LEARNING MODULE

Mathematics 10
10
Quarter 1
Self-Learning Module 2
Determining Arithmetic Means and
Nth Term of an Arithmetic Sequence

 MELCs-aligned

 Integrates 4S of
learning
 TABLE OF CONTENTS
PAGE
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator iii
Note to the Learner iii
Note to the Parents/Guardian iii
How to Learn from this Module iv

Parts of the Module with 4S Learning Model Components iv

WHAT I NEED TO KNOW (LEARNING OUTCOMES) vi

WHAT I KNOW (Pre-test) vi

REVIEW vii

LESSON: Sum of Arithmetic Sequence and its Notation Symbol. 1

Activity 1 5
Activity 2 5
Activity 3 6
Activity 4 10

WRAP-UP 11

POST TEST 11

ANSWER KEY 12

REFERENCES 13
What this Module is About

Welcome to the Mathematics Grade 10 Self-Learning Module on Determining Arithmetic

Means and Nth Term of an Arithmetic Sequence.
This Self-Learning Module was designed and developed by the researcher and reviewed by
selected experts from Department of Education who handled Mathematics subjects. The writer/s utilized
the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC)
in developing this instructional resource.

Module Developers: Paul John E. Calam (researcher) and Dr. Maria Antonieta A. Bacabac (adviser)

This learning material hopes to engage the learners in guided and independent learning
activities at their own pace and time. Further, this material is guided with the 4S Learning Cycle model,
namely: Sense making, Showing of representation, Solution and explanation, and Summarization. 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 self-
learning module:

Notes to the Teacher

This contains helpful tips or strategiesthat
will help you in guiding the learners.

Notes to the Teacher/Facilitator:

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 a s they do the tasks included
in the module.
Notes to the Learner:
Welcome to the Mathematics 10 Self Learning Module on Determining Arithmetic Means and
Nth Term of an Arithmetic Sequence.
This self- learning 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 material while being an active learner.
How to Learn from this Module

To achieve the objectives in this self-learning module, you are to do the following:
1. Take your time reading the lessons carefully.
2. Follow the directions and/or instructions in the activities and exercises diligently.
3. Answer all the given tests and exercises.

Parts of the Module with 4S Learning Model Components

4S Learning Model Parts of the

Purpose
components Definition Modules

This point to the set of

knowledge and skills that
Learning students should acquire
Outcomes after completing the
module.
This is a pre-test
assessment as to your level
of knowledge to the
Pretest subject matter at hand,
meant specifically to
gauge prior related
knowledge
Refers This refers to students’ ability to
turn circumstances into a situation
that is comprehended clearly by Review of Prior This part connects previous
Sense-making using their prior knowledge and Knowledge lesson with that of the
experience to explain the given current one.
problem.

This section discusses the

Lesson
lessons for the students to
understand the concept.
 This is an activity where
This refers to students’ ability to students will be given an
illustrate the model to opportunity to illustrate the
Showing communicate mathematical ideas model to communicate
Representation through the use of manipulative Activity 1 mathematical ideas through
materials, diagrams, graphical the use of manipulative
displays, or symbolic materials, diagrams,
expressions. graphical displays, or
symbolic expressions.
Refers to accurate response This is an activity where
Solving with through the algorithm with students will solve and
Activity 2
Explanation clarity and justification why the explain their solutions.
answer to the question is correct.
This is an activity where a
Refers to the students’ ability to
put together the concept student put together the
Synthesizing discussed in their own words, in Activity 3 concept discussed in their
a simple manner and correct own words, in a simple
context manner and correct context.
This is an activity where
Sense-making, students will solve word
Showing problems by applying the
Representation, 4S(Sense-making, Showing
Solving with Activity 4 Representation, Solving
Explanation and with Explanation and
Synthesizing Synthesizing) method of
problem solving.
This section summarizes
Synthesizing Wrap-up the concepts and
application of the lesson.
This evaluates your level
Posttest of mastery in achieving the
learning objectives.

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 pa rt of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer the Pretest 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!

Learning Outcomes

This Module is about:

– Determining Arithmetic Means and Nth Term of an Arithmetic Sequence

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

1. determine the nth term and the arithmetic means of an arithmetic sequence. (M10AL-1b-1)
You will also be expected to:
a. identify the common difference, d of an arithmetic sequence
b. solve exercises where n is unknown using the formula for term of arithmetic sequences, an = a1 + (n-
1) d
c. determine the term of arithmetic sequences
d. identify the common difference, d of an arithmetic sequence given only the first and last terms
e. solve exercises where n is unknown using the formula for term of arithmetic sequences, an = a1 + (n-
1) d
f. determine the arithmetic mean/s of an arithmetic sequence
g. solve problems involving Arithmetic Means and Nth Term of an Arithmetic Sequence
h. show appreciation on the concept of arithmetic sequence in a real life situation.

