10

Mathematics
Quarter 1 – Module 1:
GENERATING PATTERNS

Department of Education ● Republic of the Philippines

Mathematics– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Generating Patterns
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones

Development Team of the Module

Author/s: Merlinda M. Gamil
Reviewers: Rhodel A. Lamban, PhD
Elbert R. Francisco, PhD
Edrix Branzuela
Illustrator and Layout Artist: Kyla Sophia M. Fabela
Management Team
Chairperson: Arturo B. Bayocot, PhD., CESO III
Regional Director

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Schools Division Superintendent

Shambaeh A. Usman, PhD

Assistant Schools Division Superintendent

Mala Epra B. Magnaong, Chief ES, CLMD

Neil A. Improgo, PhD., EPS-LRMS
Bienvenido U. Tagolimot, Jr., PhD., EPS-ADM

Members Elbert R. Francisco, PhD, Chief, CID

Rhodel A. Lamban, PhD, EPS -Mathematics
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
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 10
Mathematics
Quarter 1 – Module 1 :
Generating Patterns

This instructional material was collaboratively developed

and reviewed by educators from public schools. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department
of Education at bukidnon@deped.gov.ph

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Department of Education-Division of Bukidnon ● Republic of the Philippine

 TABLE OF CONTENTS

PAGE
COVER PAGE

COPYRIGHT PAGE

TITLE PAGE

TABLE OF CONTENTS

WHAT THIS MODULE IS ALL ABOUT

Note to the Teacher/Facilitator

Note to the Learner
Note to the Parent/Guardian
Module Icons

WHAT I NEED TO KNOW 1

WHAT I KNOW(Pretest) 2

Lesson 1: Finding the Terms of a Sequence

What I Need to Know 4

What I Know 5
What’s In 7
What’s New 8
What is it 9
What’s More
Guided/Controlled Practice 12
Independent Practice 13
What I have Learned 14
What I Can Do 15
Assessment 17
Additional Activities 19
Lesson 2: Finding a General or nth Term of a Sequence

What I Need to Know 20

What I Know 21
What’s In 22
What’s New 23
What is it 24
What’s More
Guided/Controlled Practice 28
Independent Practice 29
What I have Learned 30
What I Can Do 32
Assessment 33
Additional Activities 35

POSTTEST 36

ANSWER KEYS 38

References 42
What the Module is About
Sequences are important in our daily lives as well as in higher
Mathematics. For example, the arrangement of the planets in the solar
system, the shapes of the leaves and flowers, minute in an hour, squares of
numbers, growth of bacteria, months in a year, days in a week and others.
In this module, you will work with sequences. You will write the
different terms of the sequence and look for a pattern that aids in obtaining
the general rule of the sequence.
For the facilitator:
Welcome to Mathematics –Grade 10 Alternative Delivery Mode (ADM)
Module on Generating Sequence.
This module was collaboratively designed, developed and reviewed by
educators from public schools 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 21 st 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:
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 Mathematics –Grade 10 Alternative Delivery Mode (ADM)
Module on Generating Patterns.
The hand is one of the most symbolized part of the human body. It is
often used to depict skill, action, and purpose. Through our hands, we may
learn, create and accomplish things. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered to achieve
successfully the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands!
For the Parent:
This module was designed and developed to cater the academic needs
of your child in this trying time. Teaching and learning process do not only
happen inside the four corners of a classroom but also in your respective
homes. We hope that you will cooperate with, provide encouragement and
show full support to your children in answering all the activities found in this
module.
Icons from This Module
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.

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 such as
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 This includes questions or blank
Learned 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. This also tends
retention of learned concepts.

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.
Reminders

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 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!
 What I Need to Know
This module was designed and written with you in mind. It is here to
help you understand the concepts on generating patterns . 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 two lessons namely:

• Lesson 1 – Finding the Terms of a Sequence

Lesson 1 is good for two days. For the first day, the learner will
only answer the activities from What’s In to What I Have Learned. For
the second day of the lesson, you will perform the activities from What I
Can Do to Additional Activities.
• Lesson 2 – Generating a Pattern of a Sequence

Lesson 2 is good for two days. For the first day, you will only
answer the activities from What’s In to What I Have Learned, For the
second day of the lesson, you will perform the activities from What I
Can Do, Assessment and Additional Activities.

After going through this module, you are expected to:

1. define a mathematical sequence;

2. identify whether a set of numbers/expressions is a sequence or not;
3. differentiate finite sequence from infinite sequence;
4. list down the next few terms of a sequence;
5. list down the first few terms of a given sequence;
6. find a general term or nth term of a sequence; and
7. find the indicated term of a sequence

1
 What I Know
Multiple Choice.
Directions: Read each item carefully. Choose the letter of the best answer.
Write the chosen letter on the space before each number.
____1. Which of the following set of numbers is an example of a sequence?
A. { 1, 2, 3, 4, 5 } B. { 1, 4, 9, 16, 27 }
C. { 2, 4, 8, 16, 31 } D. { 1, 1, 2, 4, 6 }
____2. It is a function whose domain includes only the first n positive integers
A. Infinite Sequence B. Infinite Series
C. Finite Sequence D. Finite series
____3. It is a term of the sequence defined by an = 2n – 3?
A. -1 B. 9
C. -3 D. 6
____4. What is the value of the first term of the sequence an = n - 1?
A. -1 B. 1
C. 0 D. 2

____5. Which of the following numbers is the 8th term of sequence an = ?

A. 4 B. 8
C. 12 D. 16
____6. Using the pattern 3, 1, -1, -3…, what are the next three terms of the
sequence?
A. -5, -7, -9 B. -5, -9, 7
C. -1, 1, 3 D. -3, -1, 1
For numbers 7-9. Consider the general term of the sequence an = n2 + 2
____7. What are the first three terms of the sequence?
A. 3, 6, 15 B. 3, 6, 8
C. 3, 6, 10 D. 3, 6, 11
____8. Which of the following is the 10th term of the sequence?
A. 22 B. 52
C. 72 D. 102
____9. What term of the sequence is 227?
A. 12th term B. 13th term
C. 14th term D. 15th term

2
____10. What are the next two numbers that will complete the pattern of
16, 21, 26, 31, __, ___
A. 36, 41 B. 41, 46
C. 42, 45 D. 40, 4
____11. Find the general term of the sequence 1, 8, 27, 64, …
A. an = 2n – 1 B. an = n3
C. an = n2 D. an = 2n2
____12. Find the general term of the sequence 4, 8, 12, 16, …
A. an = 2n B. an = 4n
C. an = 3n D. an = 5n
For numbers 13-14. Consider the sequence 7, 9, 11, 13, 15, …
____13. Which of the following equation is the nth term of the sequence?
A. an = 2n + 5 B. an = 2n – 5
C. an = 2n + 3 D. an = 2n – 3
____14. What would be the value of the 10th term?
A. 25 B. 26
C. 27 D. 28
____15. It is the general term of the sequence 2, 6, 12, 20, ….
A. an = n2 – n B. an = n2 + n
C. an = 2n2 + 1 D. an = 2n2 – 1

