Mathematics: 1St Generation Modules - Version 2.0

Module 1: Generating Patterns and Illustrating
Arithmetic Sequence
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Mathematics
2.0
First Quarter – Module 1
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GENERATING PATTERNS
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AND ILLUSTRATING S
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ARITHMETIC SEQUENCE
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𝒏
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𝒅
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𝒂𝒏
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𝒂𝟏
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
Arithmetic Sequence
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Generating Patterns and Illustrating Arithmetic Sequence
First Edition, 2020
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wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things impose as a condition the payment of royalties.
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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trademarks, etc.) included in this book are owned by their respective copyright holders. Every
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effort has been exerted to locate and seek permission to use this materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education

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Secretary: Leonor Magtolis Briones
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Undersecretary: Diosdado M. San Antonio
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Development Team of the Module

Writer: Roy R. Flores
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Editor: Jimjun F. Ramas

Reviewers: Dr. Anecita U. Mendez (Moderator)
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Mr. Carmelito M. Lauron Sr.

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Illustrator and Layout Artist: Myrna P. Soco

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Management Team
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Schools Division Superintendent:

Dr. Marilyn S. Andales, CESO V
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Assistant Schools Division Superintendents:

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Dr. Cartesa M. Perico

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Dr. Ester A. Futalan

Dr. Leah B. Apao
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Chief, CID: Dr. Mary Ann P. Flores

EPS in LRMS: Mr. Isaiash T. Wagas
EPS in Math: Dr. Pamela A. Rodemio
Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph
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Arithmetic Sequence
10
Mathematics
2.0
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First Quarter – Module 1:
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GENERATING PATTERNS -V
S
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AND ILLUSTRATING
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ARITHMETIC SEQUENCE
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Arithmetic Sequence
Introductory Message
This module is carefully designed to continually facilitate learners to

achieve mastery on the Most Essential Learning Competencies and develop their
21st century skills. This module consists of essential components developed
appropriately for self-instructional mode of learning. The components come in
various developmental purposes that are designed to diagnose (pretest), recall
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and associate (review), discuss, explain and even provide practice activities,
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enrichment tasks, assessments and answer keys.
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Upon taking the pretest, determine whether you need to take or skip this
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module. At 100% accuracy, you possess the mastery of the topic in the module;
hence, you don’t need to take it and you may choose to proceed to the next
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module. At 99% and below, you are recommended to undertake the module to S
acquire the necessary skills.
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Though allowed, adult supervision is limited only to providing assistance

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in accomplishing this module. It is highly recommended that YOU, the learner,

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should try to engage independently in doing the different tasks for you to become
a critical thinker and problem solver which are the twin goals of Mathematics.
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May this module be utilized to its fullest extent in the purpose of learning
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the competencies construed as Most Essential for a learner in this level.

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God bless and enjoy learning!

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PAMELA A. RODEMIO
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Education Program Supervisor - MATH

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Arithmetic Sequence
GENERATING PATTERNS AND ILLUSTRATING

ARITHMETIC SEQUENCE
MOST ESSENTIAL LEARNING COMPETENCY:
 generates patterns (M10AL-Ia-1)
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 illustrates an arithmetic sequence (M10AL-Ib-1)
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What I Need To know
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Patterns and sequences can be applied in almost all aspects of our lives. We just
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have to analyze how it can be used in our day-to-day life. Having knowledge about this lessons
can give us a different perspective on how things happen in our lives.
In this lesson, the learner:
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 generates pattern of a given sequence
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 finds the next few terms of a sequence

 illustrates an arithmetic sequence
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 differentiates finite from infinite sequence

 identifies the rule of a given arithmetic sequence
 determines the common difference of an arithmetic sequence
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 writes the next few terms of an arithmetic sequence

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 solves problems involving arithmetic sequence with patience

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 relates patterns and sequences to real-life situations