PRETEST

Directions: Identify what is being asked in each question. Write your answer in your paper.

1. What is the next term of the arithmetic sequence 14, 20, 26, 32,...?
A. 36 B. 38 C. 40 D. 192
2. Find the common difference of the arithmetic sequence 2, -3, -8, -13, ...
A. -5 B. -1 C. 1 D. 5
3. Which term of the arithmetic sequence -8, -11, -14 ... is -35?
A. 8th term B. 9th term C. 10th term D.11th term
4. The first term of an arithmetic sequence is 3 and the 20th term is -54. What is the common difference of the
sequence?
 A. 9 B. 6 C. 3 D. -3
5. Find the arithmetic mean between 7 and 39.
A. 16 B. 23 C. 32 D. 113
6. What is the 25 th term of the arithmetic sequence 4.9, 5.2, 5.5, 5.8, ...?
A. -2.6 B. 11.8 C. 12.1 D. 76.
7. If three arithmetic means are to be inserted between 3 and 63, what is the second arithmetic mean?
A. 15 B. 18 C. 33 D. 48
𝟏 𝟐 𝟒
8. Find the common difference of , , 1, .
𝟑 𝟑 𝟑

1 1 1 1
A. B. C. D.
2 3 4 6

9. Given a4 = -10 , a5 = -16, and d = -6, find the first term.

A. -8 B. -4 C. 2 D. 8
10. How many terms are there in an arithmetic sequence with a common difference of 4 and with first and last
terms -19 and -3, respectively?
A. 7 B. 6 C. 5 D. 4

REVIEW
Are your answers correct? Do not worry if you got wrong answers with some of the items. As you go through this
lesson, you will eventually find out the correct answers to all the items. For the meantime, let us see how very good
you are with your previous lesson.
A. Put a check mark (/) if the sequence is arithmetic. If not, put an X. Write your answer on the space provided before
each item.
____1. -3, 6, -9, 12, -15 ______ 4. 1, -3, -6, -9, -12
____2. 2x, 3x, 4x, 5x, 6x ______ 5. 1, 5, 9, 13, 17
____3. 7, 4, 1, -2, -5

B. Find the missing term in each of the arithmetic sequence..

1. 5, ___, 15, ___ , 25 4. 49, 42, ___, 28

2. -1, -5, ___ , ____, -17 5. -1,____ , ____ , -4, -5

3. 15,____ , 27, 33

Do you still remember the concept of arithmetic sequence which was discussed in the previous lesson? If
you have forgotten take a look on the previous lesson to refresh the concept so that in the next discussion there
will be no confusion in your mind about the concept of arithmetic mean and nth term of arithmetic sequence.
Review the concept and proceed to the next activity.
 Lesson : Arithmetic Means and Nth term of
arithmetic sequence
Definition
Arithmetic Means

Arithmetic means refers to the term between any two non-consecutive terms of an arithmetic
sequence.

In solving for the arithmetic means of an arithmetic sequence given only the 1 st and last terms, the
𝒂𝒏− 𝒂𝟏
common difference is d= , where an= last term, a1 = first term, and n = number of terms.
𝒏−𝟏

Example 1. Insert an arithmetic mean between 5 and 11.

SOLUTION:

STEPS FIGURE/EXPRESSION/ EQUATION EXPLANATION

a1 = 5 , an= a3 =11  Identify the given.
1
n=3  n=3 since only one term has to be
inserted between 5 and 11. Thus, the
sequence has three terms.
a2 = ?  Identify the unknown. The unknown is
the 2 nd term or a2 .

𝒂𝒏−𝒂𝟏
2 d=  The formula to be used in solving for
𝒏−𝟏
the common difference, d.
11−5
 Substitute the given to the formula.
d=
3−1
 Simplify the numerator, 11-5=6, and
6 the denominator, 3-1=2.
d=
2  Divide 6 by 2, the result is 3.
d=3  Therefore, the common difference is 3.

3 a1 + 3 = 5 + 3 = 8  To get the next term of the sequence,

a2 = 8 add the common
 Thus, the arithmetic mean between 5
5, 8, 11 and 11 is 8.
Example 2. Insert two arithmetic means between -15 and -45.