3
Lesson Finding the Terms of a
1 Sequence

The world is full of patterns. These patterns are used to describe the
world around us. Many situations in the field of science and Mathematics are
best described by using a special type of function called sequence
Sequences are important in our daily live as well as in higher
Mathematics. For example, the arrangement of the planets in the solar
system, the shape of the leaves and flowers, minute in an hour, squares of
numbers, growth of bacteria, months in a year, days in week and others.
This lesson will help you understand how to identify whether a set of
numbers, expressions or figures is a sequence or not. Part of this discusses
the steps in listing down the next few terms in a sequence, the first few terms
in a sequence and finding the indicated term of a sequence.

What I Need to Know

Lesson 1 is good for two days. For the first day my dear learner, you
will only answer the activities from What’s In to What I Have Learned. For
the second day of the lesson, you will perform the activities from What I Can
Do to Additional Activities.

After going through this topic, you are expected to:

1. define a mathematical sequence;

2. identify whether a set of numbers/expressions is a sequence or not;
3. differentiate finite sequence from infinite sequence;
4. list down the first few terms of a sequence;
5. list down the next few terms of a sequence; and
6. find the indicated term of a sequence

4
 What I Know
Multiple Choice.
Directions: Read each item carefully. Choose the letter of the best answer.
Write the letter of the correct answer on the space before each
number.
____1. Which of the following set of numbers shows a pattern?
A. 1, 2, 3, 4 B. 1, 8, 27, 65
C. 4, 9, 17, 25 D. 2, 4, 6, 9
____2. The following set of numbers shows a pattern, which one is not?
A. 1, 4, 9, 16, 25 B. 1, 8, 27, 64, 125
C. 2, 4, 6, 8, 10 D. 3, 6, 9, 12, 17
For numbers 3-5. Consider the sequence 100, 80, 60, 40, 20, …
____3. What is the first term of the sequence?
A. 20 B. 60
C. 80 D. 100
____4. What is the 5th term of the sequence?
A. 20 B. 60
C. 800 D. 100
____5. If the pattern continues, which of the following numbers will be the 6 th
and 7th term of the sequence respectively?
A. 0, -20 B. -20, -40
C. -80, -100 D. -40, -60
____6. It is a sequence that has a last term.
A. Finite sequence B. Infinite Sequence
C. Finite Series D. Infinite Series
____7. Find the 10th term of the sequence 5, -2, -9, -16, …
A. -44 B. -51
C. -58 D. -65
For items 8-9. Consider the sequence -2, 3, 10, 19, 30, …
____8. What is the nth term of the sequence?
A. an = n2 + n + 5 B. an = n2 + 2n + 5
C. an = n2 + 3n - 5 D. an = n2 + 2n - 5

5
____9. What term of the sequence is 58?
A. 5th term B. 6th term
C. 7th term D. 8th term
For numbers 10-11. Describe the pattern in the sequence and find the next
three terms of the sequence.
____10. 13, 15, 17, 19, …
A. Add 2; 23, 25, 27 B. Add -2; -17, -16, -15
C. Add 2; 21, 23, 25 D. Multiply by 2; 38, 76, 15

____11. 4, 8, 16, 32, …

A. Multiply by 2: 64, 128, 256 B. Multiply by 2:-64, -128, 256

C. Multiply by -2: -64, -128, -256 D. Add 2: 34, 36, 38
For numbers 12-15. Given the sequence an = 3n2 – 6n + 2
____12. Find the fifth term of the sequence
A. 45 B. 46
C. 47 D. 48
____13. What term of the sequence is 146?
A. 4th term B. 6th term
C. 8th term D. 10th term
____14. Find the next three numbers in the pattern 6, 12, 18, 24, …
A. 30, 36, 42 B. 32, 38, 48
C. 33, 36, 39 D. 34, 40, 50
____15. What are the first four terms of the sequence defined as
an = n2 + 3n -5?
A. -1, 4, 12, 22 B. -1, 5, 13, 23
C. -2, 4, 12, 22 D. -2, 5, 13, 23

6
 What’s In
This activity will measure your previous knowledge on the lesson of
evaluating algebraic expressions.

Directions: Evaluate the following expressions. Use the number inside the
box as your reference for your answer.

1. 8 + 2 – 7 9. 8 ÷ 4 • 3
2. 8 + 9 ÷ 3 10. 12 ÷ 6 ÷ 2 • 2
3. 2 – 3 • 4 + 10 11. 5n2 – 4 when n = -1
4. 12 • ( 8 + 2 ) – 7 12. 3n - 1 when n = 3
5. 8 + 6 ÷ ( 3 + 3 ) 13. ( x + y ) 2 when x = 2, y = 3
6. 8 - 22 + 3 14. x – 5y when x = 1, y = -3
7. 8 ÷ 2 + 3 • 2 15. x + 3y ; x = 1, y = - 2
8. 15 – 8 ÷ 4 + 10 – ( 6 ÷ 3 )

8 16 -5 1 21

25 2 10 6 11

7 113 9 0 3

What’s New

Hello Learner! Welcome to the world of patterns. This lesson will

teach you to write the first few terms of a given sequence and finding the
indicated term of a sequence.

7
 Let’s Explore

Due to the pandemic that the country is facing today, Mr. Santos is
planning to buy a laptop for his incoming Grade 10 daughter. To prepare for
this, he is thinking of saving P 1, 700.00 every month starting next month. He
has already saved P 5, 000 for this purpose.

Guide Questions

a. How much will Mr. Santos has saved after 2 months? After 3 months?
4 months? After 5 months? After 6 months? After 7 months?
Summarize your answer using a table.

Month No. 1 2 3 4 5 6 7
Savings

b. Describe the pattern you used to fill in the table.

Let’s Try This

Activity 1. You Complete Me!

