10

Mathematics
Quarter 1 – Module 1
Patterns and Sequences

Clipart 3
Mathematics – Grade 10
Quarter 1 – Module 1: Patterns and Sequences

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Development Team of the Module

Developers/Compilers:
ELVIRA R. SABELLANO – SST3, Bulacao Community Nat’l HS
JENNIFER T. GERALDE – MT I, Cebu City Nat’l Science HS
IZA MARI VICTORIA F. LECHIDO – T1, Cebu City Nat’l Science HS
BENJAMIN CABAÑOG JR. – MT II, Ramon Duterte Memorial NHS
Content Editors:
ROSEMARIE O. NOVABOS Dev EdD – Principal II, Mabolo NHS
RUBELYN B. MANGILAYA – Principal I, Inayawan NHS
Language Editors:
MA. FE S. MACUL EdD – MT II/School Head, Buhisan Night HS
JESUSIMA B. JUMALON – Principal I, Punta Princesa Night HS
Reviewer:
MARITES V. PATIÑO EdD – EPSvr, Mathematics
Management Team:
RHEA MAR A. ANGTUD EdD - Schools Division Superintendent
DANILO G. GUDELOSAO EdD – Asst. Schools Division Superintendent
GRECIA F. BATALUNA – Chief EPS, CID
MARITES V. PATIÑO EdD - EPSvr, Mathematics
VANESSA L. HARAYO – EPSvr, LRMS

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 10

Mathematics
Quarter 1 – Module 1
Patterns and
Arithmetic Sequences
Introductory Message
Welcome to the Mathematics 10 on Patterns and Arithmetic Sequences!

This module was designed to provide you with 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:

This part includes an activity that aims to
check what you already know about the
What I Know
lesson to take.
(Pre-Test)

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

This is a brief drill or review to help you

What’s In link the current lesson with the previous
(Review/Springboard) one.

In this portion, the new lesson will be

introduced to you in various ways; a story,
What’s New
(Presentation of the Lesson) a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
What is It
(Discussion) and understand new concepts and skills.
This section provides activities which will
What’s More help you transfer your new knowledge or
(Application) skill into real life situations or concerns.

What I Need To Remember This includes key points that you need to
(Generalization) remember.

This comprises activities for independent

What I Can Do practice to solidify your understanding and
(Enrichment Activities) skills of the topic.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
(Post Test) competency.

This contains answers to the following:

Answer Key • What I Know
• What’s In
• What’s More
At the end of this module you will also find:
References This is the list of all sources used in developing
this module.

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 this 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!

About the Module

This module was designed and written with you in mind. It is here to help you
master 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.

This module is divided into the following lessons:

This module was designed and written with you in mind. It is here to help you master
about Sets. 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.

This module is divided into four lessons, namely:

Lesson 1 – Generating Patterns
Lesson 2 – Arithmetic Sequences: Definitions & characteristics
Lesson 3 – Arithmetic Sequences: Common Difference
Lesson 4 – Arithmetic Sequences: Missing and the nth term

After going through this module, you are expected to:

1. generate patterns;
2. illustrate an arithmetic sequence;
3. determine the nth term of an arithmetic sequence.
 What I Know (Pre-Test)

Instructions: Encircle the letter of the correct answer.

1. It is a sequence where each term after the first is obtained by adding the same
constant.
A. arithmetic sequence C. harmonic sequence
B. Fibonacci sequence D. geometric sequence
2. Given the arithmetic sequence 3,9, 15, 21, …, how many terms are there in the
sequence if the last term is 57?
A. 10 B. 11 C. 12 D. 13
3. In a sequence, 5, 6, 7, 8, … we add 1 to get the next terms. 1 is the ___________?
A. common ratio C. constant ratio
B. common difference D. constant difference
4. What is the formula for the general term of an arithmetic sequence?
A. 𝑎𝑛 = (𝑑 − 1)(𝑛) C. 𝑎𝑛 = 𝑛 + 𝑑(𝑎1 − 1)
B. 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 D. 𝑎𝑛 = 𝑛 + (𝑑 − 1)
5. What is the general term of this sequence: 5, 8, 11, 14,… .
A. 𝑎𝑛 = 2𝑛 + 3 B. 𝑎𝑛 = 2𝑛 − 3 C. 𝑎𝑛 = 3𝑛 + 2 D. 𝑎𝑛 = 3𝑛 − 2
𝑛−1
6. If the general term of a sequence is , find the 2nd term.
𝑛+1
A. -2 B 1/3 C. 1/2 D. 3
7. In the arithmetic sequence, 7, 10, 13, 16, 19, … , the number 46 is the ______
term.
A. 13th B. 14th C. 15th D. 16th

8. In a sequence, 5, 3, 1, -1, …, we add -2 to get the next terms. -17 is the

___________ term.
A. 10th B. 11th C. 12th D. 13th

9. Given the arithmetic sequence 3, 6, 9, 12, …, how many terms are there in the
sequence if the last term is 153?
A. 48 B. 50 C. 51 D. 53
10. To get the next terms in the arithmetic sequence, 1, 2, 3, 4, …, we
______________.
A. add a constant ratio C. multiply a common ratio
B. add a common difference D. multiply a constant difference

11. Find the general term of the arithmetic sequence whose 4 th term is 10 and the
8th term is 18.
_____________.
A. 𝑎𝑛 = −2𝑛 + 2 C. 𝑎𝑛 = −2𝑛 − 2
B. 𝑎𝑛 = 2𝑛 − 2 D. 𝑎𝑛 = 2𝑛 + 2

12.What is the common difference in the sequence -40, -22, -4, 14, …?
A. -18 B. -12 C. 12 D. 18
13.Complete this arithmetic sequence: 29, 21, ____, ____, -3, -11
A. 16, 8 B. 13, 8 C. 16, 5 D. 13, 5
14.If given the common difference 8 and 𝑎1 = 10, what is the value of the 7th term?
A. 54 B. 56 C. 58 D. 60

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

A. -3, -1, 1, 2, 4, … C. 15, 11, 7, 3, -1, …
B. 3, 5, 8, 12, 17, … D. 4, 2, 5, 1, 6, …

Lesson
1 Generating Patterns
Monday

What I Need to Know

At the end of this lesson, you are expected to:
• generate and describe patterns.

