10

MATHEMATICS
QUARTER 1
Week 1_01

Capsulized Self-Learning
Empowerment Toolkit

GLISSETTE C. GALLO
Zamboanga National High School – West

Schools Division Office of Zamboanga City

Region IX, Zamboanga Peninsula
Zamboanga City

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”

 SUBJECT &
GRADE/LEVEL MATHEMATICS 10
QUARTER FIRST WEEK 1_01 DAY ____________________________________
dd/mm/yyyy

TOPIC Sequences
The learner generates patterns (M10-AL-Ia-1)
1. Describes patterns;
LEARNING
2. Gives the next symbol or term;
COMPETENCY
3. Finds the next few terms given the 𝑛𝑡ℎ term;
4. Finds the next term of a given sequence.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.

UNDERSTAND
Sequences

ACTIVITY: DO WE HAVE DIFFERENCE?

Directions: Study the following set of numbers or objects or letters. Describe each.
Set Guide Questions
✓ How are the letters written?
1. A, b, C, d, E, f, … ✓ Did you notice the letters after the
other?
✓ What does this demonstrate?
✓ Does the figure connote movement?
2. ✓ Is it going to the left? Or to the right?
✓ What does the picture express?
✓ What kind of polygons are they?
✓ What have you noticed with the colors
3. of the polygon?
✓ What do the colors show in the
figure?
✓ What kind of polygons are they?
✓ How are the polygons drawn?
4. ✓ How about the colors of the
polygons?
✓ What does the figure illustrate?
✓ What is the difference between the 1st
and the 2nd? How about the 2nd and
3rd? 3rd and 4th?
✓ What have you observed with the
5. 𝟏, 𝟑, 𝟓, 𝟕, 𝟗, 𝟏𝟏, 𝟏𝟑, … difference between any two
consecutive numbers? Are the
differences the same?
✓ Can you guess the next number after
the last?

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 A What is a Pattern?

PATTERN
.
A pattern constitutes a set of numbers or objects in which all members are
related with each other by a specific rule. Pattern is also known as sequence.

B What is a Sequence ?

SEQUENCE
.
A sequence is a succession of numbers in a specific order.

Each number in a sequence is called term. The terms are formed according to some
fixed rule or property. They are arranged as the first term, second term, third term, and so
on.

1 , 3 , 5 , 7 , 9 , 11 , 13 , …

1st 2nd 3rd 4th 5th 6th 7th

Ellipsis
Term Term Term Term Term Term Term

ELLIPSIS
.
the symbol “...” means “and so on” or "continue on in like manner"

ILLUSTRATIVE EXAMPLES

1 +3 +3 +3 +3 +3
3 6 9 12 15 ?
Pattern: add 3 to the previous term to get the next term. The 6 th term is 18

2
+1 +3 +1 +3 +1 +3
3 4 7 8 11 ? ?
Pattern: Alternatingly add 1 and 3 to the previous term to get the next term.
The 6th term is 12. Can you guess the 7th term?

3
×2 ×2 ×2 ×2 ×2 ×2 ×2

1 2 4 8 16 ? ? ?
Pattern: “Multiply the previous term by 2 to get the next term”.
The 6th term is 32. What is the 7th term? How about the 8th term?

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 C What is a Sequence?

FINITE AND INFINITE SEQUENCE

.
A sequence with a definite number of terms is a finite sequence while a
sequence with no definite number of terms is an infinite sequence.

EXAMPLES:

Finite Sequence Infinite Sequence

5, 10, 15, 20 , 25 −9, −2, 5, 12, 19, …
1, −3, 9, −27, 81 … , −64, −49, −36, −25, −16

D Conveting nth term (explicit formula) to sequence and Vice Versa

An explicit formula designates the nth term of the sequence, as an expression

of n (where n = the term's location)

STEPS IN FINDING THE TERMS OF A SEQUENCE

1. Substitute the value of 𝒏 in the given formula.
2. Evaluate using PEMDAS (Parenthesis, Exponent, Multiplication, Division,
Addition, and Subtraction) rule.