Each item below shows a pattern. Supply the missing term to
complete the sequence.
1. , , , , , , , ____

2. , , , , , , _____

3. , , , ____, ____,

4. 0, 2, 4, 6, 8, 10, ______

5. 1, 3, 5, 7, 9, ____

6. 4, 9, 16, 25, 36, _____,

7. -1. 1, -1, 1, -1, ____, -1

8. 100, 80, 60, 40, 20, ____

9. -5, -3, -1, 1, ____

10. 1, 1, 2, 3, 5, 8, ____

8
11. 200, 100, 50, , ___

, , , , ____,

13. -10, -8, -6. -4, ____,

14. x, 2x + 1, 3x + 2, 4x + 3, 5x + 4, ____

15. 13, ____, ____, ___, -11, -17

What Is It
The set of numbers and figures in the previous activity are called
sequence. Were you able to find the patterns and identify the next few
numbers and figures?
For example; 1, 3, 5, 7, 9, 11 is a sequence. Each number in a
sequence is called a term. The first term or a1 is 1, the second term or a2 is
3, the third or a3 is 5, the fourth term or a4 is 7, the fifth term or a5 is 9 and the
sixth term or a6 is 11.
Each term of a sequence can be represented as follows:
Terms of a Description
Sequence
a1 ( read as a sub 1) represents the first term of the sequence

a2 ( read as a sub 2) represents the second term of the sequence

a3( read as a sub 3) represents the third term of the sequence

a4(read as a sub 4 ) represents the fourth term of the sequence

. .
. .
. .
an (read as a sub n) represents the nth term or the last term of the
sequence

The number of terms is denoted by n. Two terms are not enough to

describe a sequence.

Let us now give the formal definition of a sequence.

9
 What is a sequence?

Definition: A sequence is a set of numbers which is written in a special

order based on definite rule.

a1, a2, a3, a4, a5, …, an… are called the terms of the sequence

For example, 2, 5, 8, 11, … is a sequence. The second number is

obtained by adding 3 to the first number. The third number is obtained by
adding 3 to the second number. The fourth number is obtained by adding 3 to
the third number.
Below are two types of sequence.
Sequence A Sequence B
10, 12, 14, 16, 18 10, 12, 14, 16, 18, …
Sequence A is a finite sequence because it has a last term, which is
18. Sequence B is an infinite sequence because of the three dots which
signifies no end. It has no last term. It keeps on going and going and going
forever.

Writing the First Few Terms of a Sequence

Sequence is usually given by stating the general term or nth terms. To
avoid confusion about ordering the nth term or general term ( an ) of a
sequence, it is designated by an algebraic expression like an = 2n + 1.
Example 1. A. Write the first 5 terms of the sequence whose n th term is
an = 2n +1

Step Figure/Expression/ Discussion

Equation
1. Substitute the a. a1 = 2 ( 1 ) + 1 You will replace the value of n
value of n by 1 by 1 since you will find the first
and simplify term of the sequence.

b. a1= 2 + 1 Multiply 2 and 1 and add it by

the remaining 1.

c. a1= 3 Simplify.
2. Substitute the a2 = 2n + 1
value of n by 2 a. a2 = 2 ( 2 ) + 1 You will replace the value of n

10
and simplify by 2 since you will find the
second term of the sequence.

b. a2 = 4 + 1 The product of 2 times 2 is 4

c. a2 = 5 4 plus 1 is equal to 5
3. Substitute the a3= 2n + 1
value of n by 3 a3= 2 ( 3 ) + 1 You will replace the value of n
and simplify a3 = 6 + 1 by 3 since you will find the third
a3 = 7 term of the sequence and
simplify the expression.

4. Substitute the a4 = 2n + 1
value of n by 4 a4 = 2 ( 4 ) + 1 You will replace the value of n
and simplify a4 = 8 + 1 by 4 since you will find the fourth
a4 = 9 term of the sequence and
simplify the expression.

5. Substitute the a5= 2n + 1

value of n by 5 a5 = 2 ( 5 ) + 1 You will replace the value of n
and simplify a5 = 10 + 1 by 5 since you will find the fifth
a5 = 11 term of the sequence and
simplify the expression.

6. Summarize The five terms of the a1 = 3, a2 = 5, a3= 7, a4 = 9

the results as sequence are and a5 = 11
a1, a2, a3, a4 , 3, 5, 7, 9, 11
a5

B. Using the given sequence, what is the 10th term of the sequence defined by
the formula an = 2n + 1?
Step Figure/Expression/ Discussion
Equation
1. Substitute the an= 2n + 1
value of n by 10 n is replaced by 10 since you
a10 = 2 ( 10 ) + 1 will be solving for the value of
the 10th term.

11
2. Multiply 2 by a10 = 20 + 1
10
3. Simplify a10 = 21

C. Using the same sequence defined in letter B, an = 2n + 1, what term of the

sequence is 25?
Solution:
In the given example, you already know that the last term of the
sequence or an. To find the value of n which is the number of term, you need
to substitute the value of an by 25. You have,
Step Figure/Expression/Equation Discussion
1. Substitute the an = 2n + 1 an will be replace by 25
value of an by 25 25 = 2n + 1 in the equation
in the equation
2. Simplify the 25 – 1 = 2n Subtraction Property of
equation Equality

24 = 2n Division Property of
2 2 Equality

2=n
Or n = 12 Symmetric Property

What’s More
A. Classify Me.
Directions: Classify the following sequences as Finite Sequence or Infinite
sequence.
________________1. {1, 3, 5, 7, 9,…}
________________2. { 2, 4, 6, 8, 10}

________________3. , , , , , …}

________________4. { 3, 6, 9, 12, 15 }
________________5. { 1, 4, 7, 10, 13 }
________________6. { 2, -4, 6, -8, 10, …}

________________7. { , , , , }

12
________________8. { 3, -3, 3, -3, -3, …}
________________9. Set of counting numbers
________________10. Set of even numbers from 2 to 20
________________11. Set of odd numbers divisible by 3
________________12. Set of integers
________________13. Set of odd numbers from 5 to 50
________________14. Set of even numbers divisible by 4
________________15. Set of perfect square numbers
B. Matching Type. Match the sequence written in general form in Column A
with the corresponding first three terms in Column B.
Write the letter of the correct answer on the space
provided before each number.
COLUMN A COLUMN B
______1. an = n + 5 A. 7, 11, 15

______2. an = n – 20 B. 4, 8, 12

______3. an = n + 6 C. 6, 7, 8

______4. an = 4n - 1 D. 9, 19, 29

______5. an = n2 E. -2, -4, -6

_________6. an = -n - 6 F. -2, -7, -12

______7. an = -2n G. 2, 8, 18

______8. an = 2n2 H. 7, 8, 9

______9. an = 4n I. 1, 4, 9

______10. an = 10n + 1 J. 8, 11, 14

______11. an = 10n – 1 K. 3, 7, 11

______12. an = 4n + 3 L. -7, -8, -9

______13. an = 3n + 5 M. 11, 21, 31

______14. an = 5 – 2n N. -19, -18, -17

______15. an = 3 – 5n O. 3, 1, -1

13
 How did you find the activity? Do you find it easy to match
the sequence in general form with their first few terms? If you have
difficulty in answering the activity, don’t hesitate to ask your
teacher.