What’s In
Many professions that use mathematics are interested in one specific
aspect, finding patterns and being able to predict the future.
Like bankers also look at historical data of stock prices, interest rates and currency
exchange rates to estimate how financial markets might change in the future. Being
able to predict if the value of stock will go up or down can be extremely lucrative!
Professional mathematicians use highly complex algorithms to find and analyze all
these patterns, but we are going to start with something a bit more basic.

What’s New
A pattern is formed when a set of shapes, numbers, or designs are repeated
over and over again. How to find the pattern? You will have to guess, however, should
be a good guess not a wild one. Finding a pattern is to make careful observations
and make a conjecture for the next term based on the pattern.

A sequence is a chain of numbers (or other objects) that usually follows a

particular pattern. It’s a function whose domain is the finite set {1, 2, 3 … n} or
infinite set {1, 2, 3, …}.

Activity 1
Instructions: Examine the following shapes and sequence of the numbers.
Solving patterns
1: Shapes

a. _______ _______ _________

b. ________ __________

c. ________ ________ ________

 d. _______ _______

e. ________ ________

2: Numbers
a. 40, 400, 4,000, ____, ____, _____ …
b. 1, 3, 4, 7, 11, 18, _____, _____, …
c. 2, 4, 6, 8, 10, _____, _______, ...
d. 6, -11, -28, _____, _____, …
e. 50, 100, 300, 1,200, ____, _____, …

Guide Questions:
1. Is there any pattern being formed?
2. How is each figure or number found?
3. What is the basis in finding the next shape? the next number?
4. What new thing did you learn from the activity?

What Is It
Activity no 1 resembles a sequence. A sequence is a chain of numbers (or
other objects) that usually follows a particular pattern. It’s a function whose domain
is the finite set {1, 2, 3, … n} or infinite set {1, 2, 3, …}.

1. Shapes

a. ...

b. . . .

c.

d.

e.

2. Numbers

As noticed, the second, third and fourth number is obtained by multiplying

a common number.
a. In 40, 400, 4,000, ____, ____, _____ …The first number 40 is multiplied by
10 to get the next term 400 then multiplied by 10 to have 4000 and the
pattern continues.

Illustration:

1st number is 40 x 10 = 400 (2nd number)

2nd number is 400 x 10 = 4,000 (3rd number)
3rd number is 4, 000 x 10 = 40, 000 (4th number)
 4th number is 40, 000 x 10 = 400, 000 (5th number)
5th number is 400,000 x 10 = 4, 000, 000 (6th number)

Thus, 40, 400, 4 000, 40 000, 400 000, 4 000 000 …

b.1, 3, 4, 7, 11, 18, _____, _____ …

Solutions: Looking at the numbers, we can say that the third number
is the sum of the two preceding numbers, in other words, by adding the two
left most number provides the number following it.
As illustrated:
3rd number 4 = 1+3
4th number 7= 3+4
5th number 11 = 4+7
6th number 18 = 7 + 11, hence the 7th number is 11+18 =29 and
the 8th number is 18+29 = 47.
c. For the sequence 2, 4, 6, 8, 10, 12, … notice that it is a sequence of even
numbers and the next number is obtained by adding two to the number
before it. Thus, the next two numbers are 14 and 16.
d. For the sequence 6, -11, -28, … notice that it is a sequence, the next
number is obtained by adding -17 to the number before it. Thus, the next
two numbers are -45 and -62.

e. As noticed, the second, third, and fourth numbers are obtained by

multiplying the value of n (it is the position of a term in a sequence).
In 50, 100, 300, 1 200, ____, _____, …The first number 40 is multiplied by
the value of n which is 2 because it’s a second term to get the next term
100 then the 2nd term 100 is multiplied again by the value of n which is 3
because it’s a third term to get the next term 300 and the pattern
continues.
Illustration:

1st number is 50 x 2 = 100 (2nd number)

2nd number is 100 x 3 = 300 (3rd number)
3rd number is 300 x 4 = 1,200 (4th number)
4th number is 1,200 x 5 = 6,000 (5th number)
5th number is 6,000 x 6 = 36,000 (6th number)

Now let us have some practice.

What’s More
Activity 2

Instructions: Find the missing next figures or values. Show your solution/s if
necessary.
1. ______, _______, _________, …

2. 50, 25, 12.5, _____, ______, …

3. ______ …

4. 4, 10, 40, 400, 16,000, ____, _____, …

5. 18, 16, 13, 11, _____, _____, _____, …

6. _______, ________, …

7. _______, ________, …

8. 10, 5, 0, -5, ______, ______, _______, …

9. 1, 4, 7, 10, _____, ______, …

10. 3, 6, 18, ____, _____, …

What I Need to Remember

• A Pattern is formed when set of shapes, numbers or designs are
repeated over and over again.
• To complete a continuing pattern, just identify the pattern rule.
• While completing the patterns along the line of symmetry, on that
halves fit together perfectly when the shape pattern is folded in a half
draw the other half.