SOLUTION:
STEPS FIGURE/EXPRESSION/ EQUATION EXPLANATION
a1 = -15, an= a4 = - 45  Identify the given.
1
n=4  n=4 since two terms are to be inserted
a2 =? between 5 and 11. Thus, the sequence
has four terms.
a3 = ?  Thus, the unknown terms are a2 and a3 .
𝒂𝒏−𝒂𝟏
2 d= .  The formula to be used in solving for
𝒏−𝟏
−45−( −15) the common difference, d.
d=
4−1  Substitute the given to the formula.
−45+15  Simplify -45-(-15) = -45 + 15
d=
3
−30
d=  Simplify -45 + 15 = -30
3

 Divide -30 by 3 equals -10.

d= -10  Therefore, the common difference is
-10.
3
a1 = -15 + -10 = -25  To get the next term of the sequence,
add the common difference -10 to the
a2 = -25 + -10 = -35 preceding term.
a3 = -35  Thus, the two arithmetic means
between -15 and -45 are -25 and -35.
-15, -25, -35, -45

Example 3. What is n if d= -5, the 1st term is -15, and the last term is -105?

SOLUTION:
STEPS FIGURE/EXPRESSION/ EQUATION EXPLANATION
a1 = -15 , an= -105  Identify the given and what is
1 d= -5 , unknown.

n=?  The unknown is n.

 2 an= a1 + (n-1) d  Use the formula for the 𝒏𝒕𝒉 term of an
arithmetic sequence.
-105 = -15 + (n-1) (-5)  Substitute the given to the formula.
 Simplify the equation.
-105 = -15 + (-5)n –(-5)1
-105 = -15 -5n + 5
-105 = -5n -15 +5
-105 = -5n -10
5n = 105 -10
5n = 95
5 5
 This implies that there are 19 terms in
n = 19 the arithmetic sequence given.

How did you find the activity above? Did you get it all correctly? What if you are asked to
determine the 100th term of an Arithmetic Sequence? Can you determine it easily? I believe
your answer is no. To help you find it easier, the 𝒏𝒕𝒉 term of an Arithmetic Sequence, an = a1
+ (n-1) d , where an=𝑛𝑡ℎ term, a1 =first term, n= number of terms d=common difference will
be used.

Example 4.Find the 100th term of the arithmetic sequence -2, -5, -8, 11....

SOLUTION:
STEPS FIGURE/EXPRESSION/ EQUATION EXPLANATION
a1 = -2 , n = 100,  Identify what are given and what is to
d= -3 be determined.
1 an= 100th term
 The 100 th term is to be determined.

an= a1 + (n-1)d
 The formula in finding the 𝑛𝑡ℎ of an
arithmetic sequence.
2
100th term = -2 + (100-1) (-3)  Substitute what are given to the
formula.

100th term = -2 + (100-1)(-3)  Solve what is inside the parenthesis,

3
= -2 + (99) (-3) 100-1=99.

100th term = -2 + (99) (-3)

4  99 times -3 is -297.
100th term = -2 + (-297)
 5  Add -2 and -297,the result is -299.
100th term = -2 + (-297)
Remember : Addition of Integers
 Like signs add, and then copy the
common sign.
100 th term = -299  Therefore, the 100th term is –299.

Example 5. Which term of the arithmetic sequence is -57 given that a1 = -2 and a2 = -7?

SOLUTION:
STEPS FIGURE/EXPRESSION/ EQUATION EXPLANATION
an = -57, a1 = -2, d= -5  Identify what are given and what is the
unknown.
1  The n is the unknown.
n=?
an= a1 + (n-1) d  The formula in finding the 𝑛𝑡ℎ term of
an arithmetic sequence.
2 -57 = -2+ (n-1) (-5)  Substitute what are given to the
formula.
-57 = -2+ (n-1) (-5)  By distributive property of
3 -57 = -2 + (-5)n - (-5)1 multiplication, multiply -5 to n-1.
-57= -2 - 5n + 5  Simplify (-5)n-(-5)1= -5n + 5
5n-57= -2 -5n +5n+5  Add the additive inverse of -5n,
which is +5n to both sides of the
equation.
4
5n-57= -2 +0+5  Simplify: -5n + 5n = 0.

5n -57= 3  Simplify: -2 + 0 + 5 = 3
5 5n -57+57 = 3 +57  Add the additive inverse of -57,
which is +57 to both sides of the
equation.