My dear learner. You will answer all the remaining activities

on this lesson on the second14
day.

What I Have Learned

Bravo! You made it, because of your enthusiasm and perseverance

you have shown in learning the module. To test your understanding and
mastery of the lesson, a new set of exercises will be given to you.
Let’s Go Beyond.
A. Identify whether or not the following set of number is a sequence. Write
sequence if the set of numbers is a sequence, otherwise write not a
sequence.
___________________1. 3, 6, 9, 12, 15
___________________2. 1, 1, 2, 3, 7

___________________3. 58, 29, , ,

___________________4. 10, 4, -2, -8, -14

___________________5. , , , ,

B. Fill in the missing terms in each of the following sequence.

1. 4, 9, 14, _____, _____, _____
2. 15, 8, _____, _____, -13, -20
3. 24, _____, _____, _____, 52, 59
4. -12, -4, 4, _____, _____, _____,
5. 9, _____, _____, _____, _____, 64
C. Write the first four terms of the sequence whose nth term is given by the
formula.
____________________1. an = 3 – 5n

14
____________________2. an =

____________________3. an = ( n + 1 ) 2
____________________4. an = n3+ 1
____________________5. an = n2 – 2n + 1

What I Can Do

Answer the following puzzle.

Who Is the Father of Modern Algebra?
To find out, find the indicated term of the given sequences below and
find your answer in the code key. Notice the letter beside it. Write this letter
in the box that contains the number of the item.

Code Key

R. -14 S. 1, 7. 17, 31 I. , E. 3

V. 7 C. 11 E. -11, 4
T. , 1 I. 49, 71 O. 27

N. 35 A. 8, 10, 12, 14 F. 1

1. What is the 4th term of the sequence 10, 7, 4…?

2. Find the value of a7 in the sequence an = -2n?

3. Write the first 4 terms of the sequence an = 2 ( n + 3 )

For items 4-6, consider the sequence an = 4n – 13

4. Find the 12th term.

5. Find the 6th term.

6. Find the 10th term.

7. Write the next two terms of the sequence 1, , ,

15
For items 8 – 10, Refer to the sequence defined as an = 2n2 – 1

8. Give the first 4 terms of the sequence.

9. What is the value of the second term?

10. How about the next two terms of the sequence?

11. Write the first two terms of the sequence an = 5n2- 16

12. Write the first two terms of the sequence an = .

13. What is the value of the 6th term?

Answer

1 2 3 4 5 6 7 8

9 10 11 12 13

How is the activity? Were you able to name the father of

modern algebra? If you were able to name him? If you did,
Congratulations. However, if you missed some items, go over with
the missed items.

16
Assessment
Multiple Choice.
Directions: Read each item carefully. Choose the letter of the best answer.
Write the letter of the correct answer on the space before each
number.
_____1. Which of the following set of numbers shows a pattern?
A. 5, 7, 9, 11, 13 B. 4, 8, 12, 15, 17
C. 4, 9, 17, 45 D. 2, 4, 6, 9, 67
_____2. The following set of numbers shows a pattern, which one is not?
A. 10, 5, 0, -5 B. -4, -2, 0, 2
C. 2, 6, 8, 10 D. 1, 5, 9, 13

For numbers 3-5. Consider the sequence ,

_____3. What is the first term of the sequence?

A. B.

C. D.

_____4. What is the 5th term of the sequence?

A. B.

C. D.

_____5. If the pattern continues, which of the following numbers will be the 6th
and 7th term of the sequence respectively?

A. , B. ,

C. , D. ,

_____6. Which of the following set of numbers is a finite sequence?

A. 1, 3, 6, 10, … B. -2, 0, 3, 5
C. 0, -3, -6, -9 D. 9, 6, 0, 5

_____7. Find the 10th term of the sequence x, 2x + y, 3x + 2y, 4x + 3y, …

17
 A. 9x + 8y B. 10x +9y
C. 11x + 10y D. 12x + 11y

For numbers 8-9. Consider the sequence 200, 100, 50, ,…

_____8. What is the 4th term of the sequence?

A. B. 50

C. 100 D. 200
_____9. What is the 7th term of the sequence?

A. B. 50

C. 100 D. 200
For numbers 10-11. Describe the pattern in the sequence and find the next
three terms of the sequence.
_____10. -5, 0, 5, 10, 15, …
A. Add 5; 20, 25, 30 B. Add -2; -25, -27, -29
C. Add -5; 20, 25, 30 D. Add by -3; -26, -29, -32

_____11. 0, -3, -6, -9, …

A. Add 3: 12, 15, 18 B. Add -3: -12, -15, -18
C. Multiply by 2: 18, 36, 72 D. Multiply by -2: -18, -36, -72
For numbers 12-14. Given the sequence an = 5n2 – 6n - 2
_____12. Find the fifth term of the sequence
A. 91 B. 93
C. 95 D. 97
_____13. What term of the sequence is 270?
A. 6th term B. 7th term
C. 8th term D. 9th term
_____14. Which of the following is the second term of the sequence?
A. 6 B. 12
C. 14 D. 16
_____15. What are the first four terms of the sequence defined as
an = n2 + 3n -5?
A. -1, 4, 12, 22 B. -1, 5, 13, 23
C. -2, 4, 12, 22 D. -2, 5, 13, 23

18

Additional Activities
 Answer the following questions.

1. Define sequence in your own words give your own example. (3 points)
2. Give examples of objects that you have encountered in your life whether it
an object or a situation. (3 points)
3. Give three examples of finite and infinite sequence. (3 points)
4. Five students are standing in line. Candy is not the last. Mel is directly
ahead of Angie. Johnny has a girl directly in front of him and directly
behind him. Samson is not last. Johnny is somewhere ahead of Angie.
Name the students in order from first to last. (3 points)
5. Juan, Pedro and Baltazar placed first, second and third in a singing contest.
Juan was not the first, Baltazar was not the third and Pedro was not
second. Baltazar won ahead of Pedro. In what order did the contestants
won? (3 points).

Lesson Finding a General or

2 nth Term of a Sequence
 In the previous lesson, you had listed terms of a sequence with the
general rule given. Listing a few terms of sequence is not enough to say for
certain what the general term is but you can make prediction by searching for
a pattern. If you are given the first few terms of the sequence, the best you
can do is to find one possible general term
This lesson will help you understand how to write a general term of a
sequence given its few terms. Part of this discusses the steps in finding the
general term of a sequence whether it is linear or quadratic.