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Grade 10 Mathematics 1
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Arithmetic Sequence
What I know
Directions: Find out how much you already know about the topics in this module.
Choose the letter of the correct answer and write your answers on a separate sheet of
paper. Take note of the items that you were not able to answer correctly and find the
right answer as you go through this module.
1. What is the next term of the sequence 5z, 8x, 11v,…?
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A. 14u B. 14t C. 15s D. 15r
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2. Which of the following is an infinite sequence?
A. 1, 2, 3, 4,…5 B. 2, 4, 8, 16, 32,… C. 20, -15, 10, - 5, 0 D. 6, 2, -2, - 4, - 10
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3. The pattern of a certain sequence is “divided by 3”. Which of the following
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sequences follows the pattern?
A. 81, 27, 9, 3, 1 B. 1, 3, 27, 81 C. 3, 6, 9, 12, 15 D. 12, 9, 6, 3, 0
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4. Which of the following completes the sequence ___, 2, 4, 6, 8, ___, 12? S
A. 0 and 10 B. 0 and 14 C. 2 and 10 D. 2 and 12
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5. What must be true about an arithmetic sequence whose common
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difference is negative?
A. All the terms in the sequence are positive.
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B. All the terms in the sequence are negative.

C. All the terms in the sequence are increasing.
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D. All the terms in the sequence are decreasing.

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6. Give the common difference of the arithmetic sequence 2, - 5, - 12, - 19.

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A. – 7 B. 3 C. 7 D. – 3
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7. Which of the following has a constant difference?

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A. 1, 2, 3, 5, 8 B. 64, 32, 16, 8, 4 C. -10, - 6, - 2, 2, 6 D. -2, 4, -8, 16, -32

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8. Which rule is applied in getting the values of a in the table below?

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n 1 2 3 4 5
a 1 4 9 16 25
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A. a = n + 1 B. a = 2n C. a = 𝑛2 D. a = n + 2
9. One of the sequences below is NOT an arithmetic sequence. Which one is it?
A. 9, 7, 5 , 3, 1 B. 0, - 3, - 6, 9, 12 C. – 1, - 2, - 3, - 4,- 5 D. ½, 1, 1½, 2, 2 ½
10. Find t so that 3t + 2, 4t + 3, 6t form an arithmetic sequence.
A. 4 B. – 4 C. 5 D. – 5
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Arithmetic Sequence
11. The common difference of an arithmetic sequence is 1⁄4. If the first term is 1⁄2, find
the 11th term.
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A. 1 4 B. 2 C. 2 4 D. 3
12. A pile of logs has 24 in the first layer, 23 in the second, 22 in the third, and so on.
How many logs are there in the 10 th layer?
A. 16 B. 15 C. 14 D. 13
13. Rona started her blog last April 1, 2020. On her first week she had 8 followers, on
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the second week she had 15, on the third week she had 22. If her followers grew
consistently, how many followers did she have on the 15 th week?
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A. 95 B. 100 C. 103 D. 106
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14. After a knee surgery, your trainer told you to return to your jogging program slowly.
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He suggested jogging for 12 minutes each day for the first week. Each week
thereafter, he suggested that you increase that time by 6 minutes per day. How many
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weeks will it be before you can jog 1 hour per day?
A. 8 weeks B. 9 weeks C. 10 weeks D. 11 weeks
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15. Henry started working in 2009 at an annual salary of Php 50 000 and received and
increment of Php 15 000 each year. In which year did his annual income reach
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Php 200 000?

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A. 2016 B. 2017 C. 2018 D. 2019

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Arithmetic Sequence
What’s In
What comes next?
a) , , , , d) 2, 4, 8, 16, ____
b) A, D, G, J, ______ e) , , , _____
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18, 14, 10, 6, _______
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c)
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 What is the next figure in each group?
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 What is your basis to get the next figure?
 Is there a pattern to determine what comes next?
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What’s New
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Task 1.
Given the following sets of numbers, observe the elements and answer the questions
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that follow.
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Set A: {160, 80, 40, 20, 10…}

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 Are the numbers written in specific order?

