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MATHEMATICS -SPINS
LAS 1
SEQUENCE
ADVANCE
Summer Program on the Improvement of Numeracy Skills (SPINS)
in Mathematics 10
Learning Resource Material (LRM)
LAS 1 – SEQUENCE (ADVANCE)
First Edition 2022

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Development Team
Writer: Jonh Rell Y. Pingoy
Content Evaluator: Janrie M. Ragine, MAT
Language Editor: Erhardie Priel B. Tejero
Reviewers: Reggie B. Enriquez
Illustrator: Renato G. Pontilar
Layout Artist: Jay Sheen A. Molina
Cover Art Designer: Renato G. Pontilar
Management Team:
Ruth L. Estacio PhD, CESO VI-Schools Division Superintendent
Jasmin P. Isla - Assistant Schools Division Superintendent
Lalaine SJ Manuntag PhD - CID Chief
Nelida A. Castillo - Division EPS In Charge of LRMS
Roselyn G. Dardo -EPS Mathematics

Printed in the Philippines by Department of Education – Schools Division of South Cotabato

Office Address: Alunan Avenue, City of Koronadal

Telefax: (083) 228-3801
E-mail Address: southcotabato@deped.gov.ph

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 10
MATHEMATICS-SPINS
LAS 1
SEQUENCE
ADVANCE
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Learning Resource Material (LRM) on

Sequence (Advance)!

This learning resource material was collaboratively designed, developed, and

reviewed by Mathematics Educators from public institutions to assist you, the
teacher or facilitator, in helping the learners meet the standards set by the K–
12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource material hopes to engage the learners in 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.

In addition to the material in the main text, you will also see this box in the
body of the Learning Activity Sheet:

As a facilitator, you are expected to orient the learners on how to use this
learning activity sheet. 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 Learning Activity Sheet.

For the learner:

Welcome to the Mathematics __ Learning Resource Material (LRM) on

Sequence (Advance)!

The hand is one of the most symbolic parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies
that you, as a learner, are capable and empowered to successfully achieve the
relevant competencies and skills at your own pace and time. Your academic
success lies in your own hands!

This learning resource material 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
resource while being an active learner.

iv
This learning resource material has the following parts and corresponding
icons:

Design – This will give you an idea of the skills or competencies

you are expected to learn from the learning activity
sheets.

Review –This contains activities that will check your prior

knowledge. Also, this is a brief drill or activity to help
you link the current lesson with the previous one.

Engage – 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.

Apply – This comprises activities for independent and group

performance practices to solidify your understanding
and skills of the topic.

Measure – This section provides an activity that will help you

transfer your new knowledge or skill into real-life
situations. This also evaluates the level of mastery in
achieving learning competency.

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 Design

Learning Competencies

1. Generates patterns (M10AL-Ia-1)

2. Illustrates an arithmetic sequence (M10AL-Ib-1)
3. Illustrates a geometric sequence (M10AL-Id-1)
4. Solves problems involving sequences (M10AL-If-2)

Objectives:

At the end of the lesson, the learners should be able to:

1. Determine the mathematical pattern and the nth term of a given

sequence;
2. Identify an arithmetic sequence and a geometric sequence.
3. Determine the common difference and the nth term of a given arithmetic
sequence;
4. Determine the common ratio and the nth term of a given geometric
sequence;
5. Solves real-life problems that involve arithmetic and geometric
sequence.

References:

Oronce, Orlando A & Mendoza, Marilyn O. 2019. E – Math: Worktext in

Mathematics 10. Manila. Rex Book Store, Inc.

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 Review

Pattern is everywhere. Patterns can be repeated objects, shapes colors,

objects, or numbers. In this learning activity sheet, we will learn how to
determine patterns in a given order of numbers. As a start of this learning
activity let us start by drawing the next picture in each picture pattern.

1.

2.

3.

4.

5.