Lesson Arithmetic Sequences:

2
Tuesday Definitions & characteristics

What I Need to Know

At the end of this lesson, you are expected to:
• define sequence;
• differentiate finite and infinite sequence;
• generate a general rule of the pattern.

What’s In
From the previous activity, you were able to generate some kinds of
patterns. A pattern is formed when sets of shapes, numbers, or designs are
repeated over and over again. To complete a continuing pattern, just identify
the pattern rule. This ordered list of numbers formed according to same
pattern is called sequence.

What’s New
A sequence or progression is a chain of numbers (or other objects) that
usually follow a particular pattern. The numbers in each sequence are
called the terms of the sequence.
A finite sequence is a set of numbers that includes only the first n
natural numbers. While an infinite sequence is a set of numbers that
includes all natural numbers satisfying the condition.
 Finite Sequence Infinite Sequence
2, 4, 6, 10 8, 11, 14, 17, …
5, 10, 15, 20, 25 3, 5, 7, 9, …
3, -2, -7, -12, -17 2 3 4 5
, , , ,…
3 4 5 6

The expression on which defines the sequence, is called the general

term of the sequence. Using this rule, it is generally easier to find the next n th
terms of the given sequence.

Illustrative Examples:

a. Let’s use the example above 2, 4, 6, 8, 10, 12, …. To find a general rule or
formula that describes this sequence, we have to set this up in a table.
Term 1 2 3 4 5 6 … 20 … 200 … n
Value 2 4 6 8 10 12 … ? … ? … ?

For every term or position, there corresponds a value. To find the rule
that describes the sequence above, notice that the value of each term is twice
the value of the position of the term. The value of the 20th term of the sequence
is 2(20) = 40. The value of the 200th term is 400. In general, the value of the
nth term is 2n. This pattern is a sequence of even numbers.

b. Matchsticks Time
This time we will use matchsticks to form a square.
Follow this procedure:
b.1. Have some match sticks.
b.2. Form a square following the figure.

b.3. Count the number of matchsticks in each figure and record

the results in the table.

Number of squares (n) 1 2 3 4 5 6 7 8 9 10

Number of matchsticks (𝑎𝑛 )

b.4. Answer this guide questions.

b.4.a. Was there a pattern in the number of matchsticks? If

there is, describe it.
b.4.b. How was each term (number of matchsticks) found?
b.4.c. What is the difference between any two consecutive
terms?
 What Is It
With that activity take a look at the completed table below.

Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks 4 7 10 13 16 19 22 25 28 31

Let us take the number of matchsticks 4, 7, 10, 13, 16, 19, 22, 25, 28, and
31. We see that the number of matchsticks forms arithmetic sequence. Suppose we
want to find the 20th, 50th, and 100th terms of the sequence, how do we solve them?
Do you think a formula would help? If so, we can find a formula for the nth term of
the sequence. In this case, it will be easier since we know the common difference of
the sequence.

Let us take the first four terms. a1 = 4, a2 = 7, a3 = 10, a4 = 13.

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
4 4+3 4+3+3 4+3+3+3 ...

How else can we write the terms? Study the next table and complete it

a1 a2 a3 a4 a5 a6 a7 a8 … an
4 4+1(3) 4+2(3) 4+3(3) ...

What is a5? a20? a50?

What is the formula for determining the number of matchsticks needed to
form n squares?
In general, the first n terms of an arithmetic sequence with a1 as first term and
d as common difference are
a1, a2 + d, a3 + 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.
An arithmetic sequence is a sequence where every term after the first is
obtained by adding a constant called common difference.

What’s More
Activity 3

Instructions: Find the nth term in each sequence.

1. 2.
1 2 3 4 5 6 … n 1 2 3 4 5 6 … n
5 6 7 8 9 10 … ? 0 1 2 3 4 5 … ?

3. 4.

1 2 3 4 5 6 … n 1 2 3 4 5 6 … n
4 8 12 16 20 24 … ? 4 7 10 13 16 19 … ?
5. Write finite sequence defined by 𝑎𝑛 = 2𝑛 − 1, for n = 1, 2, 3, 4, 5.
6. Find the first four terms of the sequence define by 𝑎𝑛 = 5 − 2𝑛.

What to Remember
A sequences or progression is a chain of numbers (or other objects)
that usually follow a particular pattern. The numbers in each sequence are
called the terms of the sequence. The expression on which defines the
sequence, is called the general term of the sequence.

Lesson Arithmetic Sequences:

3
Wednesday Common Difference
What I Need to Know
At the end of this lesson, you are expected to:
• find the value of the common difference in a given arithmetic
sequence;
• identify arithmetic sequence.

What’s In
An arithmetic sequence is a sequence where every term after the first is
obtained by adding a constant called common difference. The common difference
(d) can be found by subtracting any term from the term that directly follows it.

Arithmetic Sequence Common Difference

2, 6, 10, 14, … 𝑑 = 6 − 2 = 10 − 6 = 14 − 10 = 4
9, 3, -3, -9, … 𝑑 = 3 − 9 = −3 − 3 = −9 − (−3) = −6
-1, -7, -13, -19,… 𝑑 = −7 − (−1) = −13 − (−7) = −19 − (−13) = −6

What’s New

Instructions: Solve for the common difference of the following arithmetic sequence.