 What is the next number?
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
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Give the pattern.

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Set B: {1, 3, 9, 27, 81}

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 Is there a relationship among the elements of the set?

 If we will add another number, what is it?
 Give the pattern.
Spot the difference(s) between set A and set B.
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Arithmetic Sequence
Task 2.
Below are squares formed by matchsticks.
Count the number of matchsticks in each figure and record the results in a table.
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Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks
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Answer the following.
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1. Did you see a pattern on the number of matchsticks used?
2. Is there a constant increase in the number of matchsticks? By how much?
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3. Complete the table without actual counting the number of matchsticks.
4. How did you determine the next numbers to complete the table? S
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What is It
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In the first task, the next number in set A is 5 and the pattern is “divided by
2”. In set B, the next number is 243 and the pattern is “multiplied by 3”. The set of
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numbers 160, 80, 40, 20, 10… and 1, 3, 9, 27, 81 are called sequences. A sequence
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is usually associated with a pattern or a rule in order to generate the next terms.
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“Divided by 2” and “multiplied by 3” are examples of a rule or pattern of a sequence.

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Definition:
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A sequence or progression is a list of numbers written in a specified order that

follows a definite pattern or rule. Each number in the sequence is called term. The
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first number is called first term, followed by second term and so on.
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Sequences are separated into two groups. A finite sequence contains a finite
number of terms (with first and last term) while infinite sequence contains an infinite
number of terms (with first term but no indicated last term). The three dots mean to
continue forward in the pattern established without limit. In task 1, set A is infinite while
set B is finite.
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Arithmetic Sequence
Finite Sequence Infinite Sequence

1, 1, 2, 3, 5 2, 6, 10, 14, …
1 1 1
18, 15, 12, 9,…- 6 1, , , , …
2 4 8
√2, 2, 2√2, 4 -5, 10, -20, 40,…
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In general, the terms of a sequence are written as a1, a2, a3, a4, a5,…, an where
n represents the term position or number of terms. For example, a3 is the third term,
a5 is the 5th term and an is the nth term.
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Sometimes a sequence is expressed as equation relating the nth term (an)
and the number of terms (n). Study this the following tables.
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Table 1.
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1 2 3 4 5 n
n …
(a1) (a2) (a3) S (a4) (a5) (an)
an 12 = 1 22 = 4 32 = 9 42 = 16 52 = 25 … n2
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The table shows that the equation of the sequence 1, 4, 9, 16, 25,… is an = n2.
This equation can be written in words as: “The nth term of a sequence is the square
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of the number of terms”. So if 10th term is unknown, we solve this way:

𝑎10 = 102 or 100
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Table 2.
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No. of 1 2 3 4 n
Terms (n) (a1) (a2) (a3) (a4)
… (an)
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nth Term
…
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(3x1) = 3 (3x2) = 6 (3x3) = 9 (3x4) = 12 3n

(an)
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The table shows that the equation of the sequence 3, 6, 9, 12,… is an = 3n

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This can be translated as: “The nth term of the sequence is thrice the number of
terms”.
So if the 12th term is unknown, we get: a12 = 3(12) or 36.
Remember:
To generate the next terms of a sequence, study the given terms and search for
the pattern or rule. It could be squaring, adding, subtracting, multiplying, dividing or a
combination of operations.
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Arithmetic Sequence
In the second task, the complete table is shown below.
Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks 4 7 10 13 16 19 22 25 28 31
Notice that the number of matchsticks 4, 7, 10, 13, ….31 is a sequence whose
pattern is “plus 3” or “increased by 3”. This means that to get the next term of the
sequence we have to increase the preceding term by 3. Take note also that when
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we subtract any preceding term from the next term the difference is constant.
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7 − 4 = 𝟑, 10 − 7 = 𝟑, 13 − 10 = 𝟑, 16 − 13 = 𝟑 and so on.
In this case, 3 is the constant difference known as common difference or d.
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Sequences with a common difference are called arithmetic sequence.
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Definition:
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An arithmetic sequence or progression is a sequence where every term after
the first is obtained by adding a constant called the common difference (d).
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In general, the common difference (d) of an arithmetic sequence
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𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , … 𝑎𝑛 is given by the formula 𝒅 = 𝒂𝒏 − 𝒂𝒏−𝟏 where 𝒂𝒏 is the last term