EXAMPLE:
Find the first five terms of the sequence given the formula 𝒂𝒏 = 𝟐(𝒏 + 𝟏).
STEPS ILLUSTRATIVE EXAMPLE
𝑺𝒐𝒍𝒗𝒊𝒏𝒈 𝒇𝒐𝒓 𝒂𝟏 𝑺𝒐𝒍𝒗𝒊𝒏𝒈 𝒇𝒐𝒓 𝒂𝟒
GIVEN
so, 𝒏 = 𝟏 so, 𝒏 = 𝟒
STEP 1: Substitute the value of 𝑛
𝑎1 = 2(1 + 1) 𝑎4 = 2(4 + 1)
in the given formula.
STEP 2: Evaluate using
PEMDAS
𝑎1 = 2(2) 𝑎4 = 2(5)
⚫ Add the terms inside the
parenthesis
⚫ Multiply the factors 𝑎1 = 4 𝑎4 = 10

Do the same procedure if 𝑛 = 2, 𝑛 = 3 and 𝑛 = 5, then list the sequence below. Hence,
the first five terms of the given sequence is 𝟒, 𝟔, 𝟖, 𝟏𝟎, 𝟏𝟐.

STEPS IN FORMULATING THE EXPLICIT FORMULA OF A SEQUENCE

1. Look for a pattern among the terms.
2. If the terms are fractions, look for a separate pattern among numerators
and denominators.
3. Look for a pattern among the signs of the terms.
4. Write a formula for 𝑎𝑛 in terms of 𝑛. Test your formula for 𝑛 = 1, 𝑛 = 2 and
𝑛 = 3, to know if your formula is correct.

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EXAMPLES:
Discover the explicit formula of the following sequences by looking at the pattern.
1 2 3 4 5
1. , , , , , …
2 3 4 5 6

STEPS ILLUSTRATIVE EXAMPLE

1 2 3 4 5
Given the sequence , , , , , …
2 3 4 5 6
1 1
𝑎1 = =
STEP 1: Look for a pattern. 2 1+1
2 2
STEP 2: Since the terms are 𝑎2 = =
fraction, look for a separate pattern 3 2+1
among numerators and 3 3
denominators. 𝑎3 = =
4 3+1

Notice that in each term the denominator is 1 more

than the numerator.
𝒏
STEP 3: Write a formula. Hence the formula is 𝒂𝒏 = 𝒏+𝟏.

2. −1, 1, −1, 1, −1, …

STEPS ILLUSTRATIVE EXAMPLE
Notice the number is constant only the sign change
STEP 1: Look for a pattern.
alternately
STEP 2: Since the terms are 𝑎1 = −1 = (−1)1
fraction, look for a separate pattern 𝑎2 = 1 = (−1)2
among numerators and 𝑎3 = −1 = (−1)3
denominators.
Thus, the explicit formula of the given sequence is
STEP 3: Write a formula.
𝒂𝒏 = (−𝟏)𝒏 .

SAQ-1: What is the importance of knowing the steps in formulating an explicit formula?
SAQ-2: State/Illustrate a real-life application of pattern or sequence.

Let’s Practice! (Write your answer on the separate sheets provided.)

ACTIVITY 1: What’s My Pattern?

Directions: State the pattern of the following set.

GIVEN PATTERN

1.

Face Expression

2.

Arrows

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 3.

Polygons

4.

Triangles

5. 1 4 9 16
Numbers

ACTIVITY 2: What Comes Next?

Directions: Looking at the pattern, write the next three terms of the sequence.

1. 3, 7, 11, 15, _____ , _____, _____

2. A, C, E, G, I, _____, _____, _____
3. 2, 5, 10, 17, _____, _____, _____
4. A1, B2, C3, D4, E5, _____, _____, _____
5. 1, 1, 2, 3, 5, 8, _____, _____, _____

ACTIVITY 3: Convert Me!

Directions: Convert the following as indicated.

A. Generate the first five (5) terms of the sequence from the given formula.
1. 𝑎𝑛 = 10 − 𝑛2
1 1
2. 𝑎𝑛 = 𝑛 +
4 2

B. Formulate an explicit formula from the given sequences.

1. 10, 15, 20, 25, 30, 35, …
2. 3, 6, 12, 24, 48, 96, …
3. 2, 4, 8, 16, 32, …

REMEMBER
Key Points

⚫ A pattern constitutes a set of numbers or objects in which all members are related with
each other by a specific rule. Pattern is also known as sequence.

⚫ A sequence is a succession of numbers in a specific order. Each number in a

sequence is called term. The terms are formed according to some fixed rule or
property. They are arranged as the first term, second term, third term, and so on.

⚫ A finite sequence has a starting number, a difference or factor, and a fixed total
number of terms.

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 ⚫ Infinite sequences don't have a fixed number of terms, and their terms can grow to
infinity, decrease to zero or approach a fixed value.