19
What I Need to Know
Hello learner. In the previous lesson you learned how to
identify sequence and you were able to find the next few terms of a
sequence and the first few terms of a sequence.
In this lesson, you will perform the activities from What’s In to
What I have Learned during the first day. On the second day of this
lesson, you will perform all the remaining activities.

After going through this topic, you are expected to:

1. solve the common difference between each term of a sequence;
2. find the general term of a sequence which is linear in nature;
3. determine the general term of a sequence which is quadratic in nature;
and
4. find the indicated term of a sequence.

What I Know
Multiple Choice.
Directions: Read each item carefully. Choose the letter of the best answer.
Write the letter of the correct answer on the space before each
number.
____1. What is the common difference between each term of the sequence?
2, 5, 8, 11, 14?
A. 2 B. 3
C. 4 D. 5
____2. What formula gives the sequence that is the multiple of 6?
A. an = 2n B. an = 4n
C. an = 6n D. an = 8n

For items 3-5. Consider the sequence 1, 4, 7, 10, 13, …

____3. Which of the following numbers is the difference between each term of
20
the sequence?
A. 2 B. 3
C. 4 D. 5
____4. Which of the following equations is the general term of the sequence?
A. an = n – 2 B. an = 2n – 1
C. an = 3n + 2 D. an = 3n – 2
____5. What is the 20th term of the sequence?
A. 52 B. 54
C. 56 D. 58
For items 6-7. Consider the sequence 7, 10, 13, 16, 19,…
____6. Which of the following numbers is the difference between each term of
the sequence?
A. 2 B. 3
C. 4 D. 5

____7. What term of the sequence is 40?

A. 10th term B. 12th term
C. 14th term D. 16th term
____8. Write an expression that satisfies each term of the sequence.
A. an = 2n + 4 B. an = 5n + 4
 C. an = 4n + 4 D. an = 3n + 4
____9. A theatre has an auditorium with 32 rows of seats. There are 25
seats on row 1 and each row after row 1 has four more seats than the
previous row. How many seats are there in row 20?
A. 99 B. 100
C. 101 D. 102
For items 10-13, Consider the sequence -1, 2. 7, 14, 23, …
___10. How are you going to get the first difference between each term of the
sequence?
A. a1 + a2 , a2 + a3, a3 + a4, a4 + a5 B. a1 – a2, a2 – a3, a3 – a4, a4 – a5
C. a2 + a1, a3 + a2, a4 + a3, a5 + a4 D. a2 - a1, a3 – a2, a4 – a3, a5 – a4

____11. What is the first difference between each term of the sequence?
21
A. 1, 5, 3, 3 B. 3, 3, 3, 3
C. 3, 5, 7, 9 D. -3, 5, 7, 9
____12. What is the second difference between each term of the sequence?
A. 2, 2, 2 B. 3, 3, 3
C. 4, 4, 4 D. 5, 5, 5
____13. It is the general term of the sequence.
A. an = n2 + 1 B. an = n2 - 1
C. an = n2 + 2 D. an = n2 - 2
____14. Which of the following sequence has general term that is linear in
nature?
A. 1, 3, 6, 10, 15, … B. 8, 5, 2, -1, -4, …
C. 1, 4, 9, 16, 25, … D. 1, 4, 10, 19, …
____15. Which of the following sequence has general term that is quadratic in
nature?
A. 1, 3, 6, 10, 15, … B. 8, 5, 2, -1, -4, …
C. 1, 4, 16, 25, … D. 1, 4, 7, 10, 13 …

What’s In
 This activity will measure your previous knowledge on the lesson of
translating verbal statements to mathematical expressions, properties of
equality and solving systems of linear equations in two variables.

Warm-Up Activity
A. Match the given expressions and equations in Column A with the
correct verbal phrases and sentences in Column B. Write the letter of
your answer in your answer sheet.

Column A Column B
1. The sum of n and 7 a. 2n + 1 = 12
2. The quotient of n and a number 5 b.

3. 8 subtracted from the product of c. n + 7 = 8

7 and n 22 d. n + 7
4. Twice a number n plus 1 is 12 e. 7n - 8
5. n increased by a number 7 equals 8 f. 8 – 7n

B. Solve the following linear equations in one variable by applying the

property of equality.
1. n + 7 = 9
2. n – 1 = 5
3. 3n = 15
4. 2n + 5 = 7
5. 3n – 4 = -10

What’s New
 In the previous lesson, you were able to identify any term in the
sequence without writing all the terms of the sequence. The process of finding
those terms becomes easy because the nth or the general term of the
sequence was already given to you. In contrast, writing the first few terms of a
sequence is not enough to say for what the nth term is. However, we can
make predictions by looking for a pattern. In this lesson, you will be given the
chance to summarize this pattern by writing the general rule or equation that
describes the sequence which are linear or quadratic in nature.

For example, 1, 8, 27, 64, has terms that are cubes of consecutive
positive integers. Thus, a possible equation for the general term is an = n3.

Below are squares that are made up of tiles. Study the figure and answer the
questions that follow:

Figure 1 Figure 2 Figure 3 Figure 4

Guide Questions: 23

a. Is there a pattern in the number of square tiles in each figure?

If there is, describe it.
b. If the pattern continues, illustrate the next 3 figure.
c. Summarize your answer using a table.
Number of Figure 1 2 3 4 5 6 7
Number of Tiles

d. How is each term ( number of squares ) found?

What Is It
 There are ways in finding the general rule of a sequence. One of these is
by inspection just like what we did with the sequence 1, 8, 27, 64. However,
there are cases in which we cannot do it by inspection, so there will be certain
steps to be followed. These are the steps in finding a general term or n th term
which are linear or quadratic in nature.

