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Mathematics
Quarter 1 – Module 1:
GENERATING PATTERNS

Department of Education ● Republic of the Philippines

Mathematics– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Generating Patterns
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones

Development Team of the Module

Author/s: Merlinda M. Gamil
Reviewers: Rhodel A. Lamban, PhD
Elbert R. Francisco, PhD
Edrix Branzuela
Vanissa L. Bolingot
Illustrator and Layout Artist: Kyla Sophia M. Fabela
Management Team
Chairperson: Arturo B. Bayocot, PhD., CESO III
Regional Director

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Asst. Regional Director

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Schools Division Superintendent

Shambaeh A. Usman, PhD

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, PhD., EPS-LRMS
Bienvenido U. Tagolimot, Jr., PhD., EPS-ADM

Members Elbert R. Francisco, PhD, Chief, CID

Rhodel A. Lamban, PhD, EPS -Mathematics
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
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 This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
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We value your feedback and recommendations.

 10
Mathematics
Quarter 1 - Module 1:
GENERATING PATTERNS
 TABLE OF CONTENTS

WHAT THIS MODULE IS ALL ABOUT i

Note to the Teacher/Facilitator
Note to the Parent/Guardian
Note to the Learner
Module Icons
HOW TO LEARN FROM THIS MODULE ii
WHAT I NEED TO KNOW ……………………………………………… 1
WHAT I KNOW …………………………………………………………… 2
Lesson 1: Finding the Terms of a Sequence
What I Need to Know …….…………………………………..…. 3
What’s In ….…………………………………………………….... 3
What’s New ………………………………………………………. 4
What is it ………….……………………………………………… 4
What’s More ……………………………………………………... 7
What I have Learned …………………………………………… 7
What I Can Do …………………………………………………... 8

Lesson 2: Finding the General rule or nth Term of a Sequence

What I Need to Know …………………..……………………….. 9
What’s In ……………………………….….……………………... 9
What’s New …………………………………………………..….. 9
What is it …….………………………………………………..….. 10
What’s More …………………………………………………….... 14
What I have Learned …………………………………………….. 14
What I Can Do ……………………………………………………. 14

ADDITIONAL ACTIVITIES ………….…………………………………… 16

SUMMARY ……………………………………………………………..... 16
POST-TEST …………………………………………………………..…... 17
ANSWER KEYS ………...………………………………………………. 18
REFERENCES……………………………………………………………… 20
What the Module is About
Sequences are important in our daily lives as well as in higher Mathematics. For
example, the arrangement of the planets in the solar system, the shapes of the leaves and
flowers, minute in an hour, squares of numbers, growth of bacteria, months in a year, days in
a week and others.
In this module, you will work with sequences. You will write the different terms of the
sequence and look for a pattern that aids in obtaining the general rule of the sequence.
The following are the lessons contained in this module.
Lesson 1. Finding the Terms of a Sequence
Lesson 2. Finding the General rule or nth Term of a Sequence
Moreover, we have the following reminders;
To the Teacher/facilitator:
This module was collaboratively designed, developed and reviewed by educators from
public schools 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.
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.
To the Parent/Guardian:
This module was designed and developed to cater the academic needs of your child
in this trying time. Teaching and learning process do not only happen inside the four corners
of a classroom but also in your respective homes. We hope that you will cooperate, provide
encouragement and show full support to your children in answering all the activities found in
this module.
To the learner:
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands, we may learn, create and accomplish
things. Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to achieve successfully the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!
Welcome to Mathematics –Grade 10 Alternative Delivery Mode (ADM) Module on
Generating Patterns.

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HOW TO LEARN FROM THIS MODULE
1. Use the module with care. Do not put an unnecessary mark/s on any part of the
module. Write your answer for each task indicated in your mathematics activity
notebook.
2. Read the instructions carefully before doing each task and only look at the answer key
AFTER answering, not BEFORE. Remember, honesty is the best policy.
3. 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.

Icons of This Module

What I Need This will give you an idea of the skills or competencies
to Know
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 This includes questions or blank sentence/paragraph
Learned to be filled in to process what you have 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 In this portion, another activity will be given to you to
Activities enrich your knowledge or skill of the lesson learned.
This also tends retention of learned concepts.