5n-0 =60  Simplify: -57 +57 = 0

5n = 60  Simplify: 3 + 57=60
6
(1⁄5)5n = 60(1⁄5)  Multiply both sides of the equation by
the multiplicative inverse of coefficient
5n = 60 5, which is15.
5 5  Therefore, -57 is the 12th term of the
sequence
n= 12
 Are the examples clear to you? If you have some confusions and questions in mind don’t hesitate to
ask your teacher or your facilitator for clarification. You can also ask your classmate or friends for
help in understanding the concept that is unclear to you. If you don’t have problem with the topic you
may now proceed to the next section.

ACTIVITIES

Read and analyze. Write your complete solution and explanation.

ACTIVITY 1: LET’S ILLUSTRATE!

A. Graph the following sequences and identify if it is an arithmetic sequence or not.
1. -4, -1, 2, 5, 8
2. -7, -1, -9,-17, -25
3. -15, -25, -35, -45
4. 5, 8, 11, 14, 17
5. ½, -1/4, -1, -7/4, -5/2
B. What items are arithmetic? Not ?
C. What makes a sequence arithmetic? Not?

ACTIVITY 2: LET’S PRACTICE!

I. Fill up the table with the common difference and the indicated term to be solved. Show complete solution with
explanation.

NO ARITHMETIC COMMON Term to be solved

SEQUENCE DIFFERENCE

1 -2.2, 0, 2.2, 4.4, ... 2.2 20th term = ___

2 35, 29, 23, 17... 21st term = -85

3 8, 18, 28, 38, ... 10 30th term =

4 5.5, 10.5, 15.5, ... 15th term = 75.5

5 -1, -4, -7, -10... -3 19th term =

II. Provide the common difference of the arithmetic sequences below and explain the process.

Did you know who the founder of Arithmetic Sequence is?

The next activity will tell you who. You must decode the first name of the founder of
arithmetic sequence by writing the letter of your choice on the space provided.

Match the Arithmetic Sequences in the Column A with its common difference in the Column B.

Column A Column B

1. -15, -17, -19, -21,... H. 2

2. 42, 50, 58, 66, ... E. 1.2
3. 110, 100, 90, 80, ... R. 5
4. 1, 2.2, 3.4, 4.6, ... I. -10
5. 1, -14, -29, -44, ... R. 8
6. -66, -61, -56, -51, ... F. -2
1 3 5 7
7. , , , ,...
2 2 2 2
D. -15
1
8. 2
, - 12, − 32, -52, ... I. 1
9. -15, -13, -11, -9, ... C. -1

____ ____ ____ ____ ____ _____ _____ _____ _____

1 2 3 4 5 6 7 8 9

Now, you know!

ACTIVITY 3. SYNTHESIZING

Answer each of the following.

1. How do you define arithmetic means in your own understanding of the lesson?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How about the Nth term of the arithmetic sequence? How can you discuss it?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. In your own words, what do you think is the use of this lesson in our daily life
situation? Cite some of its application.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are the activities clear to you? If you have some confusions and questions in mind, don’t hesitate to
ask your teacher or your facilitator for clarification. You can also ask your classmates or friends for
help in understanding the concept that is unclear to you. The next activity will help you understand
more and apply what you have learned in the topic.

ACTIVITY 4. LET’S APPLY!

Solve the following problems below using the concepts you have learned about Determining Arithmetic Means and
Nth Term of an Arithmetic Sequence. Provide complete solution incorporating the components of 4S learning
model.

Problem 1: Your mother made a budget for your daily load allowance. She said, for the first week starting
August 24, Php10.00 will be given to you daily. She promised to increase it each week,
thereafter, if you will have a very good performance in your studies. How much is the increase
if on the fourth week you received Php25.00 for your daily load allowance?

I. Sense-making
1. Review Prior Knowledge

Given the following terms of the sequence, give its general rule or nth term and
explain the process.

1.) 3, 6, 9, 12,… 4.) 1, 8, 27, 64,…

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

2. Questions for posted problem

1. Based on the initial data given, is the problem an arithmetic sequence? What factor to
consider it as an arithmetic sequence?

2. What are the data needed in order to determine the increase of the load allowance in
the fourth week?

3. How will you find the increase of the load allowance in the fourth week?

II. Showing Representations

a. Illustrate the given scenario.

b. Construct a table that shows the condition of the problem.

III. Solving with Explanation

 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.

IV. Synthesizing
1. Discuss the mathematical concepts applied to solve the problem.
Problem 2. After a surgery, the doctor tells you to resume to your physical fitness activity slowly. He suggests you
may have it 15 minutes in a day for the first week. Each week, thereafter, you increase the time by 5
minutes per day. How many minutes per day will be spent on the12th week?

