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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: Generates Patterns
First Edition, 2019

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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Author: Florentina D. Lunag

Editor: Genevivie C. Cabbigat, Efiginia B. In-uyay, Bryan A. Hidalgo
Reviewers: Mary Mavis B. Tuguinay and Eunice Ann B. Puguon
Illustrator: Esther Guitubon
Layout Artist: Florentina D. Lunag
Management Team: May B. Eclar, Ph.D. CESO V - Regional Director
Benedicta B. Gamatero, Assistant Schools Division Superintendent
OIC- Schools Division Superintendent
Marciana M. Aydinan, PhD, Chief- CID
Carmel F. Meris – Regional Chief Education Supervisor - CLMD
Ethielyn Taqued, EdD, Regional EPS-LRMDS
Edgar H. Madlaing, Regional EPS – AP/ADM Focal Person
Lydia I. Belingon, Division EPS-Math/ADM Focal Person

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Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: car@deped.gov.ph
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Mathematics
Quarter 1 – Module 1:
Generates Patterns
M101Al-1a
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, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

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Introductory Message
For the facilitator:

Hi. As the facilitator of this module, kindly orient the learner on how to go about
reading and answering this learning material. When possible, advise the learners’
parents or guardians of the same procedure since they will be the primary
supporters in the learner’s academic progress. By the way, do not forget to remind
the learner to use separate sheets in answering all the activities found in this
learning module.

For the learner:

Hello learner. I hope you are ready to progress in your Grade 10 Mathematics by
accomplishing this learning module. This is designed to provide you with
interactive tasks to further develop the desired learning competencies on
discovering and generating patterns. This module is especially crafted for you to be
able to cope up with the current lessons taken by your classmates. Please read
completely the written texts and follow the instructions carefully so that you will be
able to get the most of this learning material. We hope that you will enjoy learning.

Here is a guide on the parts of the learning modules which you need to understand
as you progress in reading and analyzing its content.

ICON LABEL DETAIL

What I need to know This contains the learning objectives
which you need to accomplish.
What I know This assesses what you know about
the lesson you are to tackle.
What’s In This connects the current lessons
with the previous lessons
What’s New This introduces the lesson through
an activity
What’s Is It This contains a brief discussion of
the lessons
What’s More These are activities to check your
understanding of the lesson
What I have Learned This summarizes the important ideas
presented in the lesson
What I Can Do This is a real-life application of what
you have learned
Assessment This is a post assessment of what
you have learned

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 Additional Activities This is an activity that will
strengthen your knowledge about the
lesson

What I Need to Know

This module was designed and written with you in mind. It is here to indulge
you in discovering and generating patterns. The scope of this module permits it to
be used in many different learning situations. Recognizing and extending patterns
are important skills needed to the learning of concepts related to sequence. The
arrangement of the lessons follows the standard sequence of the course. But the
pacing in which you read and answer this module is dependent on your ability.
This module is all about generating patterns, but the lesson is sub-tasked
into:
1) Patterns and Sequence
2) The term of a sequence
3) Finding the nth term of a sequence

After going through this module, you are expected to:

1. generate pattern from a given succession of numbers;
2. find the nth term of a sequence; and
3. write the rule for the nth term of a sequence.

What I Know

Pre- Assessment

Choose the letter of your answer in each number and write it on a separate
sheet of paper.
1. Which of the following is not a sequence?
A. Interest portion of monthly payments made to pay a home loan
B. Monthly income of an employee
C. Number of children in a family
D. The song, “Ten Little Indians”

2. What is the next term in the sequence 0,4,8,12,16, ___ ?

A. 18 C. 20
B. 22 D. 24

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3. What is the 8th term in the sequence 9,4, -1,-6,-11… ?

A. -26 C. -31
B. -36 D. -41

4. What rule defines the given sequence: 1,3,9,27,81?

A. an = n2 C. an = 3n + 1
B. an = n + 1 D. an = 3n

5. What is the common difference of consecutive terms in the sequence: 100, 80,
60, 40, 20?

A. -40 C. -30
B. -20 D. -10
6. Which of the following are the next four terms of the sequence: 1, 9, 17, 25, … ?

A 36, 49, 64, 81 B. 35, 40, 48, 56

B. 33, 41, 49, 57 D. 32, 40, 48, 56

7. Which of the following is not an example of a finite sequence?

A. 30, 25, 20 C. 31, 27, 23

B. 31, 28, 25, … D. 32, 30, 28

8. Which of the following is the set of first four terms of the sequence:
an = 2n + 1?
A. 3, 6, 7, 9 C. 3, 4, 5, 6
B. 3, 5, 7, 9 D. 3, 5, 7, 10