and 𝒂𝒏−𝟏 is the previous term.
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If the common difference between consecutive terms is positive, we say that

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the sequence is increasing and when the difference is negative we say that the
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sequence is decreasing.
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Remember:
To generate the terms of an arithmetic sequence, we take the current term and
add the common difference to get to the next terms.
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Arithmetic Sequence
What’s More
(Note: Use a whole sheet of paper to answer activities A to F.)

A. Independent Activity 1
Directions: Write F if the sequence is finite or I if the sequence is infinite.
1. 2, 3, 4, 5, …, 10
2. 7, 10, 13, 16, 19, 22, 25
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3. 4, 9, 14, 19, …
4. 2, 6, 18, 54
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5. 3, 9, 27, 81, …., 729, …
B. Independent Assessment 1
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Directions: Generate a sequence with five terms given the first term and the pattern.
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1. Starts with 5 and the pattern is “add 3”
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_____, _____, _____, _____, _____
2. The pattern is “divide by 2 ” and the first term is 480. S
_____, _____, _____, _____, _____
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3. The rule is “multiply by - 3” and starts from -12.
_____, _____, _____, _____, _____
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4. The first term is 2 and the pattern is “multiply by 5 minus 7”.

_____, _____, _____, _____, _____
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5. Starts with 112 and the pattern is “half of the current number plus 8”.
_____, _____, _____, _____, _____
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C. Independent Activity 2
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Directions: Match each sequence with its pattern. Write the letter only.
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Sequence Pattern
1) 4, 11, 18, 25, … A. Multiply the previous term by 3.
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2) 40, 20, 10, 5, … B. Divide the previous term by 2.

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3) 100, 96, 92, 88, … C. One-third of the previous term.

4) 4, 12, 36, 108, … D. Add 7 to the previous term.
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5) 81, 27, 9, 3 E. Subtract 4 from the previous term.

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D. Independent Assessment 2
D.1. Directions: Give the common difference of the following arithmetic sequences.
1. 7, 14, 21, 28,…

2. 0.50, 0.35, 0.2, 0.05…
3. 10a + 5, 8a + 6, 6a + 7, 4a + 8
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Arithmetic Sequence
D. 2. Directions: Given the value of d, write the next 3 terms of the sequence.
4. 24, ______, ______, ______ d = 11
1 3
5. , _____, ______, ______ d=
4 4
E. Independent Activity 3
Directions: Choose the letter corresponding to the correct answer.
1. Which of the following is the 10 th term of the sequence 50, 42, 34, 26,….?
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A. – 2 B. – 8 C. – 18 D. – 22
2. The pattern of a certain sequence is “triple it and subtract 15”. If the 2nd term is
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45, what is the first term?
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A. 15 B. 20 C. 25 D. 30
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1 3 5
3. In the arithmetic sequence , 1, , 2, , what is the common difference?
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1 2 1 3
A. B. C. D.
2 3 4 4
4. Given the sequence 4, 8, 12, 16, …, which of the following is the pattern or
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rule that describes it?
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A. multiply by 2 B. divide by 2 C. add 4 D. subtract 4

𝟏
5. A sequence is defined by the equation an = 𝒏 − 𝟓 where n is the number of
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terms. Which one is the value of a10?