Answer Keys This contains answers to all activities in the module.

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 What I Need to Know

At the end of this module, you should be able to

1. generate patterns (M10AL-Ia-1)

Moreover, you are expected to:

1. define a mathematical sequence,
2. differentiate finite sequence from infinite sequence,
3. list down the first few terms or next few terms of a given sequence,
4. find a general rule or nth term of a sequence, and
5. find the indicated term of a sequence.

How much you can learn from this module greatly depends in your
diligence and cooperation. 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 Know

Multiple Choice.
Directions: Read each item carefully. Choose the letter of the correct answer.
Write your answer in your activity notebook.

1. Which of the following set of numbers is an example of a sequence?

A. { 1, 2, 3, 4, 5 } C. { 1, 4, 9, 16, 27 }
B. { 2, 4, 8, 16, 31 } D. { 1, 1, 2, 4, 6 }
2. It is a function whose domain includes only the first n positive integers
A. Infinite Sequence C. Infinite Series
B. Finite Sequence D. Finite series

3. What is the value of the first term of the sequence an = n - 1?

A. -1 B. 1 C. 0 D. 2

2𝑛
4. Which of the following numbers is the 8th term of sequence an = ?
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A. 4 B. 8 C. 12 D. 16

5. Using the pattern 3, 1, -1, -3…, what are the next three terms of the sequence?
A. -5, -7, -9 C. -5, -9, 7
B. -1, 1, 3 D. -3, -1, 1

6. What are the first three terms of the sequence with the nth term an = n2 + 2?
A. 3, 6, 15 C. 3, 6, 8
B. 3, 6, 10 D. 3, 6, 11

7. What are the next two numbers that will complete the terms of the sequence
16, 21, 26, 31, __, __ ?

A. 36, 41 C. 41, 46
B. 42, 45 D. 40, 4
8. Find the general rule of the sequence 1, 8, 27, 64, …
A. an = 2n – 1 C. an = n3
2
B. an = n D. an = 2n2

9. Which of the following equation is the nth term of the sequence

7, 9, 11, 13, 15, … ?
A. an = 2n + 5 C. an = 2n – 5
B. an = 2n + 3 D. an = 2n – 3

10. What is the nth term of the sequence 2, 6, 12, 20, …. ?

A. an = n2 – n C. an = 2n2 + 1
2
B. an = n + n D. an = 2n2 – 1

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 Finding the Terms
Lesson 1 of a Sequence

What I Need to Know

After going through this topic, you are expected to:

1. define a mathematical sequence;

2. differentiate finite sequence from infinite sequence;
3. list down the first few terms or next few terms of a sequence;
4. find the indicated term of a sequence

To perform the activities in this module, you will be needing your activity
notebook, ball pen, calculator and some scratch papers. Write all of your
answers for each task that follows in your activity notebook.

What’s In

This activity will measure your previous knowledge on the lesson of evaluating
algebraic expressions.

Directions: Evaluate the following expressions. Choose the number inside the box
that corresponds to your answer.

1. 8 + 9 ÷ 3 4. 3n – 1 when n = 3
2. 12 • ( 8 + 2 ) – 7 5. x + 3y; when x = 1, y = -2
3. 8 - 22 + 3

7 -5 11 8 113

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 What’s New

Let’s Explore!

1. Study the figures below.

Questions:

a. Do the figures show a pattern? Describe it.

b. Draw the next figure.

2. Mr. Santos is planning to buy a laptop for his incoming Grade 10 student.
To prepare for this, he is thinking of saving P 1, 700.00 every month
starting next month. He has already saved P 5, 000 for this purpose.

Questions:

a. How much will Mr. Santos has saved after 2 months? After 3 months?
4 months? After 5 months? After 6 months? After 7 months?
Summarize your answer using the table below.
Month No. 1 2 3 4 5 6 7
Savings

b. Describe the pattern you used to fill in the table.

What Is It

The set of numbers and figures in the previous activity are called sequence.
Each number in a sequence is called a term.

