10

Mathematics
Quarter 1 – Module 1:
Introduction to Sequence
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Introduction to Sequence
First Edition, 2020

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 10

Mathematics
Quarter 1 – Module 1:
Introduction to Sequence
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module

Introduction to 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.
For the learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Introduction to 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.
 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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
Mathematics 10. 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, Lesson 1 is divided into three topics, namely:

 Topic 1 – Introduction to Sequence
 Topic 2 – More on sequence
 Topic 3 – Explicit and Recursive Formula

After going through this module, you are expected to:

1. generates patterns;
2. identify sequence from not sequence and finite and infinite sequence ;
3. finding the general or nth term of the sequence;
4. Makabayan: describing pattern and recognizing sequence in some Filipino
events, places, culture and customs.
5. show patience in describing patterns and recognizing sequences; and
6. show endurance in the formulation of the rule or pattern of a sequence in
finding the nth term.
 What I Know

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

1. What is the next shape?

∎ , ∆ , ∎ , ∆ , ∆ , ∎ , ∆ , ∆ , ∆ , ∎ , ∆ , ∆ , ∆ , ∆ , ____
a. ∆
b. ∎
c. ∎ , ∎, ∎ , ∎
d. ∆, ∆, ∆, ∆, ∆,

2. What is the next number in the sequence 0, 4, 8, 12, 16, _____

a. 17
b. 18
c. 19
d. 20

3. Which of the following shows a sequence?

a. 14, 7, 8, 2,…
b. -14, -9, -4, 1, 6
c. 0.3, 0.6, 0.9, 0.11
d. 1/36,1/42,1/53,1/67,…

4. Find the next term of the sequence Z, T, O, K, H, __, __ .

a. F, E
b. D, A
c. A, E
d. F, G

5. What is the 8th term of the sequence 1, 3, 9, 27, 81, … ?

a. 243
b. 729
c. 2, 187
d. 6, 561
 Lesson

1 Introduction to Sequence

In the life cycle, it goes through different stages of growth and development. The
growth or development showed pattern.

The life cycle of a butterfly vector image on Vector Stock. https://bit.ly/3juMHFR

Guide questions:
a. What are the stages of the life cycle of the Butterfly?
b. Is it possible that its life started at the Pupa stage?

All butterflies have “complete metamorphosis”. To grow into adult, they go through
four stages: egg, larva or caterpillar, pupa and adult. Each stage will repeat again
and again, making this as a pattern of butterfly’s life.
Like the stages of life, in Math patterns are presented as array of numbers or
objects. In this lesson, you will study on how to recognize patterns in array of
numbers. Recognizing and extending patterns are important skills needed for
learning concepts related to arithmetic sequence.

What’s In

A sequence or a progression is a set of numbers written in succession or in

a specific order, represented by:

a1, a2, a3, a4, a5, a6, …, an

 Each number in the sequence is called a term. The number a1 is called the 1st
term, a2 is the 2nd term, and in general, an is the nth term. Note that each term of
the sequence is paired with a natural number (n).

For instance, in the sequence: 5, 7, 9, 11, 13, 15, 17, 19 → Here, the 1st
term is 5, the 2nd term is 7, …, and the 8th term or the last is 19. Examples of other
sequences are shown below. These sequences are classified into two groups: finite
sequence and infinite sequence.

Finite sequence Infinite sequence

1, 1, 2, 3, 5, 8 1, 3, 5, 7, …

1 1 1
1, 2, 3, 4, 5, …, 8 1, , , , …
2 4 8
1, -1, 1, -1 1, 1, 2, 3, 5, 8, …
To know more about the two groups of sequence, here are few definitions of
the two. Finite sequence is a set of sequences that is finite or a fixed length long
while Infinite sequence is a set of sequences that has an infinite number of terms.
For example:

Identify whether the series of numbers is a sequence or NOT. If sequence, tell

whether it is finite or infinite.

1. 3,7,11,15,…
2. 3,6,7,9,12
1 1 1 1
3. 1, , , ,
2 3 4 5

The activity illustrated the identification of sequence in the array of numbers. For
number 1, 3,7,11,15,… is a sequence, since it follows a certain pattern. It is
considered as an Infinite Sequence because it has ellipsis as a notion of infinity. On
the other hand, for number (2), 3,6,7,9,12 is not a sequence since it does not follows
1 1 1 1
any pattern while number 3, 1, 2 , 3 , 4 , 5 showed as a sequence, since it follows a certain
pattern. It is considered as a finite sequence because it doesn’t have ellipsis as a
notion of infinity.
 Notes to the Teacher
How did you find the few concepts presented? The concept on sequence might
look easy and perceived as same with our everyday encounters but in
mathematics it is in a deeper sense. To fully understand the topics, the students
are asked to comprehend first the notes and terms in the topic.