⚫ Steps in finding the next terms of the given 𝒏𝒕𝒉 term

⚫ Substitute 𝑛 on the given 𝑛𝑡ℎ term
⚫ Evaluate using PEMDAS (Parenthesis, Exponent, Multiplication, Division, Addition,
and Subtraction) rule.

⚫ Steps in formulating 𝒏𝒕𝒉 term (explicit formula) of a sequence

⚫ Look for a pattern among the terms
⚫ If the terms are fractions, look for a separate pattern among numerators and
denominators.
⚫ Look for a pattern among the signs of the terms.
⚫ Write a formula for 𝑎𝑛 in terms of 𝑛. Test your formula for 𝑛 = 1, 𝑛 = 2 and 𝑛 = 3,
to know if your formula is correct.

TRY
Let’s see how much have you learned today!
Directions: Study the following assessments carefully and write your answers on the
Learner’s Assessment sheet.

Assessment 1:
Directions: Supply the missing terms.

1. 4, 8, _____, 16, 20, …

2. −1, 1, _____, 5, _____, …
3. _____, 23, 33, _____, 53 …
1 3 7
4. , , _____ , ,…
2 2 2
5. −28, −24, _____, −16, −12, …
6. _____, 𝑀𝑎𝑟, _____, 𝐽𝑢𝑙, 𝑆𝑒𝑝𝑡, _____
7. _____, 8, 11, _____, _____, 20, . ..
1 3 5 7
8. , 1, , 2, , _____ , , 4, _____, …
2 2 2 2
9. _____, −6, 12, _____, _____. ...
10. 1, 4, 9, 16, _____, 36, 49, 64, _____, …

Assessment 2:
Directions: Match column A with the correct answer on column B. Write the letter of the
correct answer on the space provided.

Column A Column B

1. 𝑎𝑛 = 12(3)𝑛−1 A. 10, 13, 16, 19

2. 32, 42, 52, 62, … B. 𝑎𝑛 = −33 + 2𝑛
3. 7, 17, 27, 37, … C. 𝑎𝑛 = 22 + 10𝑛
4. 𝑎𝑛 = 3𝑛 + 7 D. 12, 36, 108, 324, …
5. −31, −29, −27, −25, … E. 𝑎𝑛 = 10𝑛 − 3

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 Assessment 3:
Directions: Choose the letter of the correct answer from the given choices. Encircle the letter
of your choice.
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1. If 𝑎𝑛 = − 𝑛, what is 𝑎5 ?
1 1
a. 2 b. − 2 c. 1 d. −1

1 1 1
2. Which of the following 𝑛𝑡ℎ terms define by the sequence 1, , , , …?
2 3 4
1 𝑛 2 𝑛+1
a. 𝑎𝑛 = 𝑛 b. 𝑎𝑛 = 2 c. 𝑎𝑛 = 𝑛 d. 𝑎𝑛 = 𝑛

3. Which of the following patterns BEST describe the sequence 0, −4, −8, −12, …?
a. “add −4 to the previous term to get the next term”
b. “subtract −4 to the previous term to get the next term”
c. “multiply −4 to the previous term to get the next term”
d. “divide −4 to the previous term to get the next term”

4. How would you describe the pattern of the sequence, 1, −3, 9, −27, 81, …?
a. “the common difference is 3” c. “−3 is the common factor”
b. “the common difference is −3” d. “3 is the common factor”

5. Given the sequence 22, 24, 28, 34, 42, …, which of the following is the next term?
a. 50 b. 52 c. 56 d. 60

Julieta G. Bernabe, et. Al., Our World of Math 10, Quezon City: Vibal
Group Inc, 2014, 2 – 4.

What is the difference between a sequence and a series?, Sciencing,

last modified April 27, 2018, www.sciencing.com.
REFERENCE/S
Ellipsis, Math Spoken Here!, last modified 2005,
www.mathnstuff.com.

Illustration: www.math-salamanders.com

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LEARNING RESOURCE DEVELOPMENT TEAM

WRITER GLISSETTE C. GALLO – ZNHS West
ILLUSTRATOR
LAYOUT ARTIST Abdurauf J. Baldomero

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 Zandro G. Sepe, M.S. Dr. Elizabeth M. Raciles
Rosemary B. Garcia Dr. Osita A. Ponce
LEARNING TEAM /
Ronald Manalo Rubie Cruz
EVALUATORS
Cris A. Buhayan Cherlita Guimalan
Melvin C. Macrohon
MANAGEMENT Dr. Roy C. Tuballa, CESO VI Dr. Mildred D. Dayao
AND SPECIALIST Dr. Oliver B. Talaoc Dr. Vilma A. Brown

“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”