For example, the numbers 1, 11, 21, 31, 41, 51 is a sequence. The first term
is 1, the second term is 11, the third is 21, the fourth term is 31, the fifth term is 41 and
the sixth term is 51.

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 Each term of a sequence can be represented as follows:

Terms of a Sequence Description

a1 (read as a sub 1) represents the first term of the sequence

a2 (read as a sub 2) represents the second term of the sequence

a3 (read as a sub 3) represents the third term of the sequence

a4 (read as a sub 4) represents the fourth term of the sequence

.. .
an (read as a sub n) represents the nth term or the last term of the sequence

We need more than two terms to describe a sequence and the number of
terms of a sequence is denoted by 𝑛.
A sequence is a function whose domain is the finite set {1, 2, 3, …,n} or the
infinite set {1, 2, 3, … }.
Below are examples of the two types of sequence.

Sequence A Sequence B
10, 12, 14, 16, 18 10, 12, 14, 16, 18, …

Sequence A is a finite sequence because it has a last term, which is 18.

Sequence B is an infinite sequence because it has no last term, which means it
continues infinitely.

Writing the First Few Terms of a Sequence

A sequence is usually given by stating the general rule or its n th term, hence
we can find its next few terms.

Here are some examples.

Example 1 Write the first 5 terms of the sequence whose 𝑛𝑡ℎ term is given by
𝑎𝑛 = 2𝑛 + 1.

Solution: Since we are asked to find the first 5 terms of the sequence, then we
have to find 𝑎1 , 𝑎2 , 𝑎3 , 𝑎4 and 𝑎5 . Hence, the values of 𝑛 to be substituted to
𝑎𝑛 = 2𝑛 + 1 are 1, 2, 3, 4 and 5.

Step 1. To find 𝑎1 , substitute 1 to 𝑛 of 𝑎𝑛 = 2𝑛 + 1.

That is, 𝑎𝑛 = 2𝑛 + 1 → 𝑎1 = 2(1) + 1
𝑎1 = 2 + 1
𝑎1 = 3

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 Step 2. To find 𝑎2 , substitute 2 to 𝑛 of 𝑎𝑛 = 2𝑛 + 1.
That is, 𝑎𝑛 = 2𝑛 + 1 → 𝑎2 = 2(2) + 1
𝑎2 = 4 + 1
𝑎2 = 5
Step 3. To find 𝑎3 , substitute 3 to 𝑛 of 𝑎𝑛 = 2𝑛 + 1.
That is, 𝑎𝑛 = 2𝑛 + 1 → 𝑎3 = 2(3) + 1
𝑎3 = 6 + 1
𝑎3 = 7
Step 4. To find 𝑎4 , substitute 4 to 𝑛 of 𝑎𝑛 = 2𝑛 + 1.
That is, 𝑎𝑛 = 2𝑛 + 1 → 𝑎4 = 2(4) + 1
𝑎4 = 8 + 1
𝑎4 = 9
Step 5. To find 𝑎5 , substitute 5 to 𝑛 of 𝑎𝑛 = 2𝑛 + 1.
That is, 𝑎𝑛 = 2𝑛 + 1 → 𝑎5 = 2(5) + 1
𝑎5 = 10 + 1
𝑎5 = 11

Therefore, the first five terms of the sequence are {3, 5, 7, 9, 11}.

Example 2 What is the 10th term of the sequence defined by the formula
𝑎𝑛 = 𝑛2 + 𝑛 − 1?

Solution: Finding the 10th term of the sequence means that 𝑛 = 10. Hence,
we will substitute the value of 𝑛 to 𝑎𝑛 = 𝑛2 + 𝑛 − 1.
That is, 𝑎𝑛 = 𝑛2 + 𝑛 − 1 → 𝑎10 = 102 + 10 − 1
𝑎10 = 100 + 10 − 1
𝑎10 = 109

Therefore the 10th term of the sequence given by 𝑎𝑛 = 𝑛2 + 𝑛 − 1 is 109.

Example 3 Which term of the sequence given by 𝑎𝑛 = 3𝑛 − 6 is 42?

