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Mathematics
Quarter 1 – Module 1:
PATTERN AND SEQUENCE
(M10ALIa-1)
Mathematics – Grade 10
Self-Learning Module (SLM)
Quarter 1 – Module 1: SEQUENCE AND PATTERN First Edition, 2020

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Development Team of the Module

Writer: Julius P. Ledesma
Editor (Language/Social Content): Vivencio O. Aniñon, Ed.D/Ruby A. Buhat, Ed.D
Reviewer: Nora B. Mendoza / Maureen Socorro N. Muñasque
Illustrator: Geunicar A. Perez, MAELT
Layout Artist: Geunicar A. Perez, MAELT
Cover Art Designer: Ian Caesar E. Frondoza
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Concepcion F. Balawag, CESO V - Schools Division Superintendent
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar - REPS, Mathematics
Pancho G. Balawag, Ed. D - CID Chief
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Engr. Reynaldo SE Villan – EPS, Math

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Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by- step as you
discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At
the end of each module, you need to answer the post-test to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest in
using these.
In addition to the material in the main text, Notes to the Teachers are also provided to
the facilitators and parents for strategies and reminders on how they can best help you
on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in
this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Patterns and Sequences. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

The module is divided into four lessons, namely:

 Lesson 1 – Patterns and Sequence
 Lesson 2 – Explicit Form of Sequence
 Lesson 3 – Recursive form of Sequence

After going through this module, you are expected to:

1. solve and generate patterns;
2. solve sequence using explicit form of sequence;
3. solve sequence using recursive form of sequence.

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 What I Know

Let us check your prior knowledge about patterns by answering the problems
below.
A. Complete the sequence

Very Good! You did a great job. You’re now ready for the
next set of activities.

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 Lesson

1 Patterns and Sequences

Congratulations! You are now ready to start with another module. Do you know that
sequences are used to model and solve many mathematical ideas and real-life
situations? After Using this module, the learner is able to solve and generate
patterns. (M10AL-Ia-1)

What’s In

In your previous years, patterns is perceived by simply looking at the similarity/ies

of object/s or thing/s.

A pattern is an arrangement of things repeated in an orderly, recognizable fashion.

Example

1. What is the next figure in the pattern below?

Solution:
It can be observed that the pattern above is made up of two geometric
figures – circle and a triangle. The pattern begins with a circle, then a triangle, then

two figures alternate. Logically, the geometric figure that should follow is .

Numbers in a problem that are not given can be found by using established
pattern.

Example

2. What number comes next in 1,3,5,7,9, ?

Solution

Looking at the given numbers, the sequence is increasing, with each term being
two more than the previous term: 3= 1+ 2, 5 = 3+2 , 7= 5+2 , and 9= 7+2. Therefore,
the next term should be 11 since 11 =9+2.

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 What’s New

Now we are ready to learn about sequence. Are you ready???

Sequence
An ordered list of numbers such as 2, 5, 8, 11,14,… is called a sequence. The
numbers in a sequence, that are separated by commas, are the terms of the
sequence. In the above example, 2 is the first term, 5 is the second term, 8 is the
third term, 11 is the fourth term and 14 is the fifth term. The three dots “… ” indicate
that the sequence continues beyond 14, which is the last written.

It is customary to use the notation an to designate the nth sequence. Where,

represents the first term of a sequence.

Sn = a1, a2, a3, a4, a5 ,… where a1 represent the first term of the
sequence a2 represents the second term of a sequence.
a3 represents the third term of a sequence.
an represents the nth term of a sequence.

Example
3. What is the 10th term in the sequence 2, 6, 12, 20, 30, n2 + n…?

Solution

From the sequence, a1=2, a2=6, a3=12, a4=20, a5=30, and an = n2 + n

Hence, the 10th term is a10 = 102+10 = 110.

This type of sequence is known as Explicit Form of Sequence.

Another way of examining the next term of a sequence and determining

the nth term formula is by constructing a difference table. A difference
table shows the differences between successive terms of the sequence.

4. Use a difference table to determine the next term of the previous

sequence 2,5,8,11,14, .
Solution
sequence: 2 5 8 11 14…

first difference 3 3 3 3 (1)

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 Thus, if we use the above difference table, we can predict the next
term in the sequence is 14 + 3 = 17.
This method is also known as Recursive Form of a Sequence.
Example
5. Use recursive form to determine the next term of the previous
sequence.

