10

Mathematics
Quarter 1 Week 1
 MATHEMATICS 10 QUARTER 1 Week 1

Competencies :
 The learner generates patterns given succession of numbers and illustrates an arithmetic
sequence. M10AL-Ia-1
 The learner illustrates an arithmetic sequence. M10AL-Ib-1

To The Learners :
Before doing this module, you have to set aside other tasks that will disturb you while enjoying the
lessons. Read the simple instructions below.
1. Follow carefully the contents and instructions indicated in this module.
2. Read and understand well the contents of this module.
3. Perform all the provided activities.
4. Answer the pre - test and post - test given.
5. Have fun and enjoy learning!

Learning Expectations
After going through this module you are expected to demonstrate knowledge and skills related to
sequences. Specifically, you should be able to:
a. generate and describe patterns;
b. identify the next few terms of a sequence;
c. differentiate finite from infinite sequence;
d. list the next few terms of a sequence given the general term;
e. find the general or nth term of a sequence; and
f. illustrate an arithmetic sequence.

Pre - test

Let us find out how much you already know about the topics in this module. Read each
question/statement carefully and write the letter of the correct answer on a separate sheet of paper.

1. Which set of numbers is an example of an arithmetic sequence?

a. 12, 19, 26, 33, 40 c. −6, 18,− 54, 162
b. d. 1, 1, 2, 3, 5
2. Give the first five terms of the sequence whose general term is

a. c. 5, 10, 15, 20, 25

b. d.
3. What is the next three terms in the arithmetic sequence 8, 3, −2, −7,…?
a. −13, −20, 10 c. 4, 7, 10
b. 12, 17, 22 d. −12, −17, −22
4. What is the general rule of the sequence 3, 10, 19, 30, 43?
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MATH 10 QUARTER 1 WEEK 1 P a g e 1|9
 a. 2 c. 7
b. 6 d.
5. A car manufacturing unit produced 650 cars in January, 775 cars in February, 900 cars in
March and so on is an arithmetic sequence. Find the number of cars that were produced in
the month of June.
a. 1025 b. 1150 c. 1275 d. 1400

Looking Back to your Lesson

Pattern
It is a sequence or a series that repeats. Math patterns are sequences that repeats based on a rule,
and a rule is a way to solve or calculate a problem.

Each item below shows a pattern. Identify the last term in each pattern.

1.

a a a
2.

3.
c
4. 0, 5, 10, 15, 20, 25, _______
Answers:
1. , because the pattern starts with a triangle followed by a circle, and so on.
The last shape in the given pattern is a circle and must be followed with a triangle.

2. The first pattern is composed of two squares, followed by four squares, six
squares and eight squares. Last pattern will be composed of ten squares.

3. The first pattern is composed of a rectangle and a circle, next is a

rectangle with two circles, and so on. Last must be a rectangle with
five circles

4. 30, each number has a difference of 5, the last number is 25 added by 5 is 30.

NOTE : The set of shapes and the sets of numbers above are called sequences.

Introduction of the Topic

Lesson 1 : Sequences
Sequence / Progression : it is a set of numbers written in a specific order.
Examples:

a. 2, 5, 8,11,14, … c.
b. 12, 8, 4, 0, −4,… d. 0.2, 1.4, 2.6, 3.8,…

Note that each sequence is a set of numbers, thus order is important. For some sequences of
numbers, a rule can be found to get from one number to the next.
Let’s try to find out the rules in each example given :

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MATH 10 QUARTER 1 WEEK 1 P a g e 2|9
 a. 2, 5, 8, 11, 14,… Notice that 3 is added to 2 to get 5, the same (3) is
added to 5 to get 8, and the same (3) is added to 8
to get 11.

Therefore, the rule is add 3

b. 12, 8, 4, 0, 4,… Notice that 4 is subtracted from 12 to get 8, the

– same (4) is subtracted from 8 to get 4, and the
same (4) is subtracted from 4 to get 0

Therefore, the rule is subtract 4

c.

=
= =

The rule is multiply by

d. 0.2, 1.4, 2.6, 3.8, 5,…

1.4 + 1.2= 2.6 3.8+ 1.2= 5

The rule is add 1.2

Examples of other sequences are shown below. These sequences are separated into two groups.
Finite Sequence
 A sequence that contains a finite number of terms or sequence with an end.
Infinite Sequence
 A sequence that contains an infinite number of terms or sequence without
end.