Solution: In the given example, we already know that 𝑎𝑛 = 42. We are asked
to find the value of 𝑛 when 𝑎𝑛 = 42. To do this, we substitute the value of 𝑎𝑛 , which is
42 to 𝑎𝑛 = 3𝑛 − 6 . Then, we have 𝑎𝑛 = 3𝑛 − 6 → 42 = 3𝑛 − 6
Adding both sides by 6, 42 + 6 = 3𝑛
48÷ 3 = 16 48 = 3𝑛
48 3𝑛
Dividing both sides by 3, =
3 3
16 = 𝑛

Therefore, 42 is the 16th term of the sequence 𝑎𝑛 = 3𝑛 − 6.

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 What’s More

Let us put your understanding to the test by answering the following activities
below.

A. Classify Me.
Directions: Classify the following sequences as Finite Sequence or Infinite sequence.

1. {1, 3, 5, 7, 9,…}
2. { 2, 4, 6, 8, 10}
3. Set of counting numbers
4. Set of even numbers from 2 to 20
5. Set of odd numbers divisible by 3

B. Matching Type.
Directions: Match the sequence written in general form in Column A with the
corresponding first three terms in Column B.

COLUMN A COLUMN B
1. an = n + 5 A. 3, 7, 11
2. an = 4n - 1 B. -2, -7, -12
3. an = 2n2 C. 2, 8, 18
4. an = 5 – 2n D. 6, 7, 8
5. an = 3 – 5n E. 3, 2, -2
F. 3, 1, -1

What I Have Learned

After all the activities you have done so far, it’s now time to check how much
you have learned from the lesson.

A.Fill in the Blanks

Directions: Fill in the blanks with the correct answer.

1. __________ is a set of numbers which is written in a special order based on a

definite rule.
2.Each number in a sequence is called a ___________.
3. ____________ sequence is a sequence which has no last term.
4.____________ sequence is a sequence which contain a last term.
5.In the sequence a1, a2, a3, a4, a5, …, an, the third term is _______.

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B.Spot the Error.

An error has been made in finding the indicated term of each sequence.

Directions: Identify the error and replace it with the correct answer.

1. Find the 7th term of the sequence defined by the equation an = 7 – 5n.
Solution: an = 7 – 5n
a7 = 7 – 5 (7)
a7 = 2 (7)
a7 = 14

2. Which term of the sequence defined by the equation an = 4𝑛 – 4 𝑖𝑠 56?

Solution: 56 = 4𝑛 – 4
56 – 4 = 4𝑛
56 4𝑛
= -
4 4
𝑛 = 15

What I can do

I trust that you are now able to apply what you have learned in answering the
problem below.

Directions: Read the problem carefully and make sure to write a complete solution.

Problem: It is alarming that many people now are getting infected by COVID-19. As
the chairman of the Barangay Youth Council, you want to effect change through
educating the residents in your Barangay on the preventive ways that can be done to
Keep COVID – 19 away. Hence, you informed all of your members via text message
that your council will be printing flyers about COVID – 19 and how to prevent it.
Afterwards, you will be distributing it to the respective Purok chairmen of your
Barangay. On the first day, you were able to produce 50 flyers, then another 50 flyers
on the second day, and so on.

Questions:

1. Assuming that the number of flyers continues to increase in the same manner,
make a table representing the number of flyers made from day 1 to day 5.

2. How many residents were possibly informed at the end of Day 5. Explain why.

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 Finding the General
Lesson 2 rule or nth Term of a
Sequence

What I Need to Know

After going through this topic, you are expected to:

1. Find the general rule or nth term of a sequence by inspection,
2. find the general rule or nth term of a sequence which is linear in nature, and
3. determine the general term of a sequence which is quadratic in nature.

What’s In

In the previous lesson, you had listed the terms of a given sequence provided
with its general rule. However, listing a few terms of a sequence is not enough to
determine its general rule or nth term, but you can make predictions by searching for
a pattern. However, there are sequences whose nth term are difficult to predict. That
is why it is necessary for you to learn the next topic.

