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Mathematics
Quarter 1 – Module 2 Lesson 1:
Illustrate an Arithmetic
Sequence

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Alternative Delivery Mode
Quarter 1 – Module 2 Lesson 1: Illustrate an Arithmetic Sequence
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Norman L. Santos
Editor : Jane P. Valencia, Ed. D., EPS - Mathematics
Reviewers : Jane P. Valencia, Ed. D. EPS, Ramon B. Payumo Jr
Illustrator: Norman L. Santos
Layout Artist: Norman L. Santos
Management Team: Zenia G. Mostoles, Ed.D., CESO V, SDS
Rowena T. Quiambao, CESE, ASDS
Leonardo T. Canlas, Ed.D., CESE, ASDS
Celia P. Lacanlale, Ph.D., CID - Chief
Ruby M. Jimenez, PhD, EPS, LRMDS
June P. Cunanan, Ed.D., EPS - English
Jane P. Valencia, Ed. D., EPS - Mathematics

Printed in the Philippines by ________________________

Department of Education
Region III
Schools Division of Pampanga
Office Address: Brgy. Lourdes, High School Blvd. City of San Fernando, Pampanga

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Mathematics
Quarter 1 – Module 2 Lesson 1:
Illustrate an Arithmetic
Sequence

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Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

illustrating an arithmetic sequence.

This module was collaboratively designed, developed and reviewed by educators

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

This learning resource hopes to engage the learners into 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 module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

illustrating an arithmetic sequence.

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

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 What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in
developing this module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions 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!

What I Need to Know

This module will provide you with the different activities which will help you
illustrate an arithmetic sequence.

The module has one lesson namely:

 Lesson 1 – Illustrate an Arithmetic Sequence
At the end of this module, you are expected to:
1. determine which sequence is arithmetic;
2. Find the common difference of a given arithmetic sequence; and
3. Find the next term/s in a given arithmetic sequence.

What I Know

Pre – Assessment
Direction: Choose the letter of the best answer. Then, write the letter that
corresponds to your answer on a separate sheet of paper.

1. What is the next term in the given arithmetic sequence 5, 8, 11, 14, ___?
a. 16 b. 17 c. 25 d. 15
2. Which of the following is NOT an arithmetic sequence?
a. 5, 10, 15, 20, 25, 30, …
b. 18, 15, 12, 9, 6, 3, … .

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 c. 1/2, 1/4, 1/6, 1/8, 1/10, 1/12, …
d. 2, 4, 6, 8, 10, 12,…
3. A jeepney travels 300 m the first minute, 420 m the next minute, 540 m the
third minute, and so on in an arithmetic sequence. What’s the distance the
jeepney travels in the seventh minute?
a. 660 m b. 780 m c. 1 020 m d.900 m
4. What is the missing term in the arithmetic sequence 18, 13, 8, 3, ___, -7, -12?
a. 0 b. -8 c. -2 d. -5
5. What are the missing terms in the arithmetic sequence __, __, __, 53, 60?
a. 31, 39, 46 b. 32, 39, 46 c. 42, -39, 46 d. 42, -39, 46

6. What is the common difference in the arithmetic sequence 17, 14, 11, 8, 5?
a. 3 b. –3 c. –7 d. 7
7. Which of the following is an example of arithmetic sequence?
a. 1, 1, 2, 3, 5 c. 32, 25, 18, 11, 4
b. 2, 6, 18, 54, 162 d. 0, -5, 5, 0, -5
8. What is the missing term in the arithmetic sequence 2/5, 3/5, 4/5, 1, ___?
a. 5/6 b. 1/5 c. 6/5 d. 5
9. Which of the following arithmetic sequences has a common difference of –7?
a. 7, 14, 21, 28, 35 c. 5, 12, 19, 26, 33
b. 2, 9, 16, 23, 30 d. 35, 28, 21, 14, 7
10. What are the next terms in the arithmetic sequence 10, 18, 26, 34, ___, ___,
___?
a. 35, 36, 37 c. 42, 48, 56
b. 42, 50, 58 d. -42, -50, -58

Lesson
Illustrate an Arithmetic
1 Sequence

What’s
In

A. Sequence or Not?

Tell whether each set of numbers form a sequence or not. Write S if the number set
is a sequence; N if it is not a sequence. If it forms a sequence tell the reason what
makes it a sequence.