1. 1, 7, 13, 19, 25, …

2. -17, -14, -11, -8, -5, …
3. 0, -3, -6, -9, …
1 1 5 1
4. , , , ,…
4 3 12 2
 What Is It
The common difference (d) can be found by subtracting any term
from the term that directly follows it.

Formula: d = an – an-1, where;

d - is the common difference
an – is the value of the number preceding it
an-1 – is the value of the number before it

Illustrative Examples:

1. Find the common difference of the sequence 1, 7, 13, 19, 25, …

Solution:

Formula:
d = an – an-1
d - is the common difference
an – is the value of the number preceding it
an-1 – is the value of the number before it

1, 7, 13, 19, 25, …

d = an – an-1 Apply the formula
d=7-1=6 Substitute the given then simplify
d = 13 – 7 = 6
d = 19 – 13 = 6

Therefore 1, 7, 13, 19, 25, … has a common difference of 6.

2. What is the common difference of the sequence -17, -14, -11, -8, -5, …
Solutions:

Formula:
d = an – an-1

-17, -14, -11, -8, -5, …

d = an – an-1 Apply the formula
d = -14 – (-17) = -14 + 17 = 3 Substitute the given then simplify
d = -11 – (-14) = -11 + 14 = 3
d = -8 – (-11) = -8 + 11 = 3

Therefore -17, -14, -11, -8, -5, … has a common difference of 3.

3. Solve for the common difference of 0, -3, -6, -9, …

Solutions:

Formula:
d = an – an-1

0, -3, -6, -9, …

d = an – an-1 Apply the formula
 d = -6 – (-3) = - 6 + 3 = -3 Substitute the given then simplify
d = - 9 – (-6) = -9 + 6 = - 3

Therefore 0, -3, -6, -9, … has a common difference of – 3.

4. Find the common difference of 2, 2 + √5, 2 + 2√5, 2+3√5, …

Solutions:
Formula:
d = an – an-1

2, 2 + √5, 2 + 2√5, 2+3√5, …

d = an – an-1 Apply the formula
d =( 2 + √5) - 2 = √5 Substitute the given then simplify
d =( 2 + 2√5)- ( 2 + √5) = √5
d = (2+3√5) - ( 2 + 2√5) =√5

Therefore 2, 2 + √5, 2 + 2√5, 2+3√5, …has a common difference of √5.

What’s More
Activity 4

A. Instructions: Tell whether each sequence is arithmetic or not. If it is arithmetic

sequence check on the Yes column then give the common difference; if it is not, check
the No column.
Sequence Yes No Common
Difference
1. 12, 16, 20, 24, …
2. 35, 32, 29, 26, …
3. 40, 45, 50, 55, …
4. -3, -23, -43, -63
1 1
5. 7, 7 2, 8, 8 2, …
6. -34, -64, -94, -124, …
7. -3, -40, -50, -60, …
8. -8, -3, 1, 4, …
9. -7, -9, -11, -13
10. √2, √8, √18, √32, …

B. Find for the common difference of the given sequences.

1) 4, 8, 12, 16, 20, … _________________________________________________

2) 2, 8, 14, 20, 26, … _________________________________________________

3) 3, 6, 9, 12, 15, … _________________________________________________

1 3 5
4) 2
, 1, 2
, 2, 2
,… _________________________________________________

1 2 3 4 5
5) 3
, 3
, 3
, 3
, 3
________________________________________________
 What I Need to Remember
The common difference is a constant value that can be obtained by
subtracting every term after the first term of the given arithmetic sequence.
Formula: d = an – an-1, where;
d - is the common difference
an – is the value of the number preceding it
an-1 – is the value of the number before it

Lesson Arithmetic Sequences:

4
Thursday Missing and the nth term
What I Need to Know
At the end of this lesson, you are expected to:
• find the missing term and the nth term of the arithmetic sequence.

What’s In
In the previous lessons, you found the next term of many sequences.
You were able to know the value of the 20th, 200th, or 2000th term of a number
sequence by determining the first term and the common difference with the
use of the general rule.

What’s New
Let’s go back to the matchstick’s activity.
Number of squares 1 2 3 4 5 6 7 8 9 10 … n
Number of matchsticks 4 7 10 13 16 19 22 25 28 31 … 𝑎𝑛

In this activity, we consider the number of squares as the number of terms or

position and the number of matchsticks used as the value of each term.
If 𝑎1 is the first term, adding the common difference(𝑑) to each
successive term is as follows:
First term 𝑎1
Second term 𝑎2 = 𝑎1 + 𝑑
Third term 𝑎3 = 𝑎2 + 𝑑 = (𝑎1 + 𝑑) + 𝑑 = 𝑎1 + 2𝑑
Fourth term 𝑎4 = 𝑎3 + 𝑑 = (𝑎1 + 2𝑑) + 𝑑 = 𝑎1 + 3𝑑
Fifth term 𝑎5 = 𝑎4 + 𝑑 = (𝑎1 + 3𝑑) + 𝑑 = 𝑎1 + 4𝑑
.
.
.
nth term 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

The rule applied to this matchstick’s activity is

 𝒂𝒏 = 𝟒 + (𝒏 − 𝟏)𝟑 = 𝟒 + 𝟑𝒏 − 𝟑 = 𝟑𝒏 + 𝟏
𝒂𝒏 = 𝟑𝒏 + 𝟏

What Is It
The general term, 𝑎𝑛 , of an arithmetic sequence can be written in terms of
the first term 𝒂𝟏 and the common difference (𝒅). Thus, the general term of an
arithmetic sequence is 𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅, where

an – is the nth term

a1 – is the first term
n – the number of terms and
d – is the common difference

Illustrative Examples:
1. What is the 10th term of the arithmetic sequence 5, 12, 19, 26, …?