9. Using the rule an = 4(n-1) + a1, what is the value of a1 in the sequence:
4, 8, 12, 16…?
A. 2 C. 4

B. 3 D. 5

10. Which of the following defines the nth term of the sequence: -1, 2, 5, 8, 11… ?
A. an = 3n – 1 C. an = 3n – 4
B. an = 4n – 1 D. an = 4n + 1

11. Find the fifth term of the sequence defined by an = n2 – 1.

A. 10 C. 15
B. 16 D. 24

12. What is the 10th term of the sequence a, a + d, a + 2d, a + 3d, . . . ?

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 A. a + 10d C. a + 8d
B. a + 9d D. a + 7d

13. Find the first term of the sequence: ___, 5, 8, 11, 14.
A. 0 C. 2
B. 1 D. 3
14. What is the next term in the sequence: 3, 6, 9, 12, ___?
A. 14 C.16
B. 15 D. 17
15. Find the two letters to complete the sequence c,d, g,h, k, l, ___, ___?
A. m,n C. o,p
B. e,f D. i, j

Lesson

1 GENERATES PATTERNS

What’s In
Activity 1
Do you know the popular song “Twelve Days of Christmas”? A part of
the song goes this way, “On the twelfth day of Christmas, my true love gave
to me:
12 drummers drumming, 6 geese a laying,
11 pipers piping, 5 golden rings,
10 lords a leaping, 4 calling birds,
9 ladies dancing, 3 French hens,
8 maids a milking, 2 turtle doves, and
7 swans a swimming, a partridge in a pear tree”

Answer the following questions based from the song.

1) What is your observation regarding the number of gifts given by the
“True Love” starting from the first day up to the twelfth day of
Christmas?
A. Decreasing constantly C. Increasing constantly
B. Doubling D. Increasing by twos.
2) What is the constant number being added?
A. –1 C. 1
B. 0 D. 2
3) Which of the following is the correct way in writing the number of gifts
in increasing order?
A. 1 ,2 , 3 , 4 ,5 , 6 , 7 , 8 , 9 ,10 , 11 ,12
B. −12 ,−11 ,−10 ,−9 ,−8 ,−7 ,−6 ,−5 ,−4 ,−3 ,−2 ,−1

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 C. 12 ,11 , 10 , 9 ,8 ,7 , 6 , 5 , 4 , 3 , 2 ,1
D. −1 ,−2 ,−3 ,−4 ,−5 ,−6 ,−7 ,−8 ,−9 ,−10 ,−11 ,−12
4) How many gifts were given by the “True Love” from the first day up to
the twelfth day of Christmas?
A. 48 C. 58
B. 68 D. 78
5) Which of the following gives the total number of gifts given by the
“True Love” from the first day up to the twelfth day of Christmas?
A. 1+2−3+ 4−5+6−7+ 8−9+10−11+12
B. 1+2+3+ 4+5+6 +7+8+ 9+10+11+12
C. 1−2+3−4 +5−6+7−8+9−10+11−12
D. 1+2+3+ 4−5+6+7+ 8−9+ 10+11+12
Note: If you got a perfect score, then you can skip this lesson but if you did not
then proceed to the next activity.

What’s New

From the song, “Twelve Days of Christmas,” we observe that there is a

pattern on how the “True Love” gave his gifts. On the first day, he gave one
gift. On the second day, he gave two gifts. Then, on the third day, he gave
three gifts and so on until the twelfth day, where he gave twelve gifts. The
number of gifts can be written in this order: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
12. If you notice, there is a pattern or sequence that is formed by the
number of gifts.
Here is another activity for you to deepen your knowledge regarding
sequence. Analyze the given set of numbers so that you can supply the
missing blanks with the correct numbers.

Activity 1: Complete Me
A. Give the next three terms of each of the following sequences.
1.) 4, 7, 10, 13, ___, ___, ___
2.) 33, 38, 43, 48, ___, ___, ___
3.) -2, -6, -10, -14, ___, ___, ___
4.) 100, 98, 96, 94, ___, ___, ___
5.) 15, 10, 5, 0, ___, ___, ___

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B. How did you get the next terms in each case?
___________________________________________________________________________
___________________________________________________________________________

Notes to the Teacher

Prior to the discourse on conflict, the learners are given a
comprehensive review on the different elements of a story.
Students should be able to understand that conflict is one
component of a story that works with the other elements to
bring forth the purpose of a certain narrative.

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 What is It

Were you able to find the pattern and supply the succeeding
numbers in each sequence in Activity 1A under “Complete Me?”