What’s New

Each figure below is composed of square tiles.

Figure 1 Figure 2 Figure 3 Figure 4

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Questions:
1. Is there a pattern in the number of square tiles in each figure? If there is,
describe it.
2. If the pattern continues, illustrate or draw the next figure.
3. Fill in the table below.

Figure 1 2 3 4 5 6 7
Number of Tiles

4. How is each term (number of squares) can be found?

What Is It

Were you able to predict the pattern easily given some of its terms? If not,
don’t worry, because you are about to learn how to find the general rule or nth term
of a sequence given the terms of the sequence.

There are two ways in finding the general rule of a sequence. One of these is
by inspection just like what we did with the sequence 1, 8, 27, 64. However, there
are cases when we cannot do it by inspection, but can be solved using algebraic
methods.

Here are some examples.

Example 1 Find the general rule or nth term of sequence 1, 4, 9, 16, 25,…
Solution: Observe that 1, 4, 9, 16, and 25 are consecutive squares of integers.
Study the illustration below.

𝑛 1 2 3 4 5

𝑎𝑛 1 4 9 16 25

Note that when the integers (𝑛) are squared, the result is the sequence 1,
4,9,16,25. Hence, the general rule of the given sequence is 𝒂𝒏 = 𝒏𝟐 , so that
𝑎1 = (1)2 = 1, 𝑎2 = (2)2 = 4 𝑎3 = (3)2 = 9, 𝑎4 = (4)2 = 16, 𝑎5 = (5)2 = 25.

Example 2 What is the nth term of the sequence 2, 3, 4, 5, ….?

Solution: We are given with the first four terms of the sequence. That is,
𝑎1 = 2, 𝑎2 = 3, 𝑎3 = 4, 𝑎4 = 5.

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 Study the illustration below.

𝑛 1 2 3 4

𝑎𝑛 2 3 4 5

Note that when the integers (𝑛) are added by 1, the result is the sequence 2,
3, 4,5,… Hence, the general rule of the given sequence is 𝒂𝒏 = 𝒏 + 𝟏, so that
𝑎1 = (1) + 1 = 2, 𝑎2 = (2) + 1 = 3, 𝑎3 = (3) + 1 = 4, 𝑎4 = (4) + 1 = 5, 𝑎5 = (5) + 1 = 6.

Example 3 Find the general rule that describes the sequence -2, 0, 2, 4….
Solution: Observe that the general rule of the given sequence cannot be easily
determined by inspection. Hence, we will solve this algebraically.
Step 1. Make a table showing the value of 𝑛 and 𝑎𝑛 .

n 1 2 3 4 … n
-2 0 2 4 … ?

Step 2. Find the differences between each term of the sequence. That is,
.

−2 − 0 = −2
0 − 2 = −2
2 − 4 = −2

Step 3. Since the differences are equal and a constant which is −2, it means that the
general rule of the sequence is linear in nature. Hence, we can use the linear equation
given by 𝑎𝑛 = 𝑎𝑛 + 𝑏 to solve for the general rule. To do this, we have to solve for the
values of 𝑎 and 𝑏. Thus, we need two equations to begin with.

Note that in the table, when 𝑛 = 1, 𝑎𝑛 = −2. Substituting these values to

𝑎𝑛 = 𝑎𝑛 + 𝑏, we get 𝑎𝑛 = 𝑎𝑛 + 𝑏 → −2 = 𝑎(1) + 𝑏
−2 = 𝑎 + 𝑏 equation 1
Also, when 𝑛 = 2, 𝑎𝑛 = 0. Substituting these values to 𝑎𝑛 = 𝑎𝑛 + 𝑏,
we get 𝑎𝑛 = 𝑎𝑛 + 𝑏 → 0 = 𝑎(2) + 𝑏
0 = 2𝑎 + 𝑏 equation 2

Step 4. Using equations 1 and 2, we will solve for the values of 𝑎 and 𝑏 by elimination
or substitution method.
−2 = 𝑎 + 𝑏 equation 1
0 = 2𝑎 + 𝑏 equation 2
Equations 1 and 2 can also be written as,
𝑎 + 𝑏 = −2 equation 1
2𝑎 + 𝑏 = 0 equation 2

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 By elimination method, we will eliminate 𝑏 to solve for 𝑎.
That is,

Since we already have the value of 𝑎, we can now solve for the value of 𝑏 by
substituting 𝑎 = 2 to equation 1 or 2.