A. 5 B. 15 C. – 5 D. 0
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F. Independent Assessment 3
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1. Which of the following is an arithmetic sequence?
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C. 24, 12, 6, 3,… D.1, - 6, -13, -20

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A. 1, 2, 3, 5, 8,.. B. 3, -9, 27, -81,...

2. Find the next two terms in the sequence – ½, - 5/6, - 7/6, ___, ___.
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A. – 3/2, - 11/6 B. – 5/2, - 2 C. – 3/2, - 5/6 D. – 5/2, - 13/6

3. A sequence is defined by the equation an = 3n2. Find the 12th term.
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A. 416 B. 432 C. 455 D. 467

4. The next term of a sequence is obtained by multiplying the previous term by
(- 5) then add 3. If the previous term is – 12, what is the next term?
A. – 20 B. 60 C. 63 D. – 57
5. Find m if m + 5, 4m + 1, and 6m form an arithmetic sequence.
A. 3 B. 4 C. 5 D. 6
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Arithmetic Sequence
What I Have Learned
Answer the following.

(Note: Write your answers on a separate sheet of paper.)
A. Fill in the Blank.

Directions: Fill in the blanks with the correct word or words to make the statement
complete.
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1. A ________ is a list of numbers written in a specified order that follows a definite pattern
or rule.
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2. A sequence is also called _________.
3. Each number in the sequence is called _____.
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4. _______ sequence contains a finite number of terms, while ________ sequence
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contains an infinite number of terms.
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5. In a sequence, n refers to _______ and an refers to ________. a1 means __________,
a2 means_________ and so on. S
6. Sequence can also be expressed as a rule or _______ relating the nth term to the
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number of terms.
7. ___________ is a sequence where every term after the first is obtained by adding a
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constant called the _______________ (d).

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8. If the common difference between consecutive terms of an arithmetic sequence is

________, we say that the sequence is increasing and when the difference is
________, we say that the sequence is decreasing.
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9. To generate the terms of an arithmetic sequence, we take the current term and
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_________ the __________ to get the next term.

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10. If a1, a2, a3, a4,…an, is an arithmetic sequence, then an – an-1 is called __________.
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B. True or False
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Directions: Write T if the statement is TRUE and F if it is FALSE.

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1. The next terms of a sequence cannot be determined by giving only the first 2 terms and
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no other information.
2. If the first 3 terms of a sequence are given, then it can be examined as to whether it is
an arithmetic sequence or not.
3. If a sequence has a common difference, then it is an arithmetic sequence.
4. The sequence 1, 2, 3, 4, 5,… is a finite sequence.
5. If an is the 3rd term, then an-1 is the 2nd term.
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Arithmetic Sequence
What I can Do
Apply what you have learned in this module by answering the following problems.
Directions: Solve the following problems and express your idea on the question that
follow. Use a separate answer sheet.
1. Ina made deposits from her school allowances as follows: P10 on
the first week, P13 on the second week, P16 on the third week and
so on, until she made 20 deposits. What was the amount of her last
deposit?
 Why is saving money important? Explain.
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2. Lhea is practicing her dance steps for the competition. She starts
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practicing the steps for 1 hour on the first day and then increases
the practice time by 10 minutes each day. If the pattern continues,
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how many hours will she spend practicing on the 13th day?
 Is winning a competition every contestant’s goal? Why? Why not?
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3. Old faithful is a natural geyser (at the Yellowstone National Park)
that produces long eruptions that are easily predictable and
surprisingly no one controls it. The time between eruptions is
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based on the length of the previous eruption. If an eruption lasts
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one minute, then the next eruption will occur in approximately 46
minutes. If an eruption lasts for 2 minutes then the next eruption
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will occur in 58 minutes. If an eruption lasts for 3 minutes then the

next eruption will occur in 70 minutes and so on. If an eruption lasts
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for 8 minutes, approximately in how many minutes the next

eruption occur? Image shows a cold water geyser
 As a concerned citizen, how can you help the government during

driven by carbon dioxide erupting
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from an unplugged oil exploration

well drilled in 1936 into a natural
calamities?
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CO2 reservoir in Utah

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Assessment
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1. If you are to write the next term of the sequence 12, 5, - 2, - 9,…what will
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it be?
A. - 7 B. - 11 C. - 16 D. - 26
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2. Which of the following is a finite sequence?

