28

EXERCISE:

“Fold Me Up!”
Instructions:

1. Start with a big square from a piece of


paper. Assume the area is 64 square
units.
Instructions:

2. Fold the four corners to the center of the


. square and find the area of the resulting .
. square.
Instructions:

3. Repeat the process three times and


. record the results in the table
below:
SQUARE 1st fold 2nd fold 3rd fold

AREA 32 16 8
Guide Questions:
1. What is the area of the square formed after the 1st
fold?
2. Is there a pattern in the area obtained after 3 folds?
3. You have generated a sequence of areas. What are .
. the 1st three terms of the sequence?
4. Is the sequence an arithmetic sequence? Why?
5. Using the pattern in the areas, what would be
the . . 6th term of the sequence?
GEOMETRIC
SEQUENCES
OBJECTIVES:

1. To define geometric sequence.


2. To derive the formula for geometric sequence.
3. Solve for the indicated term or ratio
in the geometric sequence.
GEOMETRIC SEQUENCE
A sequence is geometric if the ratios of
consecutive terms are equal. The sequence is
geometric if and only if there is a number so
that,
.
The number is the common
ratio of the sequence.
Exercise:

Identify which of the following is a geometric


sequence. If it is geometric, identify its next two
terms.

1. 81, 27, 9, 3, 1, …
2. 2, -6, 18, -54, …
3. 1, 2, 6, 24, 120, …
RULE FOR A GEOMETRIC SEQUENCE

The term of a geometric sequence with


first term and common ratio is given by:
Example:
Use to answer the following:

1. Find the term of the sequence 1000, -500, 250,


-125, …
2. Find the first term of the geometric sequence if
the common ratio is 3 and the term is 243.
Exercise:

Find what is asked. Use .

1. , ____
What have you learned today?
REVIEW:
1. Differentiate arithmetic sequence from geometric
sequence.
2. Can the common ratio of a geometric sequence
be equal to 0? Explain.
3. What is the common ratio of the following
geometric sequence:
a.
b.
REVIEW:
4. Find the what is asked:
a.
b.
5. What is the first term of the geometric sequence
? , 4, 2, 1, …
OBJECTIVES:

1. Apply geometric sequence in real


problem solving.
Geometric sequences are useful
models of some real – life situations.
Scenario # 1:

During an initial phase of an outbreak of


measles, the number of infections can grow
geometrically. If there were 4, 8, 16, … on the first
three days of an outbreak of measles, how many
will be infected on the day?
Scenario # 2:
Suppose you save Php 1 on the 1st day of a
month, Php 2 the 2nd day, Php 4 the 3rd day, and so
on. That is, each day you save twice as much as
you did the day before.

a. What will you put aside for savings on the 15th

day of the month?


b. How much will you have saved in all
on the 30th day of the month?
Exercise:
1. A population of fruit flies is growing in such a
way that each generation is 1.5 times as large
as the large generation. Suppose there were
100 insects in the first generation. How many
would there be in the fourth generation.
Exercise:
2. In President Sergio Osmeña High School,
suspension of classes is announced through text
brigade. One stormy day, the principal announces
the suspension of classes to two teachers, each of
whom sends this message to two other teachers,
and so on. Suppose that text messages were sent
in five rounds, counting the principal’s text
message as the first, how many text messages
were sent in the 10th round?
What have you learned today?
REFLECT:
The cell phone has revolutionized
the way people communicate with
each other. What are the advantages
of having this technology with respect
to the way we conduct our business,
family, and personal affairs? What are
its disadvantages? How can one
maximize the benefits of the cell
phone and limit its disadvantages?

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