Solution
sequence: 5 14 27 44 65 …

first difference 9 13 17 21… (1)

Second difference 4 4. 4 …. (2)

In this difference table, the first differences (row 1) of the sequence are not all
the same. In such situation, it is helpful to compute the successive differences
of the previous differences until having all differences of the same constant. In
the above example, the second differences are all 4. If the pattern continues,
then a 4 would also be added to the first difference, 21 to produce the second
difference, 25. That is, 21 + 4 = 25 . We then add this difference to the fifth
term of the sequence, 65, to predict that 90 is the next term of the sequence
as shown above.
.
Questions:

1.) Find the next two terms in the given sequence, then write it in
recursive form.

a.) {7, 12, 17, 22, 27,…} b.){3, 7, 15, 31, 63,…}

2.) Determine the next two terms in the given sequence. Then write the
explicit form of the sequence.

a.) {1, 4, 9, 16, 25,…} b.) {3, 5, 9, 17, 33,…}

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 What is It

Below are important terminologies, notations and symbols that you

must learn and remember about patterns.
Sequence is a succession of numbers in specific orders. 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, the second term, the third
term, and so on. A sequence with a definite number of terms is a finite
sequence. In a finite sequence, the first and the last are clearly identified.

The following sequences are finite:

Sequence First Term Last Term Number of Terms

1, 2, 3, 4, 5 1 5 5
-2, 4,-8, …-2048,4096 -2 4096 12

Some other examples of number sequences are:

Number Sequence Pattern

3, 6, 9, 12, ... add 3
12, 17, 22, 27, ... add 5
70, 65, 60, 55, ... subtract 5
15, 19, 23, 27, … add 4
81, 27, 9, 3, … divide by 3
How to Complete Missing Terms In A Number Sequence?

Each of the number in the sequence is called a term.

In order to find the missing terms in a number sequence, we must first find
the pattern of the number sequence.

Example :

Find the missing term in the following sequence:

8, , 16, , 24, 28, 32

Solution:

To find the pattern, look closely at 24, 28 and 32. Each term in the number
sequence is formed by adding 4 to the preceding number.

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So, the missing terms are 8 + 4 =12 and 16 + 4 = 20. Check that the pattern
is correct for the whole sequence from 8 to 32.

Example :

What is the value of n in the following number sequence? 16, 21, n, 31, 36

Solution:

We find that the number pattern of the sequence is “add 5” to the preceding
number. So, n = 21 + 5 = 26

Explicit Form of a Sequence is sequence that can be expressed in a

form in which a preceding term is not necessary to find the succeeding terms.
This explicit form can be used can be used to find term of the sequence by
determining its position.
Example:
Write the explicit form for the sequence 5, 8, 11, 14,.. then determine
the next two sequence.
Solution:
a1 = 5 = 3(1) + 2
a2 = 8 = 3(2) + 2
a3 = 11 = 3(3) + 2
a4= 14 = 3(4) + 2
The explicit for of the sequence is an = 3n + 2 ; The next two terms are:
a5 = 3(5) +2 = 15 + 2 = 17
a6 = 3(6) +2 = 18 + 2 = 20

Recursive Form of a Sequence is a sequence if the first term and a

recursive formula are given. A recursive formula is an expression used to
determine the nth term of the sequence by using the term that precedes it.
Example:
Write the recursive formula for the sequence 5, 9, 13, 17…, then determine
the next two terms

Solution:
a2 = 5 + 4 = 9 a2 = a 1 + 4
a3 = 9 + 4 = 13 a3 = a 2 + 4
a4 = 13 + 4 = 17 a4 = a 3 + 4

From the pattern, the recursive formula can be written

as an= an-1 + 4So, the next two terms are 21 and 25.

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 Drill:

Write the explicit formula for the sequence.

1) , , , , , ... 2) , , , , , ...

3)  /  ,  /  ,  /  ,  / ,  / , ... 4) , , , , ,…

Write the recursive formula for the sequence.

5) , , , , , ... 6) , , , , , ...

7) , , , , , ... 8) , , , , , ...

Find the tenth term in each sequence.