A. 1, 2, 3, 4,…5 B. 2, 4, 8, 16, 32,… C. 20, -15, 10, - 5, … D. 6, 2, -2, - 4, ...
3. The pattern of a certain sequence is “multiply by - 3”. Which of the following
sequences follows the pattern?
A. 81, 27, 9, 3, 1 B. -1, 3, -27, 81 C. 3, 9, 27, 81 D. -2, -6, -18, -54
4. Which of the following completes the sequence 64, ___, 16, 8, ___?
A. 42 and 2 B. 40 and 4 C. 32 and 6 D. 32 and 4
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Arithmetic Sequence
5. The first term of a sequence is 5. Which of the following patterns would make the
sequence arithmetic?
I. Add 4 to the previous term.
II. Multiply 4 to the previous term.
III. Subtract 4 from the previous term.
IV. Divide the previous term by 4.
A. I only B. I and II only C. I and III only D. II and IV on
6. Give the common difference of the arithmetic sequence 0.25, 0.4, 0.55, 0.7.
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A. 0.65 B. 0.73 C. 0.81 D. 0.85
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7. Which of the following has a constant difference?
A. 2, 6, 18, 54 B. 16, 25, 36, 49 C. -10, 6, 16, 20, 30 D. 35, 23, 11, - 1
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8. Which rule is applied in getting the values of a in the table below?
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n 1 2 3 4 5
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a -1 1 3 5 7
A. a = n - 1 B. a = 2n - 3
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C. a = 𝑛2 - 1 D. a = 3n - 2
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9. One of the sequences below is NOT an arithmetic sequence. Which one is it?
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A. 9, 7, 5 , 3, 1 B. 0, - 3, 6, - 9, 12 C. – 1, - 2, - 3, - 4,- 5 D. ½, 1, 1½, 2, 2 ½
10. Find x so that x – 3, 4x + 7, x + 5,… form an arithmetic sequence.
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A. 5 B. – 4 C. 3 D. – 2
11. The common difference of an arithmetic sequence is ⁄2. If the first term is 1⁄4, find
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the 7th term.

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3 1 1
A. 2 4 B. 3 C. 3 4 D. 32
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12. In the sequence 6, 13, 27, 55, …, each term after the first is determined by
multiplying the preceding term by m and then adding n. What is the value of n?
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A. 1 B. 2 C. 3 D. 4
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13. What is the next term of the sequence in item # 12?

A. 72 B. 87 C. 103 D. 111
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14. Kevin is monitoring the growth of a seedling by measuring its height daily. He
noticed that the height of the seedling is increasing at a constant rate of 1.75 cm
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per day. If the initial height of the seedling is 9.25 cm, in how many days would it be
25 cm long?
A. 8 days B. 9 days C. 10 days D. 11 days
15. At 3:25 PM, a car is running at a speed of 84 km/h at point A then decreases its
speed every minute by 12 km/h and stops at point B. At what time did the car stop
at B?
A. 3:30 PM B. 3:31 PM c. 3:32 PM d. 3:33 PM
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Arithmetic Sequence
Additional Activity
Something More:
Mrs. Perez bought a new kitchen appliance that costs