Examples:
Finite Sequence Infinite Sequence
2, 4, 6, 8, 10,...16 2, 4, 6, 8, 10, 12,…
3, −9, 27, −81, 243 10, 20, 30, 40, 50, …
0.2, 1.4, 2.6, 3.8, 5 20, 14, 8, 2, …
−5, 0, −5, 0,−5,…−5 3, 0, −3, 0,−3,…

Activities

Activity 1.1
Fill the numbers that are missing in each numerical sequence. Identify the rule that was followed to
create the sequence.
1. 16, 20, 24,_____, 32, 36, _____, ______
The rule for this numerical sequence is: _____________________

2. 9, 5, 1,_____, −7, −11, _____, ______

The rule for this numerical sequence is: _____________________

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MATH 10 QUARTER 1 WEEK 1 P a g e 3|9
 3. 20, 30, 40,_____, 60, 70, _____, ______
The rule for this numerical sequence is: _____________________

4. 15, −45, 135,_____, 1215, −3645, _____, ______

The rule for this numerical sequence is: _____________________

5. , ,
The rule for this numerical sequence is: _____________________

Activity 1.2
Write Finite if the given sequence an example of a finite sequence and Infinite if it is not.
__________________1. 5, 2, −1, −4, −7 __________________ 6. 1, 1, 2, 3,... 21
__________________2. 9, 15, 21, 27, 33,… __________________ 7. −12, 24, −36,…

__________________3. __________________ 8. 3, 9, 27,…,729

__________________4. 2√ , 6√ , 10√ , 14√ __________________ 9.

__________________5. __________________ 10. 2, 4, 6, 8,…

Lesson 2 : Finding the terms of a Sequence

TERM - It is any number in a sequence.
In the sequence 2, 5, 8, 11,14,…the first term is 2, followed by the second term which is 5,
the third term is 8, the fourth term is 11, and the fifth term is 14.
2, 5, 8, 11, 14,…

Examples:
1. Give the first five terms of the sequence whose general term is given by

Solution:
 To find the first, second, third, fourth, and fifth terms of this sequence, simply substitute
1, 2,3,4,5 for in the formula
1st term
2nd term
3rd term
4th term
5th term
Therefore, the first five terms are 5, 8, 11, 14, and 17.

2. Give the first five terms of the sequence whose general term is given by

 To find the first, second, third, fourth, and fifth terms of this sequence, simply substitute
1, 2, 3, 4, 5 for in the formula .

Therefore, the first five terms are and

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MATH 10 QUARTER 1 WEEK 1 P a g e 4|9
3. Give the first five terms of the sequence defined by the general term 4.
 To find the first, second, third, fourth, and fifth terms of this sequence, simply
substitute 1, 2, 3, 4, 5 for in the formula 4.

Following the pattern, and

Therefore, the first five terms are −1, 4, 11, 20, and 31.

Activities

Activity 2.1
Match the general rule/ nth rule in Column A with its corresponding sequence in Column B. Write the
letter of the correct answer and your solutions on a separate sheet of paper.
COLUMN A COLUMN B
_______1. 4n + 5 a. 3, 9, 15, 21, 27

_______2. 6n − 3 b. 50, 25, , ,10

_______3. −5 c. 1, , , 6,

_______4. d. 9, 13, 17, 21, 25

_______5. e. −1, 5, 13, 23, 35

Lesson 3 : Finding the nth term of a Sequence

Finding the nth term of a sequence from the 1st to few terms is not always automatic. That is, it
takes a while to recognize the pattern. Don’t be afraid to guess the formula for the general term.
Here are some pointers on how to find the general term of a sequence:
1. Study each term of the sequence as it compares to its term number.
a. Is it a multiple of the term number?
b. Is it a multiple of the square or cube of the term number? If each term is a multiple of
the term number, there will be a common number.

2. Examine the sequence. It is increasing or decreasing?

a. If it increases slowly, consider expressions that involve the term number plus or minus a
constant like : or
b. If it increases moderately, think about multiples of term number plus or minus a
constant like 2n or 3n− 1.
c. If it increases rapidly, try powers of the term number plus or minus a constant like
.
3. If the sequence consists of fractions, examine how the denominator and numerator change
as separate sequences.

For example: yields to

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MATH 10 QUARTER 1 WEEK 1 P a g e 5|9
Examples:
1. Write an expression in the general form or a rule of the sequence 3, 5, 7, 9,… Solution:
To find the general form or the rule for a specific sequence, we should look for an APPARENT
PATTERN.
For this sequence, you can observe that the difference between successive terms is 2.
In general, you can use trial – and – error method to find the rule.

Term 1 2 3 4
Value 3 5 7 9

2. Write an expression in the general form or a rule of the sequence 1,−2, 4,−8, 16,…
Solution:

As you can see in the given sequence, the sign of the terms alternate.
This means that the equation should be a negative. In general, you can observe that

3. Write an expression in the general form or a rule of the sequence 3, ,…

Solution:
Notice that 3 can be written as can be written as ;
2 can be written as and can be written as .

You can see that the numerators are 6, 5, 4, 3, … (7 − n) and the denominator is always 2.
Therefore, the general term or the nth term of the sequence is

Activities
Activity 3.1
Identify the general rule of the given sequences. Look for the answer below the box and exchange it
with the corresponding letter of the given sequence. Decode to find the answer on the trivia below.
MATH TRIVIA
What is the mathematical name for the division sign?

E 10, 13, 16, 19, 22 U 20, 10, , 5, 4

O B 5, 15, 25, 35, 45

L 5, 10, 15, 20, 25 S −3, 3, 11, 21, 33

Lesson 4 : Arithmetic Sequence

Arithmetic Sequence / Progression
 it is a sequence in which each term after the first is obtained by adding a fixed/constant
number called the common difference.
 To find the common difference, you can subtract two consecutive terms, second term to the
first term, third term to the second term, fourth term to third term and so on to find the
common difference of each term to one another.