Solution:

Given: 5, 12, 19, 26, …

a1 a2 a3 a4
a1 = 5, d = 12 – 5 = 7, so d = 7, then use the formula: an = a1 + (n-1) d.

an = a1 + (n-1) d
a10 = 5 + (10-1) 7 Substitute the given
a10 = 5 + (9) 7 Apply Distributive Property
a10 = 5 + 63 Simplify
a10 = 68

Therefore, the 10th term of the arithmetic sequence 5, 12, 19, 26 … is 68.
Pattern: an = 5 + (n-1)7 or an = 7n -2

2. Find the missing value 5, 16, 27, ___, ___, 60, ___, …

Solutions:
Unknown: a4, a5, a7
Solving the common difference d = 16 - 5 = 11
The first term is 𝑎1 = 5 and common difference is 𝒅 = 𝟏𝟔 − 𝟓 = 𝟏𝟏
substitute these numbers in the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑.

a1 = 5, d= 11
an = a1 + (n-1) d
an = 5 + (n – 1) 11 Substitute the given
an = 5 + 11n – 11 Apply Distributive Property

an = 11n – 6 ( General Rule / Pattern ) Simplify

Use the pattern to the unknown value (an = 11n – 6)

n=4 n=5 n=7
Use the General Rule
a4 = 11n – 6 a5 = 11n – 6 a7 = 11n – 6 Substitute the given
a4 = 11(4) – 6 a5 = 11(5) – 6 a7 = 11(7) – 6 Simplify

a4 = 38 a5 = 49 a7 = 71
 Therefore -17, -14, -11, -8, -5, … has a common difference of 3.
3. Find the general term for the sequence 9, 12, 15, 18, …
Solution:
The first term is 𝑎1 = 9 and the common difference 𝑑 = 12 − 9 = 3.
Substitute these numbers in the formula 𝑎𝑛 = 𝑎1+ (𝑛 − 1)𝑑.
𝑎𝑛 = 𝑎1+ (𝑛 − 1)𝑑.

𝑎𝑛 = 9 + (𝑛 − 1)3.
𝑎𝑛 = 9 + 3𝑛 − 3.

𝑎𝑛 = 6 + 3𝑛 𝑜𝑟 3𝑛 + 6
Hence, the general term for the sequence 9, 12, 15, 18, … is 𝑎𝑛 = 3𝑛 + 6
4. Find the general term of the arithmetic sequence whose 3rd term is -13 and
the 7th term is -37.
Solution:
If 𝑎3 = −13 and 𝑎3 = 𝑎1 + (3 − 1)𝑑, then −13 = 𝑎1 + 2𝑑
If 𝑎7 = −37 and 𝑎7 = 𝑎1 + (7 − 1)𝑑, then −37 = 𝑎1 + 6𝑑
To find If 𝑎1 and 𝑑, solve the system:−13 = 𝑎1 + 2𝑑

−13 = 𝑎1 + 2𝑑
−37 = 𝑎1 + 6𝑑
To solve for d, to solve for 𝑎1 ,

−13 = 𝑎1 + 2𝑑 −13 = 𝑎1 + 2𝑑
__ _
+
(−)37 = −𝑎 (+)6𝑑
_______________________
1 −13 = 𝑎1 + 2(−6)
24 = −4𝑑 −13 = 𝑎1 − 12
24 −4𝑑
−4
= 4
−13 + 12 = 𝑎1
−6 = 𝑑 or 𝑑 = −6 𝑎1 = 1

Hence, the general term is:

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎𝑛 = 1 + (𝑛 − 1)(−6)
𝑎𝑛 = 1 − 6𝑛 + 6
𝑎𝑛 = −6𝑛 + 5

What’s More
Activity 5
A. Find the missing terms for each of the following arithmetic sequence.

1. 3, 12, 21, _____, _____, _____

2. 8, 3, -2, _____, _____
3. 5, 12, _____, 26, _____
 4. 2, _____, 20, 29, _____
5. _____, 4, 10, 16, _____
6. 17, 14, _____, _____, 5
7. 4, _____, _____, 19, 24, …
8. ____, _____, _____, 8, 12, 16
9. -1, ____, ____, _____, 31, 39
1 1
10. 6, 5 , _____, 4 , ____
2 2

B. Find the general term, 𝑎𝑛 of the given arithmetic sequence.

1) 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, …
______________________________________
2) 1, 3, 5, 7, 9, …
______________________________________
3) 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, …
______________________________________
4) 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, …
______________________________________
5) 3𝑥 + 𝑦, 4𝑥, 5𝑥 − 𝑦, 6𝑥 − 2𝑦,…
______________________________________
C. Find the indicated term of each arithmetic sequence.
1. -1, -3, -5, -7, … (8th term)
2. 12, 7, 2, -3, … (35th term)
1 3 5 7
3. 2 , 2 , 2 , 2 , … (15th term)

D. Solve the following:

1. Find the general term of an arithmetic sequence whose 9th term is 26 and 20th
term is 59.
2. Find the first term of an arithmetic sequence whose 41st term is -124 and the
common difference is -3.