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 Engage

Lesson 1: Generating Pattern

Number pattern is everywhere in mathematics. A pattern is a repeated

arrangement of objects, numbers, shapes, colors, and so on. In Mathematics,
we use number patterns to predict the proceeding numbers in a given
arrangement. We call this given ordered list of numbers with a specific rule or
pattern a sequence.
Examples of sequence such as
Arrangement of
Mathematical Set Mathematical Pattern
Number
Adding 1 in the previous term
Whole Numbers 0, 1, 2, 3, 4, . . . to get the value of the next
term.
Adding 2 in the previous term
Odd Numbers 1, 3, 5, 7, 9, . . . to get the value of the next
term.
Multiplying 2 in the previous
The sum of numbers in a
1, 2, 4, 8, 16, 32, . . . term to get the value of the
row in Pascal’s Triangle next term

By exploration, each number in the sequence is called a term. The

terms in a sequence can be written as a1, a2, a3, a4, . . ., an where a1 is the
first term, a2 is the second term, a3 is the third term and an is the nth term of
the given sequence. Sequences are classified as finite and infinite. A finite
sequence contains a limited number of terms. While infinite sequence
contains a countless number of terms. The number of terms of the sequence
continues without stopping or it has no end term. The ellipsis (…) at the end
of the given examples shows that the sequences are infinite.
Number pattern is quite challenging because you need to find clues to
complete them. For example, we have this given order of numbers
5, 8, 11, 14, __, __, __ what will be the next terms?
To answer that we need to explore the relationship of the previous term to
the next term. In the given example we have the given solution.

5 8 11 14 17 20 23

+3 +3 +3 +3 +3 +3
Therefore, the next three terms will be 17, 20 and 23.
Let us have the next two examples,
1. -81, 27, -9, ___, ___
1 3
2. 2, 1, 2, ___, ___

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Solution:
1. In the given sequence, notice that the sign of each term and the
proceeding term is the quotient of the previous term divided by 3.
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This only gives us a clue that the pattern is multiplying − 3 on the
previous term to get the next term.

Therefore,
-81 27 -9 3 -1

1 1 1 1
× − × − × − × −
3 3 3 3
Take Note:

1 −18 × −1 18 ✓ Remember that when we multiply whole

−18 × − = = = 27 numbers to fraction, we will just multiply the
3 3 3 whole number to the numerator. Then we will
find the greatest common factor to simplify
1 27 × −1 −27
27 × − = = = −9 the fraction. In this case, 18 and -27 are both
3 3 3 divisible by 3.

Therefore, the missing terms in the given sequence are 3 and -1.
2. Observe that in the given sequence:
1 3 2 𝟓
1
2 2 𝟐

1 1 1 1
+ + + +
2 2 2 2
1
The given sequence shows that a term is obtained by adding 2
in the previous term.

Activity 1. Answer the given question below by determining the missing number
in a given number sequence. The missing number represents a word
that will complete the phrase to answer the question.

How many monsters are good in math?

1 2 3 4 5

1. ____, 4, 6, 8 4. ____, 8, 16, 32

2. -8, ____, 18, 31 5. ____, 8, 27, 64, 125
3. 1, ____, 9, 27, 81

AS I COUNT MY YEARS, NONE OF MY MEMORIES

0 10 4 -11 9 2 7 8 13
HAD TREMBLED ME BUT ONLY DRACULA.
20 12 14 5 3 1

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Lesson 2: Arithmetic Sequence
When the rule in a given sequence is by adding a constant in the
previous term to get the value of the next term, we call that arithmetic
pattern or arithmetic sequence. This constant term is a common difference.
Examples like:
6, 13, 20, 27, 34, . . . where we add a constant 7 in each term to get the
value of the next term, therefore 7 is a common difference.
9, 4, -1, -6, . . . where we add a constant -5 in each term to get the value
of the next term, therefore -5 is a common difference.
The sequence a1, a2, a3, . . ., an, is arithmetic if there is a number d
such that:
a2 – a1 = d, a3 – a2 = d, a4 – a3 = d
where d is the common difference in the arithmetic sequence.

The formula for the nth Term of an Arithmetic Sequence.

The nth term, an, of an arithmetic sequence with the first term, a1, and
common difference, d, is given by
an = a1 + (n – 1)d
where a1 is the first term, d is the common difference and an is the nth term.

Let us have the following examples:

1. 1, 3, 5, 7, . . ., a10
2. 15, 11, 7, 3, . . ., a8
2 1 −4
3. 5 , 15 , 15 , . . ., a9
Solution:

1. In the first example will first determine the common difference by

finding the difference between any two consecutive terms:

3 – 1 = 2; 5 – 3 = 2; 7 – 5 = 2, therefore 2 is the common difference.

Using the formula in finding the desired term in a given arithmetic

sequence,
an = a1 + (n – 1)d
Note that a1 = 1, d = 2 and n = 10. Therefore,

a8 = 1 + (10 – 1) (2)
a8 = 1 + (9) (2)
a8 = 1 + 18
a8 = 19.
Then the 10th term of the given arithmetic sequence is 19.