From the song “Twelve Days of Christmas” the “True Love” gave the
following:

a partridge in a pear tree, 7 swans a swimming,

2 turtle doves, 8 maids a milking,
3 French hens, 9 ladies dancing,
4 calling birds, 10 lords a leaping,
5 golden rings, 11 pipers piping, and
6 geese a laying, 12 drummers drumming,

Starting from the first day up to twelfth day of Christmas, the

number of gifts can be listed as follows: 1,2,3,4,5,6,7,8,9,10,11,12. It is
increasing constantly by one. Any such ordered set of numbers is called a
sequence.

Each of the numbers {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12} of a

sequence is called term of the sequence. The first term in the sequence is
1, the second term is 2, the third term is 3, and so on until you reach the
twelfth term, which is 12.

Sequences are classified as finite and infinite. A finite sequence

contains a finite number of terms. It means that it has a last term.

Examples:

a. 1, 2, 3, 5, 8; the last term is 8

b. 0,2,4,6,8,10; the last term is 10
c. 2, 1,0, -1,-2; the last term is -2

An infinite sequence contains an infinite number of terms. The

number of terms of the sequence continues without stopping. It has no last
term. The ellipses, “…” at the end of the following examples show that the
sequences are infinite.

Examples:

a. 1, 3, 5, …
b. 2, 4, 8, …

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 c. 1, 2, 3, …
Definition:
Sequence is a set of numbers written in specific order as a1, a2, a3,…, an.
The number a1 is called the first term, a2 is the second term, a3 is the
third term, and, in general, an is the nth term.

You can easily find the next term in a sequence by simply

discovering a pattern as to how the terms are generated. You will find that
either a constant number is added, subtracted, or used as multiplier or
divisor to get the next terms. Sometimes, a certain series of operations is
performed to get the subsequent terms.

Examples:

A. Find the next term in each sequence.

1.) 17, 22, 27, 32, …

From the given sequence, notice that 5 is added to get the next
terms or numbers in the sequence. The constant 5, which is added to the
preceding term to get the next term, is called common difference.

First term: a1 = 17
Second term: a2 = 17 + 5 = 22
Third term: a3 = 22 + 5 = 27
Fourth term: a4 = 27 + 5 = 32

What could be the next term in the sequence?

1 1 1 1
2.) , , , ,...
2 5 8 11

These fractions are called unit fractions. The denominators: 2, 5, 8, 11

form a sequence. By adding 3 to the preceding terms, you can get the
1
succeeding term terms. What could be the next term after ?
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3.) 5, 10, 20, 40, …

For this example, 2 is multiplied by 5, which is the first term, to get

10, when is the second term. Then, 2 is also multiplied to 10 to get the
third term, 20. Also, 2 is multiplied to 20 to get 40, which is the fourth
term. What could be the fifth term?

B. Write the first four terms of the sequence using the given rule
1) an = 2n + 1

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 Solution:
a1 = 2(1) + 1 = 3
a2 = 2(2) + 1 = 5
a3 = 2(3) + 1 = 7
a4 = 2(4) + 1 = 9

Given the rule, substitute n = 1 in a n = 2n + 1 to get the first term.

Thus, a1 = 2(1) + 1 = 3. To get the second term, substitute n = 2 in an = 2n + 1.
The second term is a2 = 2(2) + 1 = 5. In similar manner, the third term is
a3 = 2(3) + 1 = 7 and the fourth term is a 4 = 2(4) + 1 = 9. Using the rule:
an = 2n + 1, the first four terms of the sequence are 3, 5, 7, 9.

Since a sequence is an ordered collection of natural numbers, you

can write a rule for the nth term of the sequence.

Example: Find the nth term of the sequence: 5, 12, 19, 26, . . .

Solution:
1. Prepare a table for n and a n, where n represents the position (order) of
a term and an represents the term that corresponds to the n position
(order).
n 1 2 3 4
an 5 12 19 26

2. Get the difference of the 2nd term and the 1st term, 3rd term and the
2nd term and so on.
a2 – a1 = 12 – 5 = 7
a3 – a2 = 19 – 12 = 7
a4 – a3 = 26 – 19 = 7

Are the differences the same? If yes, then the formula an = an + b,

where a and b are constants, can be used to describe the relationship
of n and an.

3. Solve for a and b, using the formula an = an + b

Solution:
If n = 1 and a1 = 5, then: 5 = a(1) + b
5=a+b Eq. 1

If n = 2 and a2 = 12, then 12 = a(2) + b

12 = 2a + b Eq. 2

Solve for a by subtracting Eq. 1 from Eq. 2:

12 = 2a + b
– (5 = a + b)
7=a

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 Solve for b by substituting a = 7 in either Eq. 1 or Eq. 2
Using Eq. 1: 5=7+b
b = -2
Thus, the nth term of the sequence is an = 7n – 2.