P15 000. She made an initial payment of P3 000.00 and
agreed to pay the remaining amount in 15 equal monthly
installments starting the following month.
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a) Copy and complete the table below on your
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answer sheet.
Gas Range with Oven
b) What kind of sequence did you get?
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c) What amount represents the first term of the sequence?
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d) What is the common difference of the sequence?
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e) How much will be her remaining balance after one year? S
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No. of
0 1 2 3 4 5 6 7 8 9 10 11 12
DU
months
Remaining
MO
Balance
(in Pesos)
N
T IO
E RA
EN
tG
1s
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
14 Grade 10 Mathematics
WHAT I KNOW WHAT’S MORE
1) B A. Independent Activity 1 D. Independent Assessment 2
2) B 1) F 1) 7
3) A 2) F 2) 0.15
4) A 3) I 3) (– 2a + 1) or (1 – 2a)
1s
5) D 4) F 4) 35, 46, 57
6) A 5) I 5) 1, 5/4, 2
tG
7) C
EN
8) C B. Independent Assessment 1 E. Independent Activity 3

E
9) B 1) 5, 8, 11, 14, 17 1) D
10) A 2) 480, 240, 120, 60, 30 2) B
RA
T
11) D 3) -12, 36, - 108, 324, - 972 3) A

4) C
IO
12) B 4) 2, 3, 8, 33, 158

N
13) D 5) 112, 64, 40, 28, 22 5) D

14) B
MO
15) D C. Independent Activity 2 F. Independent Assessment 3

1) D 1) D
DU
2) B 2) A
LE
3) E 3) B
4) A S 4) C
5) C 5) A
-V
ER
WHAT I HAVE LEARNED
SI
A. Filling the Blank
1) Sequence 7) Arithmetic sequence , common difference
ON
2) Progression 8) positive, negative
3) Term 9) add, common difference
2.0
4) Finite, infinite 10) common difference
5) number of terms, nth or last term, B. True or False
first term, second term 1) T 3) T 5) T
6) equation 2) F 4) F
Key to Correction
Arithmetic Sequence
Arithmetic Sequence
e) Php 2400.00
d) d = - 800
c) a1 = P12000.00
b) arithmetic sequence
2.0
(in Pesos)
ON
2400 3200 4000 4800 5600 6400 7200 8000 8800 9600 10400 11200 12000 Balance
Remaining
SI
12 11 10 9 8 7 6 5 4 3 2 1 0 No. of months
ER
a)
-V
ADDITIONAL ACTIVITY
S
LE
15) B
DU
14) B
13) D
MO
12) A
11) C
N
10) D
IO
9) B
T
8) B
RA
7) D
E
6) D Answers may vary.

EN
5) C 3) 130 minutes
Answers may vary.
tG
4) D
3) B 2) 3 hours
1s
2) A Answers may vary
1) C 1) Php 67.00
ASSESSMENT WHAT CAN I DO
______________________________________________________________________________________________________________________________________________________________
Arithmetic Sequence
REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
References:
“Intermediate Algebra” by Dilao, Soledad Jose. pp. 178-181.
Jala, L.L. (2011). “College Algebra”. (p. 185). Philippines
“Mathematics Learner’s Module Grade 10”. pp. 1 – 13.
Perez,I. Santos,L. et.al. (2016). “Interactive Mathematics”. (pp. 2-11). Philippines
2.0
ON
Website Links:
SI
Source: “Introduction to Arithmetic Sequences”, accessed June 15, 2020,
https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:sequences/x2f8bb11595b
ER
61c86:
-V
Source: “Arithmetic Sequence-Definition-and Basic Examples”, accessed June 28, 2020,
https://www.chilimath.com/lessons intermediate-algebra S
Source: “Arithmetic Sequences”, accessed July 2, 2020, https://www.katesmathlessons.com
LE
Source: “Number Sequence Problems”, accessed July 9, 2020,
DU
https://www.onlinemathlearning.com/number-sequence-problems.
Source: “Arithmetic Sequence Formula”, accessed July 9, 2020,
MO
https://www.chilimath.com/lessons/intermediate-algebra/arithmetic-sequence-formula
N
T IO
E RA
EN
For inquiries and feedback, please write or call:

tG
Department of Education, Region VII, Division of Cebu Province

1s
(Office Address) IPHO Bldg. Sudlon, Lahug, Cebu City

Telefax: (032) 255 - 6405
Email Address: cebuprovince@deped.gov.ph
______________________________________________________________________________________________________________________________________________________________

Mathematics: 1St Generation Modules - Version 2.0

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Module 1: Generating Patterns and Illustrating

Published by the Department of Education

Development Team of the Module

Editor: Jimjun F. Ramas

Mr. Carmelito M. Lauron Sr.