I. Sense-making
1. Review Prior Knowledge
a. How do you define patterns? Arithmetic sequence? _______________________________
b. How you differentiate finite and infinite sequence? _________________________________
c. What is the primary factor to consider sequence arithmetic? _________________________

2. Questions for posted problem

a. Based on the initial data given, is the problem an arithmetic sequence?

b. What are the data needed in order to determine the total minutes per day spent on the12th
week?

c. How will you find the minutes per day spent on the12th week?

II. Showing Representations

c. Illustrate the given scenario.

d. Construct a table that shows the condition of the problem.

 III. Solving with Explanation
 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.

IV. Synthesizing
2. Discuss the mathematical concepts applied to solve the problem.

WRAP-UP

This module covers the lesson on arithmetic series and how they are illustrated in real life
situations. You learned to:
a. identify the common difference, d of an arithmetic sequence
b. solve exercises where n is unknown using the formula for term of arithmetic sequences, an = a1 + (n-1) d
c. determine the term of arithmetic sequences
d. identify the common difference, d of an arithmetic sequence given only the first and last terms
e. solve exercises where n is unknown using the formula for term of arithmetic sequences, an = a1 + (n-1) d
f. determine the arithmetic mean/s of an arithmetic sequence
g. solve problems involving Arithmetic Means and Nth Term of an Arithmetic Sequence
h. show appreciation on the concept of arithmetic sequence in a real life situation.
  In determining the 𝑛𝑡ℎ term of an arithmetic sequence, use a n= a 1 + (n-1) d where a n= 𝑛𝑡ℎ term, a 1 =
first term, n = number of terms, and d = common difference.
 To get the common difference, subtract the first term from the second term of the sequence.
 Arithmetic Means refer to the terms between any two non-consecutive terms of an arithmetic
sequence.
 In determining the arithmetic mean/s of an arithmetic sequence given the first and the last terms, solve
𝒂 −𝒂
first the common difference using this formula d = 𝒏 𝟏, where a n= last term, a 1 = first term, and n
𝒏−𝟏
= number of terms. Then add the common difference to the preceding term to get the next term.

POSTTEST
Directions: Identify what is being asked in each question. Show your complete solution with
explanation on each problem. Write your answer in your paper.

1. What is the 25 th term of the arithmetic sequence 4.9, 5.2, 5.5, 5.8, ...?
A. -2.6 B. 11.8 C. 12.1 D. 76.
2. If three arithmetic means are to be inserted between 3 and 63, what is the second arithmetic mean?
A. 15 B. 18 C. 33 D. 48
𝟏 𝟐 𝟒
3. Find the common difference of , , 1, .
𝟑 𝟑 𝟑

1 1 1 1
𝐴. B. C. D.
2 3 4 6

4. Given a4 = -10 , a5 = -16, and d = -6, find the first term.

A. -8 B. -4 C. 2 D. 8
5. How many terms are there in an arithmetic sequence with a common difference of 4 and with first and last
terms -19 and -3, respectively?
A. 7 B. 6 C. 5 D. 4
6. What is the next term of the arithmetic sequence 14, 20, 26, 32,...?
A. 36 B. 38 C. 40 D. 192
7. Find the common difference of the arithmetic sequence 2, -3, -8, -13, ...
A. -5 B. -1 C. 1 D. 5
8. Which term of the arithmetic sequence -8, -11, -14 ... is -35?
A. 8th term B. 9th term C. 10th term D.11th term
9. The first term of an arithmetic sequence is 3 and the 20th term is -54. What is the common difference of the
sequence?
A. 9 B. 6 C. 3 D. -3
10. Find the arithmetic mean between 7 and 39.
16 B. 23 C. 32 D. 113
 KEY TO CORRECTION
Activity 1:

A. 1. YES, 2. NO, 3. YES, 4. YES, 5. YES

B.
C.

Activity 2:
I.
1. 39.6
2. -6
3. 298
4. 5
5. -55

II.
1. F, 2. R, 3. I, 4. E, 5. D, 6. R, 7. I, 8. C, 9. H

Activity 3:
Answer may vary
Activity 4:
Answer may vary

Pretest Posttest
1. b 1. c
2. a 2. c
3. c 3. b
4. d 4. d
5. b 5. c
6. c 6. b
7. c 7. a
8. b 8. c
9. d 9. d
10. c 10. b

References
Mathematics Learner’s Module for Grade 10. Department of Education, Republic of the Philippines

Torio, V. et. Al (2017). Smart in Math for Grade 10, K to 12. Curriculum Compliant. Copyright2017