If the difference, which is called the first difference, of consecutive

terms is not common; try subtracting consecutive differences to get the
second difference. If the second difference is common, you can use
an = an2 + bn + c, where a, b, and c are constants, to describe the
relationship of n and an.

Example: Find the nth term of the sequence: 1, 4, 9, 16, 25, . . .

Solution:
1. Prepare a table for n and a n, where n represents the position (order) of
a term and an represents the term that corresponds to the n position
(order).
n 1 2 3 4 5
an 1 4 9 16 25

2. Get the difference of the 2nd term and the 1st term, 3rd term and the
2nd term and so on.
a2 – a1 = 4 – 1 = 3 d1 = 3
a3 – a2 = 9 – 4 = 5 d2 = 5
a4 – a3 = 16 – 9 = 7 d3 = 7
a5 – a4 = 25 – 16 = 9 d4 = 9

The first differences (dn) are not common. So, get the second
differences and find out if they are the same.
d2 – d1 = 5 – 3 = 2
d3 – d2 = 7 – 7 = 2
d4 – d3 = 9 – 7 = 2

Since the second differences are the same, then an = an2 + bn + c can
be used to describe the relationship of n and an, where a, b, and c are
constants, can be used to describe the relationship of n and a n.

3. Solve for a, b, and c, using the formula an = an2 + bn + c:

Solution:
If n = 1 and a1 = 1, then 1 = a(1)2 + b (1) + c
1=a+b+c Eq. 1

If n = 2 and a2 = 4, then 4 = a(2)2 + b (2) + c

4 = 4a + 2b + c Eq. 2

If n = 3 and a3 = 9, then 9 = a(3)2 + b (3) + c

9 = 9a + 3b + c Eq. 3

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 By subtracting Eq. 2 by Eq. 1: 4 = 4a + 2b + c
– (1 = a + b + c)
3 = 3a +b Eq. 4

By subtracting Eq. 3 by Eq. 2: 9 = 9a + 3b + c

– (4 = 4a + 2b + c)
5 = 5a + b Eq. 5

To solve for a, subtract Eq. 5 by Eq. 4: 5 = 5a + b

– (3 = 3a +b)
2 = 2a
a =1
To solve for b, substitute a = 1 to either Eq. 4 or Eq. 5.
Using Eq 5: 5 = 5(1) + b
5–5=b
b=0

To solve for c, substitute a = 1 and b = 0 to any of the Eq. 1 to Eq. 3:

Using Eq. 1: 1=1+0+c
1=1+c
c=0

Thus, the nth term of the sequence is an = n2.

What’s More

Here are some of the applications of the different things that you have
learned about sequence. In case you do not know what to do, just go over
the discussions in the “What is It” section of this module.

Assessment 1. Determine the next three terms of the given sequence

1. 20, 16, 12, _____, _____, _____
2. 2, 4, 6, 8, _____, _____, _____
3. a, a + m, a + 2m, _____, _____, _____

Assessment 2: Determine if the given sequence is finite or infinite.

Answer
1. 2, 4, 6, 8, 10 _____________________
2. 5, 10, 15, 20 _____________________
3. 1, 2, 3, 4, 5, . . . _____________________

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 4. The letters of the English alphabet _____________________
5. The set of natural numbers _____________________

Assessment 3: Find the indicated term using the given rule of the
sequence.
1. an = 2n +1 ; a10 =________
2. an = 3n2 -2 ; a14 = ________
3. an = 4n + 8 ; a31 = ________

Assessment 4: Find the nth term of the sequence with the following
first four terms as shown in the table.

n 1 2 3 4
an 5 9 13 17

What I Have Learned

Here are the important learnings that you must have to remember in
this module involving generating patterns:

A collection of objects is said to be listed in a sequence if the

collection is ordered so that there is a first term, a second term, a third
term and so on. Each term of the sequence can be generated from a
pattern or rule. In general, the terms are denoted by a1, a2, a3, …, an.

A sequence can be classified as finite or Infinite. A finite sequence

has a last term while an infinite sequence has terms that continues
without stopping. The ellipsis, “…” at the end shows that a sequence is
infinite.

Depending on the first or second difference, the relationship of n,

which is the position or order of the term, and a n, which is the term that
corresponds to n position or order, can be described by using the formula,
an = an + b or an = an2 + bn + c. Use an = an + b if the first differences are
common. The formula, an = an2 + bn + c can be used if the first differences
are not the same but the second differences are the same.