What to Remember

• To get the next term of an arithmetic sequence, determine the common

difference and add it to the number before it.
• To determine the nth term of an arithmetic sequence, use the formula an = a1
+ (n – 1)d where an is the nth term, a1 is the first term, n is the number of
terms, and d is the common difference.
To determine the missing term/s of an arithmetic sequence given its first and
last terms, find the nth term using the formula
𝒂𝒏 = 𝒂𝟏 + (𝒏 − 𝟏)𝒅.
 Friday
Patterns & Arithmetic
Sequences: Assessment

What I can do
Activity 6

A. Determine whether each sequence is arithmetic or not. If it is, find the

common difference.

1. 18, 58, 98, 138, …

2. 19, 25, 31, 37, …
3. 9, 14, 11, 28, …
4. 16, 21, 26, 31, …
5. 10, -10, 10, …

B. Find the first four terms and the indicated term given the arithmetic
sequence, with 𝑎1 as the 1st term.

6. a1 = 28-7n, a5
7. a1 = 18 + 4n, a19
8. a1 = 15 + 9n, a12
9. a1 = 33 – 5n, a11

C. Given the first term and common difference, find the first four terms and the
general term, 𝑎𝑛 .

10. a1 = 30, d= 12
11. a1 = 29, d = -100
12. a1 = 16, d = 5
13. a1 = 7, d = -6

Assessment (Post Test)

Instructions: Encircle the letter of the correct answer.
1. What is the formula for the general term of an arithmetic sequence?
A. 𝑎𝑛 = (𝑑 − 1)(𝑛) C. 𝑎𝑛 = 𝑛 + 𝑑(𝑎1 − 1)
B. 𝑎𝑛 = 𝑎1 + 𝑑(𝑛 − 1) D. 𝑎𝑛 = 𝑛 + (𝑑 − 1)

2. In the sequence, 5, 3, 1, -1, …, we add -2 to get the next terms. -2 is the

_____________.
A. common ratio C. constant ratio
B. common difference D. constant difference

3. What is the common difference in the sequence -40, -22, -4, 14, …?
A. -18 B. -12 C. 12 D. 18
4. Complete this arithmetic sequence: 29, 21, ____, ____, -3, -11
A. 16, 8 B. 13, 8 C. 16, 5 D. 13, 5

5. Identify the general term of this sequence: 5, 8, 11, 14, … .

A. 𝑎𝑛 = 2𝑛 + 3 B. 𝑎𝑛 = 2𝑛 − 3 C. 𝑎𝑛 = 3𝑛 + 2 D. 𝑎𝑛 = 3𝑛 − 26.

6. In the arithmetic sequence, 7, 10, 13, 16, 19, …, the number 46 is the
______ term.
A. 13th B. 14th C. 15th D. 16th

7. Given the arithmetic sequence 38, 44, 50, 56, …, how many terms are there
in the sequence if the last term is 74?
A. 7 B. 8 C. 9 D. 10

8. Given the arithmetic sequence 3, 6, 9, 12, …, how many terms are there in
the sequence if the last term is 153?
A. 48 B. 50 C. 51 D. 53

9. It is a sequence where each term after the first is obtained by adding the
same constant.
A. arithmetic sequence C. harmonic sequence
B. Fibonacci sequence D. geometric sequence

10. Which statements are TRUE about arithmetic sequences?

A. arithmetic sequence: adding a common ratio
B. arithmetic sequence: multiplying a common difference
C. arithmetic sequence: adding a common difference
D. arithmetic sequence: multiplying a common ratio

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

A. -3, -1, 1, 2, 4, … C. 15, 11, 7, 3, -1, …
B. 3, 5, 8, 12, 17, … D. 4, 2, 5, 1, 6, …
1 4
12. Complete this sequence: , ____ , 1, , …
3 3
3 4 3 2
A. 2
B. 3
C. − 2 D. −3

13. To get the next terms in the arithmetic sequence, 1, 2, 3, 4, …, we

______________.
A. add a constant ratio C. multiply a common ratio
B. add a common difference D. multiply a constant difference
1 1
14. In the sequence, 2
,0 ,− 2
, − 1 …, the common difference is__________.
1 3
A. 2
C. 2
1
B. − D. 1
2

15. Given the arithmetic sequence 3, 9, 15, 21, …, how many terms are there in
the sequence if the last term is 57?
A. 10 B. 11 C. 12 D. 1
 Answer Key
Remember: This portion of the module contains all the answers. Your HONESTY is
required.
What I Know (Pre-Test)

1, A 11. D
2. A 12. D
3. B 13. D
4. B 14. C
5. C 15. C
6. B
7. B
8. C
9. C
10. B
Activity no. 2

Instructions: Find the missing figures or values.

1. ______, _______, _________, … observed and

follow the continuity of the patterns

2. 50, 25, 12.5, 6.25, 3.125, … just divide by 2 to get the next term

3. ______ … observed and follow the continuity of

the patterns

4. 4, 10, 40, 400, 16 000, 6 400 000, 102 400 000 000 …

5. 18, 16, 13, 11, 6, 0, -7 … subtract the previous term with the value of

n (number of terms) in the given sequence to get the value of the next terms

I I
6. , … observed and follow the
n n
s
continuity of the patterns s
t t
r r
u u
7. . c c _, … ,…
ti ti
o
observed and follow the continuity
o of the patterns
n n
s s
: :
F F
i i
n n
d d
 8. 10, 5, 0, -5, - 10, - 15, -20, … add -5 to the value of the previous term to get

the value of the next terms

9. 1, 4, 7, 10, 13, 16, … add 3 to the value of the previous term to get the

value of the next terms

10. 3, 6, 18, 72, 360, … multiply the previous term with the value of

n(number of terms) in the given sequence to get the value of the next terms.

