Lesson 1 – Arithmetic Sequences

1. Mathematically speaking, the next term cannot be determined by giving only the
first finite number of terms of a general sequence. Explain this fact by giving an
example.
A: When we say finite, it means it has an end. In a sequence having only
the first term, we cannot determine the next because it does not show a pattern
to get the common difference and the next term. For example, 5, __, __, __, __,
how can we get the next term if common difference is missing?

2. Make a concept map for arithmetic sequence.

An arithmetic sequence is
a list of numbers whose n(a 1+an) S=
terms all differ by the S=
2 n[2a 1+ ( n−1 ) d ]
same non-zero number.
2

The nth term of an arithmetic

sequence can be found using
Arithmetic Arithmetic
Sequence
an =a1 + (n-1) d where a1 is
the first term and d is the progression
common difference.

In an Arithmetic
Sequence, the
difference between one 1, 4, 7, 10, 13, 16, 19, 22, 25
an = 5n -2
term and the next is a
constant.

3. Using the formula for arithmetic sequence, an = a1 + (n-1) d, give problems where
the unknown value is (a) a, (b) an, (c) d and show how each can be found.
Find a1, an and d given the sequence __, 13, 21, 29, __.
d = a3 – a2 an = a1 + (n - 1) d an = a1 + (n - 1) d
d = 21 – 13 29 = a1 + (4 – 1) 8 an = 5 + (5 – 1) 8
d=8 29 = a1 + (3) 8 an = 5 + (4) 8
29 = a1 + 24 an = 5 + 32
29 – 24 = a1 an = 37
5 = a1
 4. What should be the value of x so that x + 2, 3x – 2, 7x – 12 will form an arithmetic
sequence? Justify your answer.

x + 2, 3x – 2, 7x – 12; x =?

( 3 x−2 )−( x +2 )= (7 x−12 )−( 3 x−2 ) x + 2, 3x – 2, 7x – 12

2 x −4=4 x−10 3 + 2, 3(3) – 2, 7(3) – 12
2 x −4 x=−10+ 4 5, 7, 9
−2 x=−6 d=2
−2
x=3
5. Find the value of x when the arithmetic mean of x + 2 and 4x + 5 is 3x + 2.

( x +2 ) +(4 x +5)
=3 x+2
2
( x+ 2 )+ ( 4 x +5 )= ( 3 x +2 ) ( 2 )
5 x+7=6 x +4
7−4=6 x−5 x
3=x

6. It is alarming that many people now are being infected by HIV. As the president of
the student body in your school, you invited people to give a five-day series of
talks on HIV and its prevention every first Friday of the month from 12 noon to 1
p.m. in the auditorium. On the first day, 20 students came. Finding the talk
interesting, these 20 students shared the talk to other students and 10 more
students came on the second day, another 10 more students came on the third
day, and so on.

a.) Assuming that the number of participants continues to increase in the same
manner, make a table representing the number of participants from day 1 of
the talk until day 5.

n (day) 1 2 3 4 5
an (participants) 20 30 40 50 60

b.) Represent the data in the table using a formula. Use the formula to justify your
data in the table.
a1 = 20, d = 10, n = 5; find a2, a3, a4 and a5
a5 = a1 + (n - 1) d a4 = a1 + (n - 1) d a3 = a1 + (n - 1) d a2 = a1 + (n - 1) d
a5 = 20 + (5 -1) 10 a4 = 20 + (4 -1) 10 a3 = 20 + (3 -1) 10 a2 = 20 + (2 -1) 10
a5 = 20 + (4) 10 a4 = 20 + (3) 10 a3 = 20 + (2) 10 a2 = 20 + (1) 10
a5 = 20 + 40 a4= 20 + 30 a3 = 20 + 20 a2 = 20 + 10
a5 = 60 a4 = 50 a3 = 40 a2 = 30
c.) You feel that there is still a need to extend the series of talks, so you decided
to continue it for three more days. If the pattern continues where there are 10
additional students for each talk, how many students in all attended the talk on
HIV?

20, 30, 40, 50, 60, 70, 80, 90

n(a 1+ an)
s=
2
8(20+ 90)
s=
2
8(110 )
s=
2
880
s=
2
S 8=440
Lesson 2 – Geometric and other Sequences

1. Create a concept web for geometric sequences.

In a Geometric
Sequence, each term is
found by multiplying the ( r ) common ratio
previous term by
a constant.

Geometric The common ratio

(r) is obtained by
Sequence dividing any term by
the preceding term

a1 2, 4, 8, 16, 32, 64,

S ∞= 128, 256, ...
Finite Set &
1−r Infinite Set

2. Compare and contrast arithmetic and geometric sequences using a two-column

chart.