9) an    ()n   10) an  ( /) n  


What’s More

Try to answer more challenging set of problems and activities about

the patterns/ sequence.

A. Write the next three terms for each sequence.

1. 4x-5, 7x-3, 10x-1, …
2. 7,11, 18, 29, 47, …
3. 2, 3, 5, 7, 11, …

B. Problem Solving
4. The first four triangular numbered are shown below represented by
a dot.

n: 1 2 3 4

Triangular number T(n): 1, 3, 6, 9, …

Complete the table of triangular numbers below:

n 1 2 3 4 5 6 7 8
T(n) 1 3 6 9

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 What I Have Learned

Here is another activity that lets you apply what you learned about illustrating
patterns as one of the very important concepts in many branches of
Mathematics. Fill in the blanks with the correct word/s or symbol that would
make the sentence true.

is a succession of numbers in specific orders. Each number in a

sequence is called . The are formed according to some fixed rule
or property. They are arranged as the first term, the second term, the third
term, and so on. A sequence with a definite number of terms is a .
In a finite sequence, the and the are clearly identified.

What I Can Do

Here is another activity that lets you apply what you learned about
the Patterns or Sequences by relating it to real-life situation.
Answer the following word problem:
1.) In an experiment, a bump car is allowed to travel freely from one end
to another in a meter stick. When it hits one end, the car bounces
back 6 meters and then move forward again. On each bounce, it
moves back 2/3 of the distance it previously traveled.
a.) Determine the distance covered by the bump car from the head
wall after 4 bounces.
b.) Solve for the total distance traveled by the car after 5 bounces.
2.) Lewis is offered P20,000 as starting salary for a job, with a raise of
P2,000at the end of each year of outstanding performance. If he
maintains continuous outstanding performance, what will his salary
be at the end of 6 years?

Great Work! You did a good job in applying what you have learned!

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 Assessment

I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the following questions. Give what is
being asked.
I. Determine what comes next in the given patterns. Encircle the correct
letter.
1. A, C, E, G, I,
A. J B. K C. B D. L
2. 15, 10, 14, 10, 13, 10,
A. 10 B. 11 C. 12 D. 13
3. 3, 6, 12, 24, 48, 96,
A.190 B. 120 C. 192 D. 182
4. 27, 30, 33, 36, 39,
A. 40 B. 42 C. 32 D. 30
5. 41, 39, 37, 35, 33,
A.31 B. 32 C. 33 D. 34
6. , 5, , 9, 11
A. 2,6 B. 3, 7 C. 2,8 D. 3, 6
7. What is the next number in the series 720, 720, 360, 30, 6?
A. 180 B. 120 C. 90 D. 60
8. Find the next number in the sequence: 1, -1, 3, -5, 11, -23, …
A. 47 B. -34 C. -47 D. 34
9. What number replaces the circle in this sequence? 4, 6, 10,16, 26, 42, 68,
A. 102 B. 126 C. 94 D. 110
10. ABC = 28, A, B, and C are distinct integers. Which of the following could
be equal to A + B + C?

A.11 B. 30 C. 17 D. 24
II. Write the recursive formula for each sequence. Then determine the next
two terms:

11. 8, 14, 26, 50,…

12. 2, 6, -18, -54,…
13. 3,10,24,52,…

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III. Write the explicit form for each sequence. Then, determine the next two
terms.
14. 5, 8, 11, 14 15. -1,3,7,11,… 16.) 1/3,1/4, 1/5, 1/6,…
IV. Challenge Problem.
17-20. The first 4 square numbers are shown below represented by dots.

n:
Square Number S(n): 1 4 9 16
Complete the table square numbers below.

n 1 2 3 4 5 6 7 8
S(n) 1 4 9 16

Additional Activities

Encourage the students to create their own video presentation of a specific method
of solving problems involving sequence and series as part of wrapping up activities.

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 Answer Key

References
21st Century Mathletes pp. 77-81

Eureka Math : NYS COMMON CORE MATHEMATICS CURRICULUM

Math for life pp.233-237

Next Century Mathematics (2nd Edition)

https://www.slideshare.net/AprilRoseAnin/sequencing-formulating-the-nth-term- rule-
explicit-lesson-plan-grade-vi
https://nrich.maths.org/numberpyramids.

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents
of this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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