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2. For the second example, solve for the common difference:

11 – 15 = -4; 7 – 11 = -4; 3 – 7 = -4

Take note

Remember that in finding the common difference we will subtract the first term to the
second term, second term to the third term, third term to fourth term and so on. If the
previous term is greater than the next term, then the common difference is negative.

Note that a1 = 15, d = -4 and n = 8. Therefore,

a8 = 15 + (8 – 1) (-4)
a8 = 15 + (7) (-4)
a8 = 15 + -28
a8 = -13.
Then the 8th term of the given arithmetic sequence is -13.

3. For the third example, solve for the common difference:

1 2 1 6 5 1 4 1 4 4 5 1
− → − = − 𝑜𝑟 − − − → − +− = − 𝑜𝑟 −
15 5 15 15 15 3 15 15 15 15 15 3

Take note

Remember that in adding and subtracting fractions, if dissimilar or with different

denominators, we will first find Least Common Denominator (LCD) to make the two
1
fractions similar. Take note that 15 is the least common denominator for fractions 15

2 2 6 1
and . Then, we will convert to while we will retain since it already has 15 as
5 5 15 15
denominator. With these, we now have fractions with the same denominator.

2 1
Note that a1 = 5, d = − 3 and n = 9. Therefore,

2 1
a9 = + (9 – 1) (− 3)
5
2 1
a9 = + (8) (− 3)
5
2 8
a9 = + −3
5
6 40
a9 = + − 15
15
34 4
a9 = − 15 𝑜𝑟 − 2 15

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 Activity 2. Find the 7th term of each Arithmetic Sequence. After getting
the 7th term of each sequence, describe the pattern of the
values found in the 7th terms.

Arithmetic Sequence 7th Terms

1. 10, 15, 20, 25, . . .
2. 92, 82, 72, 62, . . .
3. -24, -16, -8, 0, . . .
4. 4, 6, 8, 10, . . .
5. 38, 33, 28, 23, . . .

Lesson 3. Geometric Sequence

A geometric sequence is an arrangement of numbers in which each term
is obtained by multiplying a constant value called common ratio r in the
previous term to get the value of the next term.
In the terms a1, a2, a3, a4, . . ., an, we obtain the common ratio r by
dividing a given term by its previous term,
𝑎2 𝑎3 𝑎4
= 𝑟; = 𝑟; =𝑟
𝑎1 𝑎2 𝑎3
The formula for the nth Term of an Arithmetic Sequence.
The nth term, an, of an arithmetic sequence with the first term, a1, and
common ratio, r, is given by an = a1 • r(n – 1)
where a1 is the first term, r is the common ratio and an is the nth term.

Let us find the nth term of the following geometric sequence.

1. 3, 6, 12, 24, . . . a10
2. 4, -20, 100, -500, . . ., a9
3. 81, 27, 9, 3, . . ., a7
Solutions:
1. 3, 6, 12, 24, . . . a10
a. Find the common ration r by dividing a given term by its previous
term
6 12 24
= 2; = 2; =2
3 6 12
Therefore, the common ration is 2 for the given geometric sequence.
b. Solve for the 10th term of the given sequence
Note that a1 = 3, r = 2, and n = 10, then using the formula
a10 = 3 • (2)(10 – 1)
a10 = 3 • (2)(9)
Note that 29 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 = 512
a10 = 3 • (512)
a10 = 1 536.

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 2. 4, -20, 100, -500, . . ., a9
a. Find the common ratio r
−20 100 −500
= −5; = −5; = −5
4 −20 100
Therefore, the common ratio for the given geometric sequence is -5.
b. Solve for the 9th term of the given sequence
Note that a1 = 4, r = -5, and n = 9, then using the formula
a9 = 4 • (-5)(9 – 1)
a9 = 4 • (-5)(8)
Note that (-5)8 = −5 × −5 × −5 × −5 × −5 × −5 × −5 × −5 = 390 625
a9 = 4(390 625)
a9 = 1 562 500