Using equation 1, we have 𝑎 + 𝑏 = −2 → 2 + 𝑏 = −2

𝑏 = −2 − 2
𝑏 = −4

Hence, substituting the values 𝑎 = 2 and 𝑏 = −4 to 𝑎𝑛 = 𝑎𝑛 + 𝑏, we will have

𝑎𝑛 = 2𝑛 − 4.
Therefore, the general rule of the sequence is 𝑎𝑛 = 2𝑛 − 4.

In Example 3-step 4 you can choose either eq. 1 or 2, but choose the simpler one.

Example 4 Find the nth term of the sequence 3, 5, 9, 15, 23, 33, …
Solution: Observe that the nth term of the given sequence cannot be easily
determined by inspection. Hence, we will solve this algebraically.
Step 1. Make a table showing the value of 𝑛 and 𝑎𝑛 .

n 1 2 3 4 5 6 … n
3 5 9 15 23 33 … ?
Step 2. Find the difference between each term of the sequence. That is,
.

First difference

Second difference
are equal

Step 3. Since the first differences are not equal, we get the second differences.
Observe that the second differences are equal and a constant which is 2, it means that
the nth term of the sequence is quadratic in nature. Hence, we will use the quadratic
equation 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐 to get its nth term. To do this, we have to solve for the
values of 𝑎, 𝑏 and 𝑐. Thus, we need at least three equations to begin with.

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 Note that in the table, when 𝑛 = 1, 𝑎𝑛 = 3. Substituting these values to
𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐, we get 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐 → 3 = 𝑎(1)2 + 𝑏(1) + 𝑐
3 =𝑎+𝑏+𝑐 equation 1

Also, when 𝑛 = 2, 𝑎𝑛 = 5. Substituting these values to 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐,

we get 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐 → 5 = 𝑎(2)2 + 𝑏(2) + 𝑐
5 = 4𝑎 + 2𝑏 + 𝑐 equation 2
Then, when 𝑛 = 3, 𝑎𝑛 = 9. Substituting these values to 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐,
we get 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐 → 9 = 𝑎(3)2 + 𝑏(3) + 𝑐
9 = 9𝑎 + 3𝑏 + 𝑐 equation 3
Step 4. Using equations 1, 2 and 3, we will solve for the values of 𝑎, 𝑏 and 𝑐 by
elimination or substitution method.
3 =𝑎+𝑏+𝑐 equation 1
5 = 4𝑎 + 2𝑏 + 𝑐 equation 2
9 = 9𝑎 + 3𝑏 + 𝑐 equation 3
Equations 1,2 and 3 can also be written as,
𝑎+𝑏+𝑐 =3 equation 1
4𝑎 + 2𝑏 + 𝑐 = 5 equation 2
9𝑎 + 3𝑏 + 𝑐 = 9 equation 3

By elimination method, we will do the following:

a. Subtract equation 1 from equation 2, to eliminate the variable c.

b. Subtract equation 2 from equation 3, to eliminate the variable c.

c. Subtract equation 4 from equation 5, to eliminate the variable b.

Since we already have the value of 𝑎, we can substitute its value to either
equation 4 or 5 to get the value of 𝑏.

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 Using equation 4, we substitute 𝑎 = 1 to 3𝑎 + 𝑏 = 2.
That is, 3𝑎 + 𝑏 = 2 → 3(1) + 𝑏 = 2
3+𝑏 =2
𝑏 = 2−3
𝑏 = −1
Using the values of 𝑎 = 1 and 𝑏 = −1, we can now solve for the value of 𝑐 by
substituting them to either equations 1, 2 or 3.

Substituting the solved values to equation 1, we have the following solution.