Item Answer What makes it a

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 sequence?
A. {3, 6, 9, 12, 15…}
B. {5, 4, 3, 8, 12, 1}
C. {8, 16, 32, 33, 50}
D. {18, 28, 20, 30, 22}
E. (2, 4, 8, 16, 32, 64}

Notes to the Teacher

The teacher must consider the prerequisite skills needed in

the development of this competency including the schema or
background knowledge which may reinforce learning. This
module will help the learners bridge the gap of learning to attain
mastery of the lesson in its spiral progression.

What’s New

‘Match Challenge’
Below are squares formed by matchsticks.

Now, count the number of matchsticks in each figure and record the results in
the table.

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

Number of Matchsticks

Answer the following questions.

1. Is there a pattern in the number of matchsticks? Yes No
2. If there is a pattern, describe it. ___________________________________________
___________________________________________________________________________
3. How did you find the number of matchsticks under the two (2) squares,
three (3) squares, four (4) squares and so on?
___________________________________________________________________________

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 4. Subtracting the number of matchsticks of the first square from the number
of matchsticks from the two (2) squares, from the two (2) squares from three
(3) squares, and so on, what is the difference?
___________________________________________________________________________

What is It

Consider the following sequence

3, 5, 7, 9, 11
Upon inspection, we might notice that consecutive terms are always the same
distance from one another. This can be seen more clearly if we write the
differences in a row underneath the spaces between the terms, as in the following
diagram.

3 5 7 9 11
+2 +2 +2 +2

The number that is being added each time to get to the next term is known as
common difference denoted by d. To find the common difference we take any pair
of successive numbers, and we subtract the first from the second.

5–3=2
7–5=2
9–7=2
11 – 9 = 2

From the above illustration, if you take any number in the sequence then
subtract it by the previous one, and the result is always the same or constant then
it is an arithmetic sequence. In the other way, if we add the same value or constant
from the previous term to get the next one, it is an arithmetic sequence.

Arithmetic sequence can be applied in different ways like finding the next term.
If the common difference between consecutive terms is positive, we say that the
arithmetic sequence is increasing. On the other hand, when the common difference
is negative we say that the arithmetic sequence is decreasing.
Observe the differences between these types of arithmetic sequences.
Example 1: Find the next term in the sequence 4, 13, 22, 31, 40, ___
First, find the common difference of each pair of consecutive terms.
13 − 4 = 9

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 22 – 13 = 9
31 − 22 = 9
40 − 31 = 9
Since the common difference is 9 or written as d = 9, we can find the next term
after 40 by adding 9 to it. Therefore, we have 40 + 9 = 49.
Example 2: Find the next term in the sequence below.

18, 14, 10, 6, 2, ___

Observe that the sequence is decreasing. We expect to have a common
difference that is negative in value.
14 − 18 = −4
10 − 14 = −4
6 − 10 = −4
2 − 6 = −4
To get to the next term, we will add this common difference of d= −4 to the last
term in the sequence. Remember that adding -4 is the same as subtracting 4.
Therefore, 2 + (-4) = -2 or 2 – 4 = -2.

What’s More

Activity 1
Identify which among the following sequence is arithmetic. Write A if it is
arithmetic, NA if it is not arithmetic. Then, write the reason of your answer

Answe
Reason
r
There is a common
Example 1, 2, 3, 4, 5, … A
difference which is 1.
1 9, 18, 27, 36, 45, …

2 24, 19, 14, 9, 4

1/2, 1/4, 1/6, 1/8, 1/10,
3
…
4 3, 7, 10, 14, 17, 21

5 4, 2, 0, -2, -4 …

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Assessment 1
Match the sequence with its correct common difference by drawing a line that will
connect them. 

-3 5, 10, 15, 20, 25

8 18, 15, 12, 9, 6

5 2, -3, -8, -13, -18

1/3 7, 15, 23, 31, 39

 -5 1/2, 5/6, 7/6, 3/2, 11/6

Activity 2
Fill each blank with appropriate term given the arithmetic sequence.