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 Examples:

a. Terms 3, 7, 11, 15, 19,…

Difference 4 4 4 4
Solution: 7− 3 = 4 11− 7 = 4 15 – 11 = 4 19 − 15 = 4

b. Terms 2, 12, 22, 32, 42,…

Difference 10 10 10 10
Solution: 12 – 2 = 10 22 – 12 = 10 32 − 22 = 10 42 − 32 = 10

c. Terms 13, 5, −3, −11, − 19,…

Difference −8 −8 −8 −8
Solution: 5 – 13 = −8 −3− 5 = −8 −11− (−3) = −8 −19 − (−11) = −8

d. Terms

Difference

Solution

Activities
Activity 4.1
Determine the following sequence if arithmetic or not. Write ARITHMETIC if the given sequence
illustrates arithmetic sequence or NOT ARITHMETIC if it is not.
_________1. 10, 20, 30, 40, 50 _________6. 21, 15, 9, 3, −3
_________2. 3, 9, 27, 81, 243 _________7. 28, 34, 40, 46, 52

_________3. _________ 8. 0, 1,1,2,3, 5

_________4. 2√ , 6√ , 10√ , 14√ _________ 9.

_________5. _________10.

Lesson 5 : Finding the terms of an Arithmetic Sequence

Examples:
1. Find the next three terms of the arithmetic sequence 3, 8, 13, 18, 23, …

Solution:
 First, find the common difference. You can subtract the second term to the first term,
third term to the second term and so on to find the common difference of each term to one
another.
3, 8, 13, 18, 23,…

8–3=5 13 – 8 = 5 18 – 13 = 5 23 − 18 = 5
The common difference in the given sequence is 5. (The sequence is ascending)

 Add the common difference to the last given term. After getting the common difference
which is 5, add this to the last given term to obtain the next three terms. 3, 8, 13, 18, 23,…
The last term is 23.
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MATH 10 QUARTER 1 WEEK 1 P a g e 7|9
 Therefore, 23 + (5)= 28 28+ 5= 33 33+ 5 = 38
The next three terms are 28, 33, and 38.

2. Find the next three terms of the arithmetic sequence 10, 7, 4, 1, −2 ,…

Solution:
 First, find the common difference.
7 – 10 = −3 4 – 7 = −3 1 – 4 = −3 −2 – 1 = −3
The common difference in the given sequence is −3. (The sequence is descending)

 After finding the common difference which is −3, add this to the last given term to
obtain the next three terms.
−2 + (−3) = −5 −5 + (−3) = −8 −8 + (−3 )= −11
The next three terms are −5, −8, and −11.

3. Find the next three terms of the arithmetic sequence

 Find the common difference.

The common difference is .

 Add the common difference to the last given term.

The next three terms are

Activities
Activity 5.1
Find the common difference and write the next three terms of each arithmetic sequence.
_______1. 7, 12, 17, 22, 27, ______, ______, ______
_______2. −10, −7, −4, −1, 2, ______, ______, ______
_______3. 15, 11, 7, 3, −1, ______, ______, ______
_______4. 10, 20, 30, 40, 50, ______, ______, ______
_______5. 266, 282, 298, 314, 330, ______, ______, ______
_______6. 21, 9, −3, −15, −27, ______, ______, ______

_______7. 3√ , 9√ , 15√ , 21√ , ______, ______, ______

_______8. 2. 25, 5, 7.75, 10.5, 13.25, ______, ______, ______

_______9. , , ______, ______, ______

_______10. 10, 1, −8, −17, −26, ______, ______, ______

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MATH 10 QUARTER 1 WEEK 1 P a g e 8|9
 Post - test

Read each question/statement carefully and write the letter of the correct answer on a separate sheet
of paper.
1. Which set of numbers is an example of an arithmetic sequence?
c. 12, 19, 26, 33, 40 c. −6, 18,− 54, 162
d. d. 1, 1, 2, 3, 5
2. Give the first five terms of the sequence whose general term is

a. c. 5, 10, 15, 20, 25

b. d.
3. What is the next three terms in the arithmetic sequence 8, 3, −2, −7,…?
c. −13, −20, 10 c. 4, 7, 10
d. 12, 17, 22 d. −12, −17, −22
4. What is the general rule of the sequence 3, 10, 19, 30, 43?
c. 2 c. 7
d. 6 d.
5. A car manufacturing unit produced 650 cars in January, 775 cars in February, 900 cars in
March and so on is an arithmetic sequence. Find the number of cars that were produced in
the month of June.
b. 1025 b. 1150 c. 1275 d. 1400

References
Grade 10 Math Module 1 Searching for Patterns, Sequences and Series. June 15, 2015.

Sumo, Carmen T., Queenie S. Flores, Manuel T. Kotah, Eugenia V. Guevarra, and Simon L. Chua.

Phoenix Math For the 21st Century Learners. Quezon City: Phoenix Publishing House, 2015.

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