𝑎 + 𝑏 + 𝑐 = 3 → 1 + (−1) + 𝑐 = 3
0+𝑐 = 3
𝑐=3
Since 𝑎 = 1, 𝑏 = −1 and 𝑐 = 3, then then the nth term of the given sequence is
given by 𝑎𝑛 = 𝑎𝑛2 + 𝑏𝑛 + 𝑐 → 𝑎𝑛 = (1)𝑛2 + (−1)𝑛 + 3
𝑎𝑛 = 𝑛2 − 𝑛 + 3.

What’s More

Let us put your understanding to the test by answering the following

activity.

Activity 1. Find the General!

Directions: Given the following terms of the sequence, give its general rule or nth
term.

1. 3, 6, 9, 12,… 4. 1, 8, 27, 64,…

2. 1, 3, 5, 7,…. 2, 5, 10, 17, 26,…
3. 2, 4, 8, 16,…

What I have Learned

There are (1)_____ways in finding the general rule or nth term of a given
sequence. As I go through this topic, I learned that different sequences can be solve
by/using, (2)__________________, (3)_______________.

I realized that when finding the nth term of a sequence that can’t be easily
determined by inspection, we need to find its (4) _____ and/ or (5) _____differences.

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 What I Can Do

How did you find the lesson? Is generating patterns, or finding a general rule
of a given sequence helpful to you? Find out by answering the activity below.

Activity 1. Due to the hardship cause by COVID-19 pandemic, you decided to help your
parents through loading cell phones and listed how much you gain daily. As your
costumer increases, your list goes as follows, 12, 14, 16, 18,….

Questions:

1. If what you gain daily continues in this manner, how much gain can you
expect at the end of the week?

2. Is your gain shows a pattern? If yes, find its general rule.

3. Using the general rule, compute for your expected gain at the end of 30
days.

15
 Additional Activities

Are you fond of answering crossword puzzles? Even if you’re not, try this one
and enjoy!

Directions: Answer the following questions and shade the word in the box below. You
may find the words written, vertically and diagonally.
1. It is used to describe the pattern shown by the terms of a sequence.
2. The terms of this sequence goes on infinitely.
3. This method can be used to find the nth term of a sequence when the pattern
can be easily generated.
4. It is a set of numbers and figures that shows a pattern.
5. This method can be used to find the nth term of a sequence when the pattern
can’t be easily determined.

I R S T I G F H R J D I L A
N S I N S P E C T I O N L S
F E K V S N R L N J E G E R
I Q U A P E M I O I E E Y S
N U D G E R U F I B T T I E
I E N E C A I N R S Q E Q L
T N G E N E R A L R U L E U
E C I L I R I E Q E E N C E
S E Q U O C T X I C D V Y M
U H F H A L E I O Z R I I R
I W E L A E F O P A A T O E
I E L E C A I N R S Q E Q L
T Y D I T L A A R P U S S U

SUMMARY
This lesson is about generating patterns and how they are illustrated in
real life. You learned to;

• define a mathematical sequence;

• differentiate finite sequence from an infinite sequence;
• determine the first few or next few terms;
• solve for the indicated term of a sequence;
• find the general rule or nth term of a sequence by inspection or by algebraic
method.

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 References

Chua, Simon L., Tan, Benson S., Degolacion, Roberto J. and

Aguinaldo, Ma. Salome B.. Mastering Intermediate Algebra II.
Philippines: SIBS Publishing House Inc.2005

Mapile,Edilmera. Intermediate Algebra. Philippines: Academe

Publlishing House, Inc. 2005

Nocon, Rizaldi C. Math for Engaged Learning Intermediate Algebra II.

Philippines: Sibs Publishing House. 2011

Oronce, Orlando A., Nonato Gil C., Ona, Marie I. Interactive

Mathematics III Concepts, Structure and Methods for High
School. Philippines: REX Book Store. 2008

Ulpina, Jisela N and Razon, Lerida- M E. Math Builders Grade 10.

Philippines: Jo-Es Publishing House Inc. 2015

Callanta, Melvin M., Canonigo, Allan M., et.al. Mathematics 10 Learner’s

Module. Philippines: REX Book Store. 2015

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