A.

B.

C.

D.

E.

Assessment 2

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
 
1. What is the next term in the given arithmetic sequence 5, 8, 11, 14, ___?
a. 16 b. 17 c. 25 d. 15
2. Which of the following is NOT an arithmetic sequence?
a. 5, 10, 15, 20, 25, 30, …
b. 18, 15, 12, 9, 6, 3, … .

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 c. 1/2, 1/4, 1/6, 1/8, 1/10, 1/12, …
d. 2, 4, 6, 8, 10, 12,…
3. A jeepney travels 300 m the first minute, 420 m the next minute, 540 m the
third minute, and so on in an arithmetic sequence. What’s the distance the
jeepney travels in the seventh minute?
a. 660 m b. 780 m c. 1 020 m d.900 m
4. What is the missing term in the arithmetic sequence 18, 13, 8, 3, ___, -7, -12?
a. 0 b. -8 c. -2 d. -5
5. What are the missing terms in the arithmetic sequence __, __, __, 53, 60?
a. 31, 39, 46 c. 42, -39, 46
b. 32, 39, 46 d. 42, -39, 46
6. What is the common difference in the arithmetic sequence 17, 14, 11, 8, 5?
a. 3 b. –3 c. –7 d. 7
7. Which of the following is an example of arithmetic sequence?
a. 1, 1, 2, 3, 5 c. 32, 25, 18, 11, 4
b. 2, 6, 18, 54, 162 d. 0, -5, 5, 0, -5
8. What is the missing term in the arithmetic sequence 2/5, 3/5, 4/5, 1, ___?
a. 5/6 b. 1/5 c. 6/5 d. 5
9. Which of the following arithmetic sequences has a common difference of –7?
a. 7, 14, 21, 28, 35 c. 5, 12, 19, 26, 33
b. 2, 9, 16, 23, 30 d. 35, 28, 21, 14, 7
10. What are the next terms in the arithmetic sequence 10, 18, 26, 34, ___, ___,
___?
a. 35, 36, 37 c. 42, 48, 56
b. 42, 50, 58 d. -42, -50, -58

Activity 3.
Solve this problem

Math wizards collected marbles. They decided to give them away to orphans.
The first boy will receive 10 marbles, the second 12 marbles, the third 14, and so
on. How many marbles will the 12th boy receive if the pattern is followed?

1st boy will receive 10 marbles.

2nd boy will receive 12 marbles.
3rd boy will receive 14 marbles.
4th boy will receive ____ marbles.
5th boy will receive ____ marbles.
6th boy will receive ____ marbles.
7th boy will receive ____ marbles.

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 8th boy will receive ____ marbles.
9th boy will receive ____ marbles.
10th boy will receive ____ marbles.
11th boy will receive ____ marbles.
12th boy will receive ____ marbles.

How did you get the number of marbles the 12 th boy will receive?
___________________
__________________________________________________________________________________
.

Assessment 3.

Illustrate the arithmetic sequence in each situation.

Example: Daily accumulated savings of Mario if he saves 10 pesos per day.

Arithmetic Sequence: 10, 20, 30, 40, 50, …

1. Total number of words after how a couple of minutes Tito Jay can read with a
rate of 302 words per minute.
Arithmetic Sequence: ___________________________________________________

2. Total members of a non-government organization that qualifies two new

members per day, given that the organization has 50 initial members on day 1.
Arithmetic Sequence: ___________________________________________________

3. Remaining content of vitamin C syrup 500 ml bottle after how many days if a
child takes 5 ml per day.
Arithmetic Sequence: ___________________________________________________

What I Have Learned

Fill the blanks with appropriate answer based on the lesson.

a) The ____________ of an arithmetic sequence are always the same distance

from one another.
b) The number that is being added each time to get to the next term is known
as ____________ denoted by ____________.
c) To find the common difference we take any pair of ____________ numbers,
and we ____________ the first from the second.
d) In the other way, if we ____________ the same value or constant from the
____________ term to get the next one, it is an arithmetic sequence.
e) Arithmetic sequence can be applied in different ways like finding the
____________.