1. Make a table showing the value of n and an; n represents the domain and
an represents the terms of the sequence.
2. Find the first difference between each term of the sequence:
a. When the first difference is a constant, use an + b = an. To do this:
i. create two equations by using 2 pairs of numbers from step 1.
ii. solve for a and b.
iii. substitute a and b in an + b = an
b. If the second difference is a constant, use an2 + bn + c = an in finding the
nth term of the sequence.
3. Create 2 equations if the first difference is a constant or 3 equations if the
second difference is a constant.
i. Form 3 equations using 3 pairs of consecutive terms from the table
ii. Solve for the value of a, b, c
iii. Substitute the value of a, b and c in the general term or nth term of the
sequence
Example1. Discover a possible formula
24 for the general term of the sequence
A. 2, 3, 4, 5, …
Solution: By inspection,
a1 = 1 + 1 = 2 a4= 4 + 1 = 5
a2 = 2 + 1 = 3 a3 = 5 + 1 = 6
a3 = 3 + 1 = 4
Equation: an = n + 1

B. Find a general term or nth term of the sequence

1, 4. 8, 16, 25, …
Solution: The terms of the sequence are consecutive squares of integers.
Thus, a possible equation for the sequence is an = n2.
Example 2. Write the equation that describes the sequence -2, 0, 2, 4, …

Steps Expression Discussion

1. Set up the table n 1 2 3 4 … n Write the value of
using the value Of n an -2 0 2 4 … ? n and an in the
and an table
2. Get the first Difference = a2 – a1;
difference of the -2, 0, 2, 4 a3 – a2,a4 – a3;….
value of an . an – 1- an

2 2 2 0 – ( -2 ) = 2
2–0=2
4–2=2
3. Create 2 n = 1, an = -2, Substitute the
equations using 2 a + b = -2 Eq. 1 value of
pair of numbers n = 1 and an = 2 in
since the first an + b = an
difference is a 1 ( a ) + b = -2
constant and use the a + b = -2
equation n = 2, an = 0
an + b = an 2a + b = 0 Eq. 2 Substitute n = 2,
an = 0 in
an + b = an
2(a)+b=0
2a + b = 0
25

4. Solve for the value 2a + b = 0 Eq. 2 Use Elimination

of a and b by a + b = -2 Eq. 1 method of solving
subtracting Eq. 2 by ____________ systems of linear
Eq. 1 a = 2 equations in two
variables. Each
term of Eq. 2 will
a + b = -2 be subtracted to
2 + b = -2 each term Eq. 1
26
b = -2 -2
b = -4 Substitute a = -2
 to Equation 1
SPE
5. Substitute the
value of a and b to an = 2n – 4
an = an + b

In the third example we will have a sequence which is quadratic in nature.

Example 3. Find a general term for the sequence 3, 5, 9, 15, 23, 33, …

Steps Equation/Expression/Table Discussion

1. Set up the table Write the value of
using the value of n n 1 2 3 4 … … n and an in the
and an an 3 5 9 15 ? … table
2. Get the first In finding the
difference of two 3 5 9 15 23 33 difference, you
consecutive terms. If subtract the
the difference is not 2 4 6 8 10 following:
a constant, get the a2- a1; a3- a2; a4-
second difference 2 2 2 2 a3;
a5- a4 and a6- a5
3. Create 3 n = 1, an = 3, then Substitute the
equations using 2 a+b+c=3 Eq.1 value of n and an
pairs of numbers to
since the second n = 2, an = 5 an2 + bn + c = 0
difference is a 4a + 2b + c 26
=5 Eq. 2 and simplify the
constant. Use the equation.
equation If n = 3, an= 9 , then
an2 + bn + c = an 9a + 3b + c = 9 Eq. 3

27
 Steps Expression/Equation Discussion

4. Solve for the value Subtract Eq. 2 by Eq. 1 To eliminate

of a, b, c variable c, you
4a + 2b + c = 5 Eq. 2 need to subtract
a+b +c=3 Eq. 1 Eq. 2 by Eq. 1.
3a +b =2 Eq. 4
Subtracting Eq. 3 by Eq. 2,
we have To eliminate
9a + 3b + c = 9 Eq. 3 variable c, you
4a + 2b + c = 5 Eq. 2 need to subtract
5a + b =4 Eq. 5 Equation 3 by
Equation 2.
Eq. 5 – Eq 4
5a + b = 4 Eq. 5 Subtract Eq. 5 by
3a + b = 2 Eq. 4 Eq. 4 to solve for
2a =2 the value of a.

2a = 2 Applying Division
2 2 Property of
a=1 Equality
Next, substitute a = 1 to Eq.
4 to find the value of b Substitute a= 1 to
3a + b = 2 equation 4 to solve
3(1)+b=2 for b.
3+b=2
b = 2 -3 SPE
b = -1

Substitute a = 1 , b = -1 to Substitute a= 1,
a+b+c=3 b= -1 to equation
5. Substitute the 1–1+c=3 1 to solve for c.
value of a, b and c to 0 + c = 3 27
An = an2 + bn + c C=3
 Eq. 1 to solve for c. B= -1 to equation
a+b+c=3 1 to solve for c.
1 -1+c=3
0+c=3
C=3

What’s More
I. Complete the solutions below.

A. Consider the sequence 3, 6, 9, 12, …

1. Set up the table containing the value n and an

n 1 2 3 4 … n
an ?

2. Get the first difference of the value of an

__________________________
3. The equations formed using two pair of numbers are:
a + b = _______ Equation 1
2a + b = _______ Equation 2

4. Solve for the value of a by subtracting equation 2 by equation 1

Solution:

____________

_____________

5. Solve for the value of b by substituting

28 the answer you obtained in item
4 in equation 1.
_____________
 6. The general rule of the sequence 3, 6, 9, 12… is
an = _______________

B. Consider the sequence 2, 5, 10, 17, 26, …

7. Make a table reflecting the value of n and an

____________________________________

8. Find the first difference of the value of an, if the first difference is not a
constant, get the second difference.
________________________
9. Form 3 equations using two pairs of numbers
_____________________ Equation 1

_____________________ Equation 2

_____________________ Equation 3

10. Create equation 4 by subtracting Equation 2 by Equation 1

______________________

______________________

______________________ Equation 4

11. Create equation 5 by subtracting Equation 3 by Equation 2

______________________

______________________
______________________ Equation 5
12. Solve the value of a by subtracting Equation 5 by Equation 4 and use
the division property of equality.
13. Solve the value of b by substituting the value of a obtained in item 12 to
equation 5 and simplify it.
14. Solve the value of c by substituting the value of a and b obtained in item
12 and item 13 in equation 1.
15. Write the general term or the nth term of the sequence.
________________________
29
 What I Have Learned

This activity will check your understanding of the terms and concepts
used in this module. To test your understanding and mastery of the lesson, a
new set of exercises will be given to you.

I. Solution “ Fiction ”. An error has made in some of the solutions in finding

the general rule or equation of a sequence. Rewrite the steps if you have
located the error. If there is no error, write no error.

A. Find the general term of the sequence 13, 15, 17, 19, 21, …

n 1 2 3 4 5 … n
an 13 15 17 19 21 … ?

