Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
As a facilitator, you are expected to orient the learners on how to use this
module. 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 module.

For the learner:

This module 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.
The following are some reminders in using this module:
1. Use the module with care. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 Let’s Learn

These lessons were designed and written to help you understand the basic
concepts of patterns. The concept has been discussed thoroughly and the example
was answered in step-by-step procedure to lead you in answering the given exercises.
After going through this module, you are expected to:
 generates patterns;
 illustrates an arithmetic sequence

Let’s Try

Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.

1. What is the next term in the sequence: 5, 12, 19, 26, 33, …?
A. 34 B. 40 C. 55 D. 65

2. Which of the following illustrates an Arithmetic Sequence?

A. 1, 4, 9, 16, … C. 2, 9, 17, 26, …
B. -10, -3, 4, 11, … D. -1, 1, -1, 1, …

3. What is the common difference of the Arithmetic Sequence 8, 3, -2, …?

A. -5 B. -6 C. -7 D. -9
𝑛2 −1
4. What is the 7th term of the sequence whose nth term is 𝑎𝑛 = ?
𝑛2 +1
24 23 49 59
A. B. C. D.
25 25 50 60

5. What term is 56 if a1 = 6 and the common difference, d = 5 of an Arithmetic

Sequence?
A. 6th term B. 9th term C. 10th term D. 11th term

6. What is the common difference of the given sequence 9, 1, -7, -15, -23, …?
A. 5 B. 1 C. -8 D. -9

7. Which is the first five terms of the nth term of sequence 3n + 2?

A. 5, 8, 11, 14, 17 C. 5, 10, 15, 20, 25
B. 5, 9, 14, 18, 22 D. 5, 11, 17, 23, 29

8. What is the 11th term of the arithmetic sequence 5, 12, 19, 26, …?
A. 67 B. 68 C. 69 D. 75

9. What is a1, if a10 = 54 and a11 = 60 of an arithmetic sequence?

A. 0 B. 10 C. 20 D. 25

10. What are the first 5 terms of an arithmetic sequence if a1 = 8 and an = 100?
A. 8, 31, 54, 77, 100 C. 5, 28, 51, 74, 100
B. -8, -31, -54, -77, -100 D. -8, 31, -54, 77, -100

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 Lesson * Generates Patterns
* Illustrate an Arithmetic
1-2 Sequence

Let’s Recall

011 235 813 213 ???

What comes next?

You can easily find the next term in a sequence by simply discovering a pattern
as to how the terms are formed. You will find that either a constant number is added
or subtracted or multiplied or divided to get the next term or a certain series of
operations is performed to get the next term.

Look at the following sequences:

1.

2. 1C, 2E, 3H, 4L, ___

3. 4, 7, 10, 13, …

Did you find a pattern to get the next term? Can you give the next term of
each sequence above? How did you get the next terms in each case?
Solution: Notice how the terms in the sequence increases.
1. The sequence of squares is 1, 4, 9, 16, 25, 36, …
What pattern did you see in the sequence of squares?
It started from 1 x 1 square grid, 2 x 2 square grid, 3 x 3 square grid
and so on. That means the next is 72 or 7 x 7 = 49 squares.
2. The pattern is the numerical part is increasing by 1, while the literal part
is with number of interval using its numerical part. It means that the next
term is 5Q
3. The pattern is adding the by constant 3 to get the next term, next term is
16.

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 Let’s Explore

Problem 1: Consider the diagram below:

1 2 3 4
Let the length of the stick used to form the square equal to 1cm, Mn represent
the number of sticks in the nth term, and Pn the perimeter of the pattern.
a. Complete the following table.

n 1 2 3 4
Mn 7 12
Pn 6

b. Find M5
c. Find P5

Solutions:
a. We can observe that 5 sticks are added to the first pattern to get the second
pattern.
M2 = 7 + 5 = 12

Perimeter of the second pattern = 2 x 4 = 8

Thus, we can complete the table as follows:

N 1 2 3 4
Mn 7 12 17 22
Pn 6 8 10 12

b. Since the next term I obtained by adding 5 to the previous term.

M5 = M4 + 5 = 22 + 5 = 27
c. Since we observed that the next term is obtained by adding 2 to the previous
term,
P5 = P4 + 2 = 12 + 2 = 14

Problem 2:

A supermarket displays canned goods by stacking them, so that there are 10

rows of cans with 3 cans in the top row. If each row, below the top row, had two more
cans than the rows just above it, how many cans could there be at the bottom row?