Activity 3

Instructions: Find the nth term in each sequence.

1. 2.
1 2 3 4 5 6 … n 1 2 3 4 5 6 … n
5 6 7 8 9 10 … ? 0 1 2 3 4 5 … ?
𝒂𝒏 = 𝒏 + 𝟒 𝒂𝒏 = 𝒏 − 𝟏
3. 4.

1 2 3 4 5 6 … n 1 2 3 4 5 6 … n
4 8 12 16 20 24 … ? 4 7 10 13 16 19 … ?

𝒂𝒏 = 𝟒𝒏 𝒂𝒏 = 𝟑𝒏 + 𝟏

5. Write finite sequence defined by 𝑎𝑛 = 2𝑛 − 1, for n = 1, 2, 3, 4, 5. 1, 3, 5, 7, 9

6. Find the first four terms of the sequence define by 𝑎𝑛 = 5 − 2𝑛. 3, 1, -1, -3

Note:
If a1 and d (d = an – an-1) are known, it is easy to find any term in an arithmetic
sequence by using the rule an = a1 + (n-1)d.
An arithmetic sequence is a sequence where every term after the first is
obtained by adding a constant called common difference.

1.
1 2 3 4 5 6 … n
5 6 7 8 9 10 … ?
Solution:
a1 = 5; d = 6 – 5 = 1;
an = a1 + (n-1) d Substitute the given
an = 5 + (n – 1)(1) Apply Distributive property
an = 5 + n-1 Simplify
an = n + 4
Therefore, in the given number 1 the nth term is 𝑎𝑛 = 𝑛 + 4.
Then apply this in number 2, 3 and 4.
5. Write finite sequence defined by 𝑎𝑛 = 2𝑛 − 1, for n = 1, 2, 3, 4, 5.
Solution:
nth term =𝑎𝑛 = 2𝑛 − 1; n = 1, 2, 3, 4, 5.
n=1
𝑎𝑛 = 2𝑛 − 1 Used the General Rule

𝑎1 = 2(1) − 1 Substitute the given

𝑎1 = 2 − 1 Simplify
1st term 𝒂𝟏 = 𝟏

2nd term = 2(2) − 1= 3

3rd term = 2(3) − 1= 5
4th term = 2(4) − 1= 7
5th term = 2(5) − 1= 9

Therefore the finite sequence defined by 𝑎𝑛 = 2𝑛 − 1, for n = 1, 2, 3, 4, 5, are 1, 3, 5,

7,and 9.
Then apply this in number 6.

Activity 4

Sequence Yes No Common

Difference
1. 12, 16, 20, 24, … / 4
2. 35, 32, 29, 26, … / -3
3. 40, 45, 50, 55, … / 5
4. -3, -23, -43, -63 / -20
5.
1 1
7, 7 2, 8, 8 2, … / 𝟏
𝟐
6. -34, -64, -94, -124, … / -30
7. -3, -40, -50, -60, … / -10
8. -8, -3, 1, 4, … /
9. -7, -9, -11, -13 / -2
10. √2, √8, √18, √32, … /

Note:
Nos. 1, 2, 3, 4, 6, 7, and 9 are arithmetic sequence because we add/
subtract the same nos. to get the next terms.
No. 8 and 10 is not arithmetic sequence because we can’t add/ subtract
the same nos. to get the next terms.

B. Find for the common difference of the given sequences.

Note: use this formula: d = an – an-1

1) 4, 8, 12, 16, 20, … d = 4; d = 8 - 4 = 4, and so on

2) 2, 8, 14, 20, 26, … d = 6; d = 8 – 2 = 6, and so on

 3) 3, 6, 9, 12, 15, … d= 3; d = 6 – 3 = 3, and so on

1 3 5
4) 2
, 1, 2
, 2, 2
,… d=1/2; d = 1 – ½ = ½, and so on

1 2 3 4 5
5) 3
, 3
, 3
, 3
, 3
d= 1/3; d= 2/3 – 1/3 = 1/3, and so on

Activity 5

A. Find the missing terms for each of the arithmetic sequence.

1. 3, 12, 21, 27, 30, 39,

2. 8, 3, -2, - 7, - 12
3. 5, 12, 19, 26, 33
4. 2, 11, 20, 29, 38
5. - 2, 4, 10, 16, 22
6. 17, 14, 11, 8, 5
7. 4, 9, 14, 19, 24, …
8. – 4, 0, 4, 8, 12, 16
9. -1, 7, 15, 23, 31, 39
1 1
10. 6, 5 , 5, 4 , 4
2 2
B. Find each general term, an, of the given arithmetic sequence.