Illustrator and Layout Artist: Myrna P. Soco

Schools Division Superintendent:

Assistant Schools Division Superintendents:

Dr. Cartesa M. Perico

Dr. Ester A. Futalan

Chief, CID: Dr. Mary Ann P. Flores

Printed in the Philippines by:

This module is carefully designed to continually facilitate learners to

Though allowed, adult supervision is limited only to providing assistance

in accomplishing this module. It is highly recommended that YOU, the learner,

the competencies construed as Most Essential for a learner in this level.

God bless and enjoy learning!

Education Program Supervisor - MATH

GENERATING PATTERNS AND ILLUSTRATING

MOST ESSENTIAL LEARNING COMPETENCY:

 generates patterns (M10AL-Ia-1)

 finds the next few terms of a sequence

 differentiates finite from infinite sequence

 writes the next few terms of an arithmetic sequence

 solves problems involving arithmetic sequence with patience

 relates patterns and sequences to real-life situations

1. What is the next term of the sequence 5z, 8x, 11v,…?

B. All the terms in the sequence are negative.

D. All the terms in the sequence are decreasing.

6. Give the common difference of the arithmetic sequence 2, - 5, - 12, - 19.

7. Which of the following has a constant difference?

A. 1, 2, 3, 5, 8 B. 64, 32, 16, 8, 4 C. -10, - 6, - 2, 2, 6 D. -2, 4, -8, 16, -32

8. Which rule is applied in getting the values of a in the table below?

Php 200 000?

A. 2016 B. 2017 C. 2018 D. 2019

What comes next?

Set A: {160, 80, 40, 20, 10…}

 Are the numbers written in specific order?

Give the pattern.

Set B: {1, 3, 9, 27, 81}

 Is there a relationship among the elements of the set?

“Divided by 2” and “multiplied by 3” are examples of a rule or pattern of a sequence.

A sequence or progression is a list of numbers written in a specified order that

Finite Sequence Infinite Sequence

of the number of terms”. So if 10th term is unknown, we solve this way:

(3x1) = 3 (3x2) = 6 (3x3) = 9 (3x4) = 12 3n

The table shows that the equation of the sequence 3, 6, 9, 12,… is an = 3n

In the second task, the complete table is shown below.

𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 , … 𝑎𝑛 is given by the formula 𝒅 = 𝒂𝒏 − 𝒂𝒏−𝟏 where 𝒂𝒏 is the last term

If the common difference between consecutive terms is positive, we say that

(Note: Use a whole sheet of paper to answer activities A to F.)

4. The first term is 2 and the pattern is “multiply by 5 minus 7”.

2) 40, 20, 10, 5, … B. Divide the previous term by 2.

3) 100, 96, 92, 88, … C. One-third of the previous term.

5) 81, 27, 9, 3 E. Subtract 4 from the previous term.

1. 7, 14, 21, 28,…

4. 24, ______, ______, ______ d = 11

A. multiply by 2 B. divide by 2 C. add 4 D. subtract 4

terms. Which one is the value of a10?

Directions: Choose the letter corresponding to the correct answer.

C. 24, 12, 6, 3,… D.1, - 6, -13, -20

A. 1, 2, 3, 5, 8,.. B. 3, -9, 27, -81,...

A. – 3/2, - 11/6 B. – 5/2, - 2 C. – 3/2, - 5/6 D. – 5/2, - 13/6

4. 24, , , __ d = 11

_ the __ to get the next term.