3. 81, 27, 9, 3, . . ., a7

a. Find the common ratio r

27 1 9 1 3 1
= ; = ; =
81 3 27 3 9 3
1
Therefore, the common ratio for the given geometric sequence is .
3
b. Solve for the 7th term of the given sequence
1
Note that a1 = 81, r = , and n = 7, then using the formula
3
1
a7 = 81 • ( )(7 – 1)
3 Remember the Power of a Quotient
1
a7 = 81 • ( )(6)
3 1 6 16 1
1 ( ) = 6=
a7 = 81 • ( ) 3 3 729
729
81 (1)(81)
a7 = =
729 (9)(81)
1
a7 =
9

Activity 3. Solve for the nth term of the following geometric sequence.
1. 7, 21, 63, 189, . . ., a12
2. 5, 30, 180, 1080, . . ., a9
3. 5, -10, 20, -40, . . ., a10
1 1
4. 2, 1, , ,..., a7
2 4
1
5. , 1, 2, 4, . . ., a13
2

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 Apply

A. Understanding patterns is very important in various mathematical

investigations. Let us apply our understanding in sequence to find the
pattern and solve for the given nth term.
Task:
1. Get clothespin (ipit) used in your household.
2. Connect one clothespin to every end of another clothespin.
Illustration:
Second Layer

First Layer

3. Continue this until the 4th layer.

4. Present your data in the table below:

Layer 1 2 3 4
Number of Clothespins
5. Determine the Pattern on the number of clothespins in relationship to
the layer.
6. What type of sequence is the arrangement of numbers in the given
activity?
7. How many clothespins will there be in the 10th layer?

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 Measure
Assessment
Let us check your understanding of patterns and sequences.
1. Which of the following BEST describes a number sequence?
a. list of numbers
b. order of numbers based from lowest to highest
c. enumerated collection of numbers
d. set of numbers in a specific order according to a fixed rule
2. Which of the given examples represents the definition of number sequence?
a. 5, 6, 11, 12 b. 7, 10, 13, 22 c. 1, -1, 1, -1 d. 2, 3, 5, 7, 11
3. In the given sequence 44, 22, 11, . . ., what is the pattern to get the value of the
next term?
a. Multiply 2 b. Add -22 c. Minus 22 d. Divide by 2
4. Which sequence is NOT an example of an arithmetic sequence?
a. -6, -7, -9 b. 19, 21, 23 c. 15, 10, 5 d. 18, 12, 6
5. What is the common difference for 10, 20, 30, 40, . . . ?
a. 5 b. 10 c. 15 d. 20
6. Find the next 8th terms in the arithmetic sequence: 9, 19, 29, 39, ...
a. 49 b. 59 c. 69 d. 79
7. Which of the following statements BEST differentiates the arithmetic sequence
from the geometric sequence?
a. In an arithmetic sequence, we multiply the consecutive terms to get the next
term, while in the geometric sequence we get the square of the former term
to get the next term.
b. An arithmetic sequence is a sequence with the difference between two
consecutive terms constant while the geometric sequence is a sequence with
the ratio between two consecutive terms constant
c. The arithmetic sequence are consecutive numbers with a common multiple,
while geometric sequences are consecutive numbers that can divide a single
number.
d. Arithmetic sequence is a set of consecutive numbers while the geometric
sequence is the sum of these set of numbers.
8. What is the formula to get the nth of a given geometric sequence?
a.
an = a1r n −1 b.
an = a1r n c.
an = a1r n +1 d.
an = a1r n + 2

9. If the common ratio is 6, then what geometric sequence is being represented?

a. {6, 12, 18, 24} c. {6, 1, 1/6, 1/12}
b. {6, 36, 216, 1296} d. {1, 1/36. 1/216, 1/1296}
10. Michael is filling the books in the school library and putting them on shelves.
He puts 2 books on the first shelf, 8 books on the second shelf, 32 books on the
third shelf, and 128 books on the fourth shelf. How many books are there in the
10th shelf that Michael needs to file?
a. 131 072 b. 262 144 c. 524 288 d. 1 048 576

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 Disclaimer

This Learning Resource Material (LRM) was developed by SDO South

Cotabato with the primary objective of preparing for and addressing the
needs Numeracy Skills. Contents of this material were based on DepED’s
Most Essential Learning Competencies (MELC). This is a supplementary
material used by all learners under Summer Program on the Improvement
of Numeracy Skills of SDO South Cotabato in all public schools beginning
School Year 2022-2023. The process of LR development was observed in the
production of this material. This is version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Schools Division of South Cotabato
Learning Resource Management Section (LRMS)

Alunan Avenue, Koronadal City

Telefax No.: (083) 228-3801
Email Address: southcotabato@deped.gov.ph