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 Starting from the top row, the number of cans in each row can be listed as
follows:
The stacks of cans are arranged in some order such that there are two cans
more below each row. Any such ordered arrangement of a set of numbers is called
a sequence.
3
5
7

What do we have in common?

Count the number of canned goods in each row and record the results in a table.

Number of row 1 2 3 4 5 6 7 8 9 10
Number of canned goods 3 5 7

Guide Questions:
1. Is there a pattern in the number of canned goods? If there is, describe it.
2. How is each term (number of canned goods) found?
3. What is the difference between any two consecutive terms?
Answers:
1. Yes, the number of canned goods is increasing.
2. The number of canned goods can be found by adding 2.
3. The difference of any two consecutive terms is the same or equal.

Let’s Elaborate

Sequence can also be in its general or nth term.

Example: an = 3n + 2
The first five terms are:
a1 = 3(1) + 2 = 3 + 2 = 5 a4 = 3(4) + 2 = 12 + 2 = 14
a2 = 3(2) + 2 = 6 + 2 = 8 a5 = 3(5) + 2 = 15 + 2 = 17
a3 = 3(3) + 2 = 9 + 2 = 11
Thus the first five term of the sequence are: 5, 8, 11, 14, 17

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More on the Canned Goods Activity:
Let us go back to Activity on piled canned goods in a super market. Take a
look at the completed table below.

Number of row 1 2 3 4 5 6 7 8 9 10

Number of Canned Goods 3 5 7 9 11 13 15 17 19 21

Let us take the first four terms. Let a1 = 3, a2 = 5, a3 = 7 and a4 = 9. How do

we obtain the second, third, and fourth terms?

Consider the table below and complete it. Observe how each term is rewritten.

a1 a2 a3 a4 a5 a6 a7 a8 … an

3 3+2 3+2+2 3+2+2+2

Are there other ways can we write the terms? Study the next table and
complete it.

What is a5? a20? a50? What is the formula for determining the number of
canned goods needed to form n canned goods?

In general, the first n terms of an arithmetic sequence with a 1 as first term

and d as common difference are

a1, a1 + d, a1 + 2d, …, a1 + (n-1)d.

If a1 and d are known, it is easy to find any term in an arithmetic sequence

by using the rule

an = a1 + (n-1)d

Example: What is the 10th term of the arithmetic sequence 5, 12, 19, 26, ...?

Solution: Since a1 = 5 and d = 7, then a10 = 5 + (10-1)7 = 68

Any arithmetic sequence is defined by the equation

an = a1 + (n –1)d,
where, an is the nth term, a1 is the 1st term and d is the common difference.

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Examples:
1. Find the 5th term of the arithmetic sequence for which the first term is 9 and
the common difference is 7?
Solutions 1:
Step 1: Given: d = 7 and a1 = 9
a5 = ?
Step 2: Since the common difference is 7, add 7 on the first term to get the
second term, then add 7 on the 3rd and so on until to the 5th term:
a1 = 9 a4 = 23 + 7 = 30
a2 = 9 + 7 = 16 a5 = 30 + 7 = 37
a3 = 16 + 7 = 23
Thus the 5th term of the arithmetic sequence is: 37

Solution 2:
Step 1: Given: a1 = 9, n = 5, and d = 7 Find: a 5
Step 2: Substitute the given values in the formula:
an = a1 + (n – 1)d a5 = 9 + (5 – 1)7 = 9 + (4)7 = 9 + 28 a5 = 37
Therefore, 37 is the 5th term or a5 of the sequence.

2. Find the 100th term of the sequence in #1.

Given: a1 = 9, n = 100, d = 7 Find: a 100
Substitute the given in the equation:
an = a1 + (n – 1)d a100 = 9 + (100 – 1)7 = 9 + (99)7
= 9 + 693 a100 = 702
Therefore, the 100th term or a100 is 702.

Notice that a fixed number is added to the preceding term to get the next
term in the sequences. These sequences are called arithmetic sequences. The
fixed number added is called the common difference d.

A sequence where each succeeding term is obtained by adding a fixed number

is called an arithmetic sequence. The fixed number is called the common difference
d.

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 Let’s Dig In

Directions: Write your answers on a separate answer sheet.

Find the next number in each sequence. Replace it with the letters on the
left of each sequence. Write the letters that corresponds to the sequence on the
box below to decode the answer to the puzzle.