Did you know that…

Ellipsis (…) generally means information has been omitted
intentionally to save space; and to show that an established
pattern continues.
There are three types of ellipsis that are commonly used:
(A) Horizontal {1, 2, …, 356}

1 2 3
(B) Vertical ( ⋮ ⋮ ⋮)
11 22 33

𝑎1 0
(C) Diagonal [ ⋱ ]
0 𝑎𝑛

The etymology of the symbol ellipsis was grammatical and

rhetorical sense in English first recorded 1610s. When a
word or words are omitted by the figure ellipsis, a pause is
necessary where the ellipsis occurs. [Robert JAMES Ball, “
The Academic Cicero; or Exercises in the Modern Oratory”,
Dublin 1823; as cited by Online Etymology Dictionary ,
2020].
 What’s New

More on sequence
In the given example in the previous topic above, we have learned that
sequences are ordered lists of numbers, objects etc. These patterns allow us to
predict what the next term might be. In this lesson, let us continue understanding
sequences and the next few terms of the given pattern

Given at least the first 3 terms of a sequence, you can easily find the next
terms in that sequence by simply discovering a pattern as to how the 3rd term is
derived from the 2nd term, and the 2nd from the 1st term. You will find that either
a constant number is added or subtracted or multiplied or divided to get the next
term or a certain series of operations is performed to get the next term.

Examples:
Determine the rule or pattern for each of the sequences below, then find the next 3
terms.

1. Sequence: 17, 22, 27, 32, …

Pattern: Every term of the sequence is obtained by adding 5 to its preceding
term. So, the next 3 terms are 37, 42, and 47.
2. Sequence: 2, 6, 18, 54, …
Pattern: Every term of the sequence is obtained by multiplying 3 to its
preceding term. So, the next 3 terms are 162, 486, and 1458.

What is It

Explicit Formula
Observe the given sequence below.

8,11,14,17,…,𝑎𝑛

The dots indicate not all numbers are written down explicitly. The last term is 𝑎𝑛 .
Guide Question:

1. How will you find the last term?

2. Can you think of a rule to describe the terms in the sequence?
 The rule that describe the terms in the sequence that gives the nth term of the
sequence is called explicit formula. The pattern in a sequence may be expressed
by a formula. In the given example, we observed that the explicit formula for
sequence is 𝒂𝒏 = 𝟑𝒏 + 𝟓. To further explain the answer, here is the generation of the
terms of the sequence.
𝒂𝟏 = 𝟑(𝟏) + 𝟓 = 𝟖
𝒂𝟐 = 𝟑(𝟐) + 𝟓 = 𝟏𝟏
𝒂𝟑 = 𝟑(𝟑) + 𝟓 = 𝟏𝟒
𝒂𝟒 = 𝟑(𝟒) + 𝟓 = 𝟏𝟕
𝒂𝟓 = 𝟑(𝟓) + 𝟓 = 𝟐𝟎
To comprehend on how to express the sequence explicitly by looking at the pattern.
Where 𝑛 = the terms location.
1. Find the explicit formula given the sequence 3, 7, 11, 15.
Term Number Subscript Pattern Term
Notation
1 𝑎1 4( ) − 1 3
2 𝑎2 4( ) − 1 7
3 𝑎3 4( ) − 1 11
4 𝑎4 4( ) − 1 15
𝑎𝑛 4𝑛 − 1
Therefore, the explicit formula or the 𝑛𝑡ℎ term is 𝑎𝑛 = 4𝑛 − 1.

2. Given that 𝑎𝑛 = 12 − 3𝑛, find the first 4 terms of the sequence given the nth term.
Term Number Subscript Pattern Term
Notation
1 𝑎1 12 − 3(𝟏) 9
2 𝑎2 12 − 3(𝟐) 6
3 𝑎3 12 − 3(𝟑) 3
4 𝑎4 12 − 3(𝟒) 0

Therefore, the first 4 terms of the sequence given the nth term are 9, 6, 3, 0.

Certain sequences (not all) can be defined (expressed) not just in explicit
manner, thus it can also be expressed by “recursive formula”.