Arithmetic Sequence Geometric Sequence

A sequence where each term is the A sequence where each term is the
sum of the previous term and a product of the previous term and a
constant real-numbered value, d. constant real-numbered value, r.
When the sequence is plotted, the For positive values of r, when the
points lie along a line. sequence is plotted, the points lie along
an exponential curve.
Constant difference between Constant ratio between successive
successive terms Recursive form: an = terms Recursive form: an = a1rn-1
a1 + (n-1) d
Examples: 6, 12, 18, 24, 30, 36… Examples: 2, 4, 8, 16, 32, 64…
1, -3, -7, -11, -15, -19… 1, -2, 4, -8, 16…
3. Given the geometric sequence 1, 2, 4, 8, 16, 32, …., think of a simple real-life
situation which represents this sequence (group activity through “Power of
Four”).
 A: A dog population grew in the following pattern: 1, 2, 4, 8, … If all
the dogs live and the pattern continues, how many dogs will be in the 6 th
generation?
4. Find the value of x so that x + 2, 5x + 1, x + 11 will form a geometric sequence.
Justify your answer. Find the sum of the first 10 terms of the given sequence.
5 x +1 x+11 an = a1rn-1 S10 = a1 – a1rn
= an = 3(29) 1-r
x +2 5 x +1 x + 2, 5x + 1, x + 11
an = 3(512) S10 = 3 – 3(210)
( 5 x+1 ) ( 5 x+1 )=(x +11)(x +2) (1) + 2, 5(1) + 1, (1) + 11
a10 = 1536 1–2
25x2 + 10x + 1 = x2 + 13x + 22 3, 6, 12
S10 = -3069
24x2 – 3x – 21 = 0 r=2
-1
(24x + 21) (x - 1) S10 = 3069
−7
x= , x=1
8
5. Find the value of x if the geometric mean of 2x and 19x – 2 is 7x – 2.

√ ( 2 x ) ( 19 x−2 )=7 x−2 √ ( 2 x ) ( 19 x−2 )=7 x−2

√ 38 x 2−4 x=7 x−2 )2 √ [ 2 ( 2 ) ] [19 ( 2 )−2]=7(2)−2
¿
2
38 x −4 x= (7 x−2 )
2 √( 4)(36)=12
38x2 – 4x = 49x2 – 28x + 4 √ 144=12
11x2 – 24x + 4
12=12

(x – 2) (11x – 2)

x=2
6. The World Health Organization (WHO) reported that about 16 million adolescent
girls between 15 and 19 years of age give birth each year. Knowing the adverse
effects of adolescent childbearing on the health of the mothers as well as their
infants, a group of students from Magiting High School volunteered to help the
government in its campaign for the prevention of early pregnancy by giving
lectures to 7 barangays about the WHO Guidelines on teenage pregnancy. The
group started in Barangay 1 and 4 girls attended the lecture. Girls from other
barangays heard about it, so 8 girls attended from Barangay 2, 16 from Barangay
3, and so on.

a.) Make a table representing the number of adolescent girls who attended the
lecture from Barangay 1 to Barangay 7 assuming that the number of
attendees doubles at each barangay.
n (barangay) 1 2 3 4 5 6 7
an (atendees) 4 8 16 32 64 128 256
 b.) Analyze the data in the table and create a formula. Use the formula to justify
your data in the table.
a1 = 4, r = 2, n = 7
a3 = a1rn-1 a4 = a1rn-1 a5 = a1rn-1 a6 = a1rn-1 a7 = a1rn-1
a2 = a1rn-1
a3 = 4(22) a4 = 4(23) a5 = 4(24) a6 = 4(25) a7 = 4(26)
a2 = 4(21)
a3 = 16 a4 = 32 a5 = 64 a6 = 128 a7 = 256
a2 = 8

c.) Because people who heard about the lecture given by the group thought that
it would be beneficial to them, five more different barangays requested the
group to do the lectures for them. If the number of young girls who will listen to
the lecture from these five barangays will increase in the same manner as that
of the first 7 barangays, determine the total number of girls who will benefit
from the lecture.

S = a1 – a1rn
1–r
S = 4 – 4(212)
1–2
S = 4 – 16384
-1
S12 = 16380

Lesson 3 – Division of Polynomials

 r
1. If r = 2x3 + 4x2 – x – 6 and s = x – 2. What is s
?
2x2 + 8x + 15

¿
x -2 2x3 + 4x2 - x - 6
- 2x3 +
4x2__________
8x2 – x
- 8x2 + 16 x__
15x – 6
- 15x +30
2. Find the quotient when (x3 – 6x2 + 2x + 8) is divided by (x – 3).
x2 – 3x - 7 ¿
|12345678929
x-3 x3 – 6x2 +¿2x + 8
- x3 + 3x2 _________
-3x2 + 2x
3x2 – 9x_____
- 7x + 8
7x – 21
-13

3. What must be multiplied to (x2 + 2x + 1) to get (x4 + x3 + x2 + 3x + 2)?

-2 -1 1 1 1 3 2
-2 -1 1 -2
x2 – x + 2
2 -4
1 -1 2 0 0

4. If a square has a perimeter of (2x – 48) meters, what expression represents its
area? 2 x−48 2
A= ( 4 )
2(x −24) 2
A= [ 4 ]
( x−24 )
A=
4
(x – 24)2
5. Suppose the area of a rectangle is (6x2 –7x + 14) square units. If its width is (2x –
5) units, what expression represents its length? How about its perimeter?