1) 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, … 𝒂𝒏 = 𝟐𝒏 + 𝟕
2) 1, 3, 5, 7, 9, … 𝒂𝒏 = 𝟐𝒏 − 𝟏
3) 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, … 𝒂𝒏 = 𝟑𝒏 + 𝟔
4) 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, … 𝒂𝒏 = 𝟏𝟒 − 𝒏
5.) 3𝑥 + 𝑦, 4𝑥, 5𝑥 − 𝑦, 6𝑥 − 2𝑦,… 𝒂𝒏 = (𝟐 + 𝒏)𝒙 + (𝟐 − 𝒏)𝒚

C. Find the indicated term of each arithmetic sequence.

1. -1, -3, -5, -7, … (8th term) 𝒂𝟖 = −𝟏𝟓
2. 12, 7, 2, -3, … th
(35 term) 𝒂𝟑𝟓 = −𝟏𝟓𝟖
1 3 5 7 𝟐𝟗
3. 2 , 2 , 2 , 2 , … th
(15 term) 𝒂𝟏𝟓 = 𝟐

D. Solve the following:

1. Find the general term of an arithmetic sequence whose 9th term is 26 and 20th
term is 59. 𝒂𝒏 = 𝟑𝒏 − 𝟏
2. Find the first term of an arithmetic sequence whose 41st term is -124 and the
common difference is -3.
𝒂𝟏 = −𝟒
Solution Activity 5
A.
1. 3, 12, 21, 30, 39, 48;
Finding d = 12 - 3 = 9
𝑎1 = 3,𝑎2 = 12, 𝑎3 = 21 Thus, the missing terms are 30,39 & 48.
𝑎4 = 𝑎3 + 𝑑 = 21 + 9 = 30
𝑎5 = 𝑎4 + 𝑑 = 30 + 9 = 39
𝑎6 = 𝑎5 + 𝑑 = 39 + 9 = 48
B.
1)9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, …
an = 2n + 7
Use the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, to find the general term

9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, …

a1, a2, a3, …

Used the formula in finding the common difference.
d = 11 – 9 = 2 d = 15 –23 = 2
d = 13 – 11 = 2 d = 17 – 15 = 2 and so on
so, d = 2; substitute the value of a1 =9 and d = 2 in the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑)
an = a1 + (n-1) d
an = 9 + (n – 1) (2) Substitute the given to the formula
an = 9 + 2n – 2 Apply distributive property
an = 2n + 9 – 2 Simplify
an = 2n +7

Therefore the general rule of 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29,is an = 2n +7 .
Then do this in number 2, 3, 4 and 5.

C.
1. -1, -3, -5, -7, … (8th term)

Using the formula in finding the nth term 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

-1, - 3, -5, - 7, …

a1, a2, a3, …

d = -3- (-1) = -3 + 1 = - 2; d = - 2
find the nth term 𝑎𝑛 = 𝑎1+ (𝑛 − 1)𝑑
𝑎𝑛 = 𝑎1+ (𝑛 − 1)𝑑
𝑎𝑛 = −1 + (𝑛 − 1)(−2) Substitute the given
𝑎𝑛 = −1 − 2𝑛 + 2 Apply Distributive Property
𝒂𝒏 = −𝟐𝒏 + 𝟏 Simplify
𝒂𝒏 = −𝟐𝒏 + 𝟏 used this general rule to find the 8th term where n=8
𝒂𝟖 = −𝟐(𝟖) + 𝟏 = −𝟏𝟔 + 𝟏 = −𝟏𝟓
Then do this in number 2, and 3.

D.
1. Find the general term of an arithmetic sequence whose 9th term is 26 and 20th
term is 59.
If 𝑎9 = 26 and 𝑎9 = 𝑎1 + (9 − 1)𝑑, then 26 = 𝑎1 + 8𝑑
If 𝑎20 = 59 and 𝑎20 = 𝑎1 + (20 − 1)𝑑, then 59 = 𝑎1 + 19𝑑
To find 𝑎1 and 𝑑, solve the system: 26 = 𝑎1 + 8𝑑
26 = 𝑎1 + 8𝑑
59 = 𝑎1 + 19𝑑
 To solve for d, to solve for 𝑎1 ,

__ 26 = 𝑎1 +_ 8𝑑 26 = 𝑎1 + 8𝑑
-
59 = 𝑎1 (+)19𝑑
__________________ 26 = 𝑎1 + 8(3)
−33 = −11𝑑 26 = 𝑎1 + 24
−33 −11𝑑
−11
= −11
26 − 24 = 𝑎1
3 = 𝑑 or 𝑑 = 3 𝑎1 = 2

Hence, the general term is:

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎𝑛 = 2 + (𝑛 − 1)(3)
𝑎𝑛 = 2 + 3𝑛 − 3
𝑎𝑛 = 3𝑛 − 1
2. Find the first term of an arithmetic sequence whose 41st term is -124 and the
common difference is -3.
Solution:
If 𝑎41 = −124; 𝑑 = −3; n=41
To find 𝑎1 use the formula in finding the nth term 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎41 = 𝑎1 + (41 − 1)(−3)
−124 = 𝑎1 + (40)(−3)
−124 = 𝑎1 − 120
−124 + 120 = 𝑎1
𝒂𝟏 = −𝟒

References
Text Book
Callanta, Melvin M., Allan Canonigo, Arnaldo I. Chua, Jerry D. Cruz, Mirla S.
Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando
B. Orines, Rowena S. Perez, and Concepcion S. Ternida.
2015.Mathematics-Grade10 Learners’ Module. Pasig: Rex
Book Store.
Websites
Department of Education. 2010. Searching for Patterns in Sequences, Arithmetic,
Geometric, and Others. Pasig City, October 12.
Mathigon. n.d. Sequences and Patterns. Accessed July 3, 2020.
https://mathigon.org/course/sequences/introduction.
 Congratulations!
You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

▪ Name
▪ Grade and Section
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your
teacher.
3. Keep the modules with you AND return them at the end of the school
year or whenever face-to-face interaction is permitted.