A recursive formula designates the starting term, 𝑎1 , and the nth term of the
sequence, 𝑎𝑛 , as an expression containing the previous term (the term before it), 𝑎𝑛−1 .
The process of recursion can be thought of as climbing a ladder.
To get to the third rung, you must step on the second rung. Each rung on the ladder
depends upon stepping on the rung below it. You start on the first rung of the ladder
𝑎1 . From the first rung, you move to the second rung 𝑎2
𝑎2 = 𝑎1 + "𝑠𝑡𝑒𝑝 𝑢𝑝"
From the second rung, you move to the third rung 𝑎3 ladder.
𝑎3 = 𝑎2 + "𝑠𝑡𝑒𝑝 𝑢𝑝"
If you are on the nth rung, you must have stepped on the n-1st rung.
 𝑎𝑛 = 𝑎𝑛−1 + "𝑠𝑡𝑒𝑝 𝑢𝑝"
The following were the steps in determining a recursive sequence:
1. Determine if the sequence is arithmetic (Do you add, or subtract, the same
amount from one term to the next?)
2. Find the common difference. (The number you add or subtract.)

3. Create a recursive formula by stating the first term, and then stating the
formula to be the previous term plus the common difference.

For example, in the sequence 10, 15, 20, 25, 30, 35, …, find the recursive formula.
We observed that in the sequence the first term was added by 5, as well as the second
term and soon. We have,

10, 15, 20, 25, 30, 35,…

5 5 5 5 5
then,
𝑎2 = 𝑎1 + "𝑠𝑡𝑒𝑝 𝑢𝑝" We have “5” as our step up.
substitute, 𝑎1 = 10, 𝑠𝑡𝑒𝑝 𝑢𝑝 = 5
𝑎2 = 10 + 5 = 𝟏𝟓
𝑎3 = 15 + 5 = 𝟐𝟎
𝑎4 = 20 + 5 = 𝟐𝟓
𝑎5 = 25 + 5 = 𝟑𝟎
𝑎6 = 30 + 5 = 𝟑𝟓
Therefore, the recursive sequence is 𝑎𝑛 = 𝑎𝑛−1 + 5.

Notes to the Teacher

Finding the recursive sequence and derivation of the formulas is one the
important things I added for the class as part of the special topics in Enhanced
Mathematics 10 (as a Science High School). These topics served as pre-requisite
to your Math subjects in Senior High School.
 What’s More

Activity 1.1 Understanding Sequence

A. Write F if the sequence is finite, I if the sequence is infinite and NA if the
terms is not a sequence before each number.
______________ 1. 2, 3, 4, 5, ….., 10
______________ 2. 7, 10, 13, 16, 19, 22, 27
______________ 3. 4, 9, 14, 19, …
______________ 4. 2, 6, 18, 54
______________ 5. 3, 9, 27, 81, …., 729, …
______________ 6. -2, 4, -8, 16, …..
______________ 7. 100, 97, 94, 91, …, -2
1 1 1 1 1
______________ 8. , , , ,
4 8 16 32 64
______________ 9. 1, 4, 9, 16, 25, …., 144

1 2 3 4
______________ 10. , , ,
4 9 16 25
B. In your own words, differentiate finite from infinite sequence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

C. Cite one real-life situation when you encounter solving sequences of numbers.
Ex: Family Reunion every 5years from 2000, 2005, 2010, 2015,…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 What I Have Learned

1. Sequence or a progression is a set of numbers written in succession or in a

specific order.
2. Sequence can be classified into two groups namely: finite and infinite
sequence.
3. Finite sequence is a function whose domain is the finite set {1, 2, 3, …, n }.
4. Infinite sequence a function whose domain is the infinite set {1, 2, 3, … }.
5. The rule that describe the terms in the sequence that gives the nth term of the
sequence is called explicit formula.
6. Term is any number or element in a sequence.
7. The last term or nth term of the sequence is denoted by the symbol 𝑎𝑛 .
8. A recursive formula designates the starting term, 𝑎1 , and the nth term of the
sequence, 𝑎𝑛 , as an expression containing the previous term (the term before
it), 𝑎𝑛−1 .
 What I Can Do

A. Find the pattern of the following sequences.

1. 19, 16, 13, 10, …
Pattern: ______________________________________________

2. 7.5, 13, 18.5, 24, …

Pattern: ______________________________________________

3. 1, 1, 2, 3, 5, 8, 13,…
Pattern: ______________________________________________