A=lw
2
6x – 7x +14 = l (2x – 5)
 P=2 l+2 w
2
6 x −7 x +14
P=2 ( 2 x−5 )
+ 2 ( 2 x−5 )

AGUILERA, CHRISTINE JOY P. GRADE 10 - ALMEDA

Lesson 4 – The Remainder Theorem and Factor Theorem
1. What is the remainder when 5x234 + 2 is divided by
a. x – 1?
b. x + 1?
a.) P (1) = 5x234 + 2 b.) P (-1) = 5x234 + 2
P (1) = 5(1)234 + 2 P (-1) = 5(-1)234 + 2
P (1) = 5 + 2 P (-1) = 5 + 2
P (1) = 7 P (-1) = 7
2. What is the remainder when 4x300 – 3x100 – 2x25 + 2x22 – 4 is divided by
a. x – 1?
b. x + 1?

b.) P (1) = 4x300 – a.) P (-1) = 4x300 –

3x100 – 2x25 + 3x100 – 2x25 +
2x22 – 4 2x22 – 4
P (1) = 4(1)300 – P (-1) = 4(-1)300
3(1)100 – 2(1)25 + – 3(-1)100 – 2(-1)25
3.2(1)When
22
– 4 divided by x – 1, x + 1, x – 2, and x +222,– 4the polynomial
+ 2(-1) P(x) = x 4 + rx3 + sx2
P (1) = 4 – 3 – P (-1) = 4 – 3 +
+ tx + u leaves a 0
2+2–4
remainder. Find P(0). 2+2–4
P (1) = -3 P (-1) = 1
P (0) = (x-1) (x+1) (x-2)
(x+2)
P (0) = (0-1) (0+1) (0-2)
(0+2)
P (0) = (-1) (1) (-2) (2)
P (0) = 4
4. Determine the value of A so that
a. x – 1 is a factor of 2x3 + x2 + 2Ax + 4.
b. x + 1 is a factor of x3 + k2x2 – 2Ax – 16.
P (1) = 2x3 + x2 + 2Ax + 4 P (-1) = x3 + k2x2 – 2Ax – 16
P (1) = 2(1)3 + (1)2 + 2A(1) + 4 P (-1) = (-1)3 + k2(-1)2 – 2A(-1) – 16
P (1) = 2 + 1 + 2A + 4 P (-1) = -1 - k2 + 2A - 16
P (1) = 7 + 2A 17−k 2
−7=2 A A=
2
2
7
A=-
2
5. Use synthetic division to show
a. (x + 2) and (3x – 2) are factors of 3x4 – 20x3 + 80x – 48.
b. (x – 7) and (3x + 5) are not factors of 6x4 – 2x3 – 80x2 + 74x – 35.

a.) -2 3 -20 0 80 -48

-6 52 -104 48
3 -26 52 -24 0

2
3 -20 0 80 -48
 b.) 7 6 -2 -80 74 -35
42 280 1400 10318
6 40 200 1474 10283

−5
6 -2 -80 74 -35
3
-10 20 100 -290
6 -12 -60 174 -325

Lesson 4 – The Remainder Theorem and Factor Theorem

Write TRUE if the statement is true. Otherwise, modify the underlined word(s) to make
it true.
1. The roots of a polynomial equation in x are the values of x that satisfy the equation.
2. Every polynomial equation of degree n has n – 1 real roots.
3. The equation 2x3 – 6x2 + x – 1 = 0 has no rational root.
3
4. The possible roots of 3x5 – x4 + 6x3 – 2x2 + 8x – 5 = 0 are ± 5 , ±3, and ±5.

5. The only rational root of the equation x 3 + 6x2 + 10x + 3 = 0 is 3.

Give 3 examples of polynomial equations with a relatively short list of possible roots,
and 3 examples of polynomial equations with a relatively long list of possible roots.

For each item below, give a polynomial equation with integer coefficients that has the
following roots.
1. –1, 3, –6
2. ±2, ±7
3. 0, -4, -5, ±1
3
4. ±2, 3, 5
−1 2
5. ±2, ,
3 7
,3