A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

B 2, 4, 16, __
C 7, 13, 19, __
D 19, 16, 13, __
E 4, 8, 20, 56, __
F 2, 2, 4, 6, 10, 16, __
H 1, 1, 2, 4, 7, 13, __
I 3, 6, 12, 24, __
L 10, 11, 9, 12, 8, __
O 20, 19, 17, __
P 2, 3, 5, 7, 9, 11, 13, 15, __
R 13, 26, 39, __
S 5, 7, 13, 31, __
T 1, 1, 2, 4, 7, 13, 24, __
U 1, 1, 1, 2, 3, 4, 6, 9, 13, __
Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __

Let’s Remember

What is the importance of dicovering patterns in solving problems? In

dicovering patterns in a problem will help us make predictions and create
generalizations based from observations. Patterns also allow us to see relationships
as basis of making generalization.
Several patterns in math found in sequences. The first sequence of which we
discusss is a set of numbers where each succeeding term is obtained by adding a
fixed number called an arithmetic sequence.

Any arithmetic sequence is defined by the equation

an = a1 + (n –1)d,
where, an is the nth term, a1 is the 1st term and d is the common difference.

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 Let’s Apply

Directions: Solve the following problems in a separate sheet of paper.

1. John Loyd has P100.00 in his piggy bank. He puts P15.00 in it and each
successive week he puts P15.00 more than what he put the week before. How much
money did he put in the piggy bank on the sixth month only?
2. The salary of teacher in a certain private school is Php20,000.00 a month.
If he will be receiving an additional Php300.00 every year, how much salary will he
be receiving after 5 years?
3. A student wants to help her mother in their family store in displaying
canned goods. Her mother instructed that the canned should be piled in triangular
pile by starting 40 canned goods in the bottom row, 36 in the second row, 32 in the
third row, and so on. If the pattern is consistent, how many canned goods will be
there in the 7th row?

Let’s Evaluate

Directions: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.

1. What is the next term in the sequence: 24, 18, 12, 6, 0, −6, …?
A. -12 B. 12 C. 10 D. -10

2. What is the general nth term of the given sequence 7, 11, 15, 19, 23, ...
A. 4n + 3 B. 5n +3 C. 5n + 3 D. 7n +3

3. What is the common difference of the given the arithmetic sequence 8, 3, -2, …?
A. -3 B. -5 C. -7 D. -9

𝑛2 −1
4. What is the 7th term of the sequence whose nth term is 𝑎𝑛 = 𝑛2 +1
?
24 23 47 49
A. 25
B.25 C. 56
D. 50

5. What term is 53, if a1 = 5 and the common difference d = 6 of an arithmetic

sequence?
A. 6th term B. 9th term C. 10th term D. 11th term

6. What is the common difference of the given sequence 9, 1, -7, -15, -23, …?
A. -2 B. -3 C. -5 D. -8

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7. Which is the first five terms of the nth term of sequence 2n - 2?
A. -3, -1, 1, 3, 5 C. 0, 2, 4, 6, 8
B. -2, 0, 2, 4, 6 D. 1, 3, 5, 7, 9

8. What is the 10th term of the arithmetic sequence 5, 12, 19, 26, …?
A. 67 B. 68 C. 69 D. 70

9. If a8 = 54 and a9 = 60 of an arithmetic sequence, what is a1?

A. 12 B. 13 C. 14 D. 15

10. What are the first 5 terms of an arithmetic sequence if the first term is 16 and
the last term is 100.
A. 16, 37, 58, 79, 100 C. 6, 28, 51, 74, 100
B. 16, 36, 56, 76, 100 D. 16, 31, 54, 77, 100

Let’s Extend

Think of as many sequences as you can that begin with 3, 6, … and have a
pattern. For each sequence, write the next five terms.

References

Math Project Ease- DepEd Ebook Distance Learning Module (pp 1-50)
Integrated Algebra by Ann Xavier Gantert – AMSCO School Publication, Inc
(pp 337-3660)
Mathematics Learner’s Module DepEd (pp 1-46, pp 70-79)
Htts://lss.at.ufl.edu
Math Journal

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 Development Team of the Module

Writer: ZOSIMO P. ESTIMA

Editors:
Content Evaluators: DINA VALDORIA
JEREMY NASTOR

NERISSA JANE TAMUNDONG

CHONA PANOPIO

Language Evaluator: KATERI KITAKWITA E. CORPUZ

Reviewers: MIRASOL I. RONGAVILLA
GINA C. FRANCISCO
MARISOL BARBARA FERNANDEZ
Illustrators: CAMILLE JEWEL L. GARCIA
GERZON B. MASCARIÑAS
Layout Artist: GERZON B. MASCARIÑAS
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MS. MIRASOL I. RONGAVILLA, EPS – Mathematics
DR. DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig City and Pateros Upper Bicutan, Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph

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