4. 1, -1, 1, -1, 1, …
Pattern: ______________________________________________
1 1 1 1
5. , , , ,…
2 4 8 16
Pattern: ______________________________________________

B. Find the next two terms of the following.

1. 1, 3, 5, 7, 9, 11, 13, 15, ___, ___

2. 15, 10, 5, 0, ___, ___
3. 1, 4, 9, 16, 25, ___, ___
4. - 13, - 26, -39, ___, ___
5. 1, -2, 4, -8, 16, -32, ___, ___
 Assessment

I. Multiple Choice. Choose the letter of the best answer. Box the letter of the
correct answer. (1pt each)
1. A set of numbers that are arranged in a specific order.

a. Terms
b. Series
c. Sequence
d. Recursive sequence

2. Which of the following shows an infinite sequence?

a. 14, 7, 8, 2,…
b. -14, -9, -4, 1, 6
c. 0.3, 0.6, 0.9, 0.12,…
d. 1/36,1/42,1/53,1/67,…
3. What is the nth term of the sequence 7, 9, 11, 13, 15,…?
a. n+2
b. 2n+5
c. 3n+4
d. 4n+3
4. What is the next figure as shown below?

a.

b.

c.

d.

5. What is the explicit formula of the following sequences ½ , 0.75, 1.125,

1.6875 ?
a. 𝑎𝑛 = 3 × 1.5𝑛−1
b. 𝑎𝑛 = 4.5𝑛−1
(1.5)𝑛−1
c. 𝑎𝑛 = 2
3 3
d. 𝑎𝑛 = 2 𝑛 × 2

II. Write the first three terms of the sequence with the given 𝑛th term formula.
Write your answers on the space provided (3 pts. each)

1. 𝒂𝒏 = 𝟐𝒏𝟐 + 𝟑
2. 𝒂𝒏 = 𝟓𝒏 + 𝟔
3. 𝒂𝒏 = 𝟐(𝒏 + 𝟑)
 Additional Activities

Give the rule or pattern to find the 𝑛𝑡ℎ term given the sequence (5pts each):
1. -5,-2,1,4,…
2. 12,15,20,27,…
3. 35,33,31,29,…
Messenger Group Chat and Google Classroom.
Answer key for assessment and additional activities will be posted at the
What I Know What I Can Do
1. B A.
2. D 1. Every term of the sequence is obtained by
3. B subtracting 3 to its preceding term.
2. Every term of the sequence is obtained by adding
4. A 5.5 to the product of 2 and counting nos. to its
5. C preceding term.
3. Every term of the sequence is obtained by adding 1
to the common difference of its preceding term.
4. Every term of the sequence is obtained by
multiplying -1 to its preceding term.
5. Every term of the sequence is obtained by getting 2
What's More as the base of the denominator raised by counting
nos. of the preceding term.
TEST I. B.
1. F 1. 17, 19
2. NA 2. -5, 10
3. I 3. 36, 49
4. F
4. -52, -65
5. I
6. I 5. 64, -128
7. F
8. F
9. F
10.F
TEST II AND III.
Students’ answer varies.
The teacher will check the
answers individually.
Answer Key
References

Callanta, M., Canonigo, A., Chua, A., Cruz, J., Esparrago, M., Garcia, E., Magnaye,
A., Orines, F., Perez, R., and Ternida, C. (2015). Mathematics – Grade 10
Learner’s Module First Edition. Department of Education –Instructional
Materials Council Secretariate (DepEd-IMCS). REX Book Store Inc. pages 9-
13.
Butterfly Life Cycle: Article with Lots of Pictures. (2020). Retrieved 23 July 2020,
from https://bit.ly/2OKLewS
Ellipsis Symbol. (2020). Retrieved 23 July 2020, from https://bit.ly/3hthG36
Explicit formulas for arithmetic sequences. Retrieved 23 July 2020, from
https://bit.ly/32LRpZW
Online Etymology Dictionary (2020). Ellipsis (n). Retrieved 23 July 2020, from
https://bit.ly/2PuDoHY
Roberts, D. (2020). Sequences as Functions - Recursive Form- MathBitsNotebook(A1
- CCSS Math). Retrieved 23 July 2020, from https://bit.ly/39jRm8V
Vectors, R., & Vectors, L. (2020). The life cycle of a butterfly vector image on
VectorStock. Retrieved 23 July 2020, from https://bit.ly/3juMHFR
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