13 15 17 19 21

3 2 2 2 ______________1

a + b = 13 Equation 1 ______________ 2

2a + b = 15 Equation 2 ______________ 3

Subtracting Eq. 2 by Eq.1

2a + b = 15 _______________4

a + b = 13 _______________5

a = -2

Substitute a = -2 to Eq. 1
30
a + b = 13

-2 + b = 13 _______________6

b = 11 _______________7
 The equation of the sequence is

an= -2n + 11 _______________8

II. Write a rule or equation that describes the sequence below.

, , , , ,… ; a10

2. -2, 1, 4, 7, 10,… ; a10

3. 1, -3, -7, -11, … ; a20

4. 1, 16, 81, 256, … ; a5

5. 2, 5, 10, 17 … ; a6

This time you will write your analysis by answering the questions below
that will indicate your understanding with our lesson.

III. Answer the following:

1. Explain the process of finding the nth term or general rule of a sequence
by inspection. Illustrate it using your own example.
2. When can you say that in finding the nth term or general rule of a
sequence can be done only by inspection or trial and error?
3. A student says that the nth term of the sequence -5, 2, 5, 8, 11, …
is an = 7n + 12. Is he correct or not? Explain your answer.

How is the activity? If your score is 11 to 15, you may review the
missed items and proceed to the next activity. However, if your score is
below 11, you must review the steps in determining the steps in finding
the rule of a sequence.

My dear learner. You will answer all the remaining activities

on this lesson on the second day.

31
 What I Can Do

Play the Game: Tower of Hanoi.

My dear learner, you are going to make your own version of

tower of Hanoi and play with it.

A number of discs are placed on top of the other. They are arranged in
such a way that no disc is place on top of a smaller disc. Only one disc can
be moved at a time using peg A or Peg B. The objective is to transfer the
discs either on peg A of pad B in the same arrangement in the possible
moves.

1. Tabulate the results.

Number of disks ( n ) 1 2 3 4 5 6
5umber of moves ( an)
2. Write a general term relating n and an.

How is the activity? Were you able to play the game correctly
and get the correct number of moves? If you do, Congratulations.
If not, you can play the game again.

32
 Assessment
Multiple Choice.
Directions: Read each item carefully. Choose the letter of the best
answer. Write the chosen letter on space before each
number.
____1. What is the second difference between each term of the sequence
0, 5, 12, 21, 32, …?
A. 2 B. 3
C. 4 D. 5
____2. What formula gives the sequence that is the multiple of 3?
A. an = 2n B. an = 3n
C. an = 6n D. an = 8n
For items 3-5. Consider the sequence 4, 10, 20, 34, 52, …
____3. Which of the following numbers is the first difference between each
term of the sequence?
A. 6, 10, 14, 18 B. 6, 12, 14, 18
C. 7, 10, 14, 18 D. 7, 10, 14, 18
____4. Which of the following is the general term of the sequence?
A. an = n2 – 2 B. an = 2n2 – 1
C. an = 3n2 + 2 D. an = 2n2 + 2
____5. What is the 20th term of the sequence?
A. 400 B. 402
C. 404 D. 406
For items 6-7. Consider the sequence 13, 19, 25, 31, 37, …

____6. Which of the following numbers is the difference between each term of
the sequence?
A. 3 33 B. 4
C. 5 D. 6
____7. What term of the sequence is 67?
A. 10th term B. 12th term
C. 14th term D. 16th term
____8. Write an expression that satisfies each term of the sequence.
A. an = 3n + 7 B. an = 5n + 7
C. an = 6n + 7 D. an = 7n + 7
____9. A theatre has an auditorium with 32 rows of seats. There are 26
seats on row 1 and each row after row 1 has five more seats than the
previous row. How many seats are there in row 32?
A. 181 B. 185
C. 189 D. 195
For items 10-13, Consider the sequence 5, 20, 45, 80, 125, …
___10. How are you going to get the first difference between each term of the
sequence?
A. a1 + a2 , a2 + a3, a3 + a4, a4 + a5 B. a1 – a2, a2 – a3, a3 – a4, a4 – a5
C. a2 + a1, a3 + a2, a4 + a3, a5 + a4 D. a2 - a1, a3 – a2, a4 – a3, a5 – a4
____11. What is the first difference between each term of the sequence?
A. 15, 25, 35, 45 B. 15, 15, 15, 15
C. 15, 20, 25, 30 D. 15, 17, 19, 21
____12. What is the second difference between each term of the sequence?
A. 5 B. 10
C. 15 D. 20
____13. Write a general term of the sequence
A. an = 3n + 21 B. an = 4n + 21
C. an = 5n+ 21 D. an = 6n + 21
____14. Which of the following sequence has general term that is quadratic
in nature?
A. 16, 22, 28, 34 B. 6, 9, 14, 21
C. -2, 1, 4, 7 D. 1, 3, -7, 11
____15. Which of the following sequence has general term that is linear in
nature?
34
A. 1, 4, 9, 16, 25 B. 2, 8, 18, 32, 50
C. -2, 1, 4, 7, 10 D. 4, 16, 36, 64, 100
 Additional Activities
We get the word mathematics from the Greek word
mathematicos. What does it mean?

To find the answer, find the general term of the given few terms
of a sequence. Write the letter beside the general term of sequence on
the blank above the number corresponding to the terms of the
sequence.

General Term Terms of the sequence

T , , ,… 1. an = -4n

R -9, -10, -11, -12, … 2. an = 10n

G 11, 12, 13, 14, … 3. an = n – 3
N 6, 9, 12, 15, … 4. an =

I 12, 19, 26, 33, … 5. an = -n – 8

L , 1, , ,… 6. an = 4 – 3n

D 1, -2, -5, -8, … 7. an = 2n + 8

S 10, 12, 14, 16, … 8. an = n + 10
P 10, 20, 30, 40, … 9. an =

E -4, -8, -12, -16 10. an = 3n + 3

O -2, -1, 0, 1, … 11. an = 7n + 5
A 1, -1, -3, -5 12. an = -2n + 3
Answer:
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
6 11 7 2 3 7 1 6 4 3 9 1 12 5 10 11 10 8

How was the activity? I hope you are doing great.

36
 Assessment (Posttest)
Multiple Choice.

Directions: Read each item carefully. Choose the letter of the best
answer. Write the chosen letter on a separate sheet of
paper.
____1. Which of the following set of numbers shows a pattern?
A. { 1, -1, 1, -1,1 } B. { 4, 16, 15, 34 }
C. 3, 5, 6, 9, 14 } D. { 1, 1, 3, 4, 6 }
____2. It is a sequence that has no last term
A. Infinite Sequence B. Finite Sequence
C. Infinite Series D. Finite series
____3. Which of the following numbers is a term of the sequence?
an = 6n – 3?
A. -1 C. 1
C. 3 D. 6
____4. What is the value of the first term of the sequence an = -n - 1?
A. -1 B. -2
C. -3 D. -4
____5. Which of the following numbers is the 14th term of sequence?
an = ?