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 What I Can Do

Activity 1: There is Math Around Us

There are a lot of examples that show how sequence is applied in real-
life situations. Give utmost 5 examples of real-life situations that show a
sequence. For each example that you can give is worth 5 points.

Assessment
Choose the letter of your answer in each number and write it on a separate
sheet of paper.
1. Which of the following is not a sequence?
A. Interest portion of monthly payments made to pay a home loan
B. Monthly income of an employee
C. Number of children in a family
D. The song, “Ten Little Indians”

2. What is the next term in the sequence 0,4,8,12,16, ___ ?

A. 18 C. 20
B. 22 D. 24

3. What is the 8th term in the sequence 9,4, -1,-6,-11… ?

A. -26 C. -31
B. -36 D. -41

4. What rule defines the given sequence: 1,3,9,27,81?

A. an = n2 C. an = 3n + 1
B. an = n + 1 D. an = 3n

5. What is the common difference of consecutive terms in the sequence: 100,

80, 60, 40, 20?
A. -40 C. -30
B. -20 D. -10

6. Which of the following are the next four terms of the sequence: 1, 9, 17,
25, … ?
A 36, 49, 64, 81 C. 35, 40, 48, 56
B. 33, 41, 49, 57 D. 32, 40, 48, 56

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7. Which of the following is not an example of a finite sequence?
A. 30, 25, 20 C. 31, 27, 23
B. 31, 28, 25, … D. 32, 30, 28
8. Which of the following is the set of first four terms of the sequence:
an = 2n + 1?
A. 3, 6, 7, 9 C. 3, 4, 5, 6
B. 3, 5, 7, 9 D. 3, 5, 7, 10

9. Using the rule an = 4(n-1) + a1, what is the value of a1 in the sequence:
4, 8, 12, 16…?
A. 2 C. 4
B. 3 D. 5
10. Which of the following defines the nth term of the sequence: -1, 2, 5, 8,
11… ?
A. an = 3n – 1 C. an = 3n – 4
B. an = 4n – 1 D. an = 4n + 1

11. Find the fifth term of the sequence defined by an = n2 – 1.

A. 10 C. 15
B. 16 D. 24

12. What is the 10th term of the sequence a, a + d, a + 2d, a + 3d, . . . ?

A. a + 10d C. a + 8d
B. a + 9d D. a + 7d

13. Find the first term of the sequence: ___, 5, 8, 11, 14.
A. 0 C. 2
B. 1 D. 3
14. What is the next term in the sequence: 3, 6, 9, 12, ___?
A. 14 C.16
B. 15 D. 17
15. Find the two letters to complete the sequence c,d, g,h, k, l, ___, ___?
A. m,n C. o,p
B. e,f D. i, j

Additional Activities

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Here is another activity for you to apply what you have learned from sequence.
Solve for the term of the sequence indicated in each item.

1) a1 = 5
a2 = 25
a3 = 325
a4 = 4325
a5 =54321
a6 =______

2) a1= 8
a2 = 24
a3= 48
a4 = 80
a5 = _____

Answer Key

WHAT I KNOW WHAT’S IN? WHAT’S MORE ASSESSMENT

Pre-Assessment Activity 1 Assessment1

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1. B 1. C 1. -8,-4,0 1. B
2. C 2. C 2. 10,12,14 2. C
3. A 3. A 3. a+3d,a+4d, 3. A
4. D 4. D a+5d 4. D
5. B 5. B Assessment 2 5. B
6. B 1. Finite 6. B
7. B WHAT’s NEW? 2. Finite 7. B
8. B 1. 16,19,22 3. Infinite 8. B
9. C 2. 53,58,63 4. Finite 9. C
10. C 3. -18,-22,-26 5. Infinite 10. C
11. D 4. 92,90,88 Assessment 3 11. D
12. B 5. -15,-20,-25 1. 21 12. B
13. C 2. 586 13. C
14. B B. By adding the 3. 132 14. B
15. C constant number Assessment 4 15. C
to the preceding An = 4n + 1 Additional
terms Activities
1. 654321
2. 180

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References:
Book

Learner’s Module Quezon City, Phillipines, Rex Bookstore, In

Chavez, Chariston D.et al)2016), Integrated Math for Grade 10, Quezon City,
Philippines, New Horizon Publication

Oronce, OrlandoA, and Marilyn O. Mendoza, 2015, E-Math Worktext in

Mathematics, Sta. Ana Manila, Rex Bookstore

First New Trends in Mathematics Series, Algebra II workbook, Functional Approach

https://www.Cliffsnotes.com 7 algebra

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