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 f) When the common difference between consecutive terms is ____________, we
say that the arithmetic sequence is ____________.
g) When the common difference is ____________ we say that the arithmetic
sequence is ____________.

During the long period of vacation, you have decided to increase your emotional
health by reading a personality development book that has 870 pages. You have
decided to read 30 pages per day and rest every Sunday to use that day reflecting
on all the things you’ve learned for the past week. You have started on March 23,
Monday.

Given this goal for your emotional development:

1. Complete the schedule of have with your reading below

Reading Schedule for Emotional Development

Sun Mon Tue Wed Thu Fri Sat

March 23
________ ________ ________ ________ ________
Pages 1-
________ ________ ________ ________ ________
30

________ ________ ________ ________ ________ ________ ________

Reflection ________ ________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________

Reflection Assessment
________
________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________

Reflection ________ ________ ________ ________ ________ ________

________ ________ ________ ________ ________ ________ ________

Reflection ________ ________ ________ ________ ________ ________

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 2. How many days have you read the book? _________
3. How many are your Sunday reflections? _________
4. What date will you read page 99? _________
5. What date will you read page 149? _________
6. What date will you read page 217? _________
7. What date will you read page 224? _________
8. What date will you read page 623? _________
9. What date have you finished reading the book? _________
10. When have you written your final reflection if you have done it the day after
your last day of reading? _________
11. What do you think will be the impact of this with your overall well-being?
___________________________________________________________________________
_________________________________________________________________________.

Assessment

Direction: Choose the letter of the best answer. Write the letter that corresponds
to your answer on a separate sheet of paper.

1. What is the common difference in the arithmetic sequence 17, 14, 11, 8, 5?
a. –3 b. 3 c. –7 d. 7

2. Which of the following is an example of arithmetic sequence?

a. 1, 1, 2, 3, 5 c. 2, 6, 18, 54, 162
b. 32, 25, 18, 11, 4 d. 0, -5, 5, 0, -5

3. What is the missing term in the arithmetic sequence 2/5, 3/5, 4/5, 1, ___?
a. 5/6 b. 1/5 c. 6/5 d. 5

4. Which of the following arithmetic sequences has a common difference of –7?

a. 7, 14, 21, 28, 35 c. 35, 28, 21, 14, 7
b. 2, 9, 16, 23, 30 d. 5, 12, 19, 26, 33

5. What are the next terms in the arithmetic sequence 10, 18, 26, 34, ___, ___, ___?
a. 42, 50, 58 c. 42, 48, 56
b. 35, 36, 37 d. -42, -50, -58

6. What is the next term in the given arithmetic sequence 5, 8, 11, 14, ___?
a. 16 b. 15 c. 25 d. 17

7. Which of the following is NOT an arithmetic sequence?

a. 5, 10, 15, 20, 25, 30, …
b. 1/2, 1/4, 1/6, 1/8, 1/10, 1/12, …
c. 18, 15, 12, 9, 6, 3, … .
d. 2, 4, 6, 8, 10, 12,…

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8. A jeepney travels 250 m the first minute, 355 m the next minute, 460 m the
third minute, and so on in an arithmetic sequence. What’s the distance the
jeepney travels in the ninth minute?
a. 1090 m b. 985 m c. 1195 m d.1300 m

9. What is the missing term in the arithmetic sequence 18, 13, 8, 3, ___, -7, -12?
a. 0 b. -8 c. -5 d. -2

Pre-Assessment
1. B, 2. C, 3. C, 4. C, 5. B, 6. B, 7. C, 8. C, 9. D, 10. B

What’s In
1.S, 2.N, 3.N, 4.S, 5.S

What’s New
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Number of matchsticks: 4, 7, 10, 13, 16, 19, 22, 25, 28, 31

Activity 1
1. A, 2. A, 3. NA, 4. NA, 5. A
 Answer Key

Pre-Assessment
1. B, 2. C, 3. C, 4. C, 5. B, 6. B, 7. C, 8. C, 9. D, 10. B

What’s In
1.S, 2.N, 3.N, 4.S, 5.S

What’s New
Number of matchsticks: 4, 7, 10, 13, 16, 19, 22, 25, 28, 31

Activity 1
1. A, 2. A, 3. NA, 4. NA, 5. A

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