A. 4 B. 7
C. 12 D. 16
____6. Using the pattern 1, -1, -3, -5, …, what are the next three terms
of the sequence?
A. -6, -7, -8 B. -6, -8, 7
C. -7, -8, -9 D. –7, -9, -11
For numbers 7-9. Consider the general term of the sequence
an = n2 + 8 36
____7. What are the first three terms of the sequence?
A. 9, 12, 17 B. 10, 13, 18
C. 11, 14, 19 D. 13, 16, 21
___8. Which of the following numbers is the 9th term of the sequence?
A. 78 B. 82
C. 89 D. 102
____9. What term of the sequence is 233?
A. 14th B. 15th term
C. 16th term D. 17th term
____10. What are the next two numbers that will complete the pattern
of 100, 121, 144, 196, 225, ____, ____?
A. 256, 289 C. 258, 291
C. 289, 324 D. 291, 326
____11. Find the general term of the sequence 1, 16, 81, 256, …
A. an = 2n – 1 B. an = n4
C. an = n3 D. an = 2n3
____12. Find the general term of the sequence 2, -3, -8, -13, …
A. an = 2n + 5 B. an = 5 - 3n
C. an = 6 – 7n D. an = 7 – 5n
For numbers 13-14. Consider the sequence -4, 2, 8, 14, 20, …
____13. Which of the following equation is the nth term of the
sequence?
A. an = -8 + 4n B. an = -10 + 6n
C. an = -14 + n D. an = 16 – 7n
____14. What term of the sequence is 110?
A. 16th term B. 18th term
B. 20th term D. 26th term
____15. The general term of the sequence 3, 12, 27, 48, … is an = 3n2,
what will be the nth term of the sequence 1, 10, 25, 46, …?
A. an = 3n2 - 1 B. an = 3n2 + 1
C. an = 3n2 - 2 D. an = 3n2 + 2
 Answer Keys

What I Know What I Know Lesson 1 What’s In Lesson 1

1. A 13. A 1. A 13. C 1. 3 13. 25

2. C 14. A 2. D 14. A 2. 11 14. 16

3. A 15. B 3. D 15. B 3. 0 15. -5

4. 113
4. C 4. A
5. 9
5. A 5. A
6. 7
6. A 6. A
7. 10
7. D 7. C
8. 21
8. D 8. D 9. 6
9. D 9. C 10. 2
10. A 10. C 11. 1
11. B 11. A 12. 8
12. B 12. C
13.
What’s More (L1) What’s More (L1) What’s New (L1)

B. A 1. 1 oval

1. C 13. J 1. I 13. F 2. 8 squares

2. N 14. O 2. F 14. I 3. 4 triangles, 5 triangles

3. H 15. F 3. I 15. I 4. 12

4. K 4. F 5. 11

5. I 5. F 6. 49

6. L 6. I 7. 1

7. E 7. F 8. 0

8. G 8. I 9. 3

9. B 9. I 10. 13

10. M 10. F 11. 50/4

11. D 11. I 12. 1/20

12. A 12. I 13. -2

What I Have Learned What 39
I Can Do (L1) Additional Activities
(L1) L1
1. F
1. sequence 2. R 1.
2. not 3. A 2.
3. not 4. N
3
4. sequence 5. C
4. Anne, Samson,
5. not 6. O Candy, Johnny, Mel,
B. 7. I Angie
1. 19, 24, 29 8. S 5. Baltazar, Juan,
2. 1, -6 9. V Pedro

3. 31, 38, 45 10. I

4. 12, 20, 28, 36 11. E
5. 20, 31, 42, 53 12. T
C. 13. E
1. -2, -7, -12, -17, -22
2. 0, 1/4, 2/5, 3/6
3. 4, 9, 16, 25
4. 2, 9, 28, 65
5. 0, 1, 4, 9

What I Know L2 What’s In L2

1. B 13. D A.
2. C 14. B 1. D
3. B 15. C 2. B
4. D 3. E
5. D 4. A
6. B 5. C
7. B B.
8. D 1. 2
9. C 2. 6
10. D 3. 5
11. C 4. 1
12. A 5. -2
 What’s More L2 40

A.

1.

n 1 2 3 4
a 3 6 9 12
n

2. 3 9. a + b + c = 2

3. a + b = 3 4a + 2b + c = 5

2a + b = 6 9a + 3b + c = 10

4. a = 3 10. 3a + b = 3

5. b = 0 11. 5a + b = 5

6. an = 3n 12. 1

7. 13. 0

What’ In Have
1 2 3 4 L2 5
Learned What’ I Can Do L2
1. 2, 2,a2,
n
22 – 5First
10Difference
17 28
1.
14. 1
2. no error
3. 8.no3,error
5, 7, 9- First Difference n 15.1 an2= n32 + 41 5 6

4. no error an 0 3 7 15 31 63
2, 2, 2 – Second Difference
5. a = 2
6. 2 + b = 13 2. an = 2n - 1
7. b = 11
8. no error
B.
1. an = 1/n2; a10 = 1/100
2. an = 3n – 5, a10 = 25
3. an = -4n + 5, a10 =75
4. an = n4; a5 = 625
5. an = n2 + 1 ; a6 = 37

40
Assessment L2 Additional
41Activities Posttest
L2
1. A 1. A
2. B 1. e 2. A
3. A 2. p 3. C
4. D 3. o 4. B
5. B 4. t 5. B
6. D 5. r 6. D
7. A 6. d 7. A
8. C 7. s 8. C
9. A 8. g 9. B
10. D 9. l 10. A
11. A 10. n 11. B
12. B 11. i 12. D
13. C 12. a 13. B
14. B 14. B
15. C 15. C

41
 References

Chua, Simon L., Tan, Benson S., Degolacion, Roberto J. and

Aguinaldo, Ma. Salome B.. Mastering Intermediate Algebra II.
Philippines: SIBS Publishing House Inc.2005

Mapile,Edilmera. Intermediate Algebra. Philippines: Academe

Publlishing House, Inc. 2005

Nocon, Rizaldi C. Math for Engaged Learning Intermediate Algebra II.

Philippines: Sibs Publishing House. 2011

Oronce, Orlando A., Nonato Gil C., Ona, Marie I. Interactive

Mathematics III Concepts, Structure and Methods for High
School. Philippines: REX Book Store. 2008

Ulpina, Jisela N and Razon, Lerida- M E. Math Builders Grade 10.

Philippines: Jo-Es Publishing House Inc. 2015

42
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Department of Education - Bureau of Learning Resources (DepEd-

BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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