Mathematics

First Quarter – Week 1

Arithmetic Sequence
Mathematics – Grade 10
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 1: Illustrates an Arithmetic Sequence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this exemplar are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writer: Razil G. Pandeling

Illustrator: ___________________________
Layout Artist: Sherylyn L. Mahinay
Language Editor: Estanle B. Ramos
Content Evaluator: Rhodora C. Diesto
Layout Evaluator: Shella L. Montenegro
Management Team: PSDS/DIC
___________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher
offices in the Department. It is the utilization of a lesson exemplar that is
streamlined in a teacher-and-learner-friendly format to cater to the new
classroom setup in light of the COVID-19 health crisis. These exemplars will be
paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Mathematics-Grade 10 - Quarter 1 Exemplar on Arithmetic

Sequence!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning
Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

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.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the Mathematics – Grade 10 – Quarter 1 Exemplar on Arithmetic

Sequence!

This exemplar 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

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while being an active learner, either at home or in school. To help you with
this, this exemplar comes with a Weekly Portfolio Assessment. You teacher will
provide you with a template and you will be given a privilege to organize the
portfolio in your own creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to
competencies you are expected to learn in
Know
the module and the objectives you are
expected to realize.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take.
This section provides a brief discussion of the
What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This section provides an activities which will
What I Can Do (1,2
help you transfer your new knowledge or skill
& 3)
into real life situations or concerns.
This task aims to evaluate your level of
What I Have Learned
mastery in achieving the learning
objectives.

Answer Key This contains answers to all activities in the

module.

This contain instructions about recording

Portfolio Goal Setting
your positive, realistic goals before going
through this exemplar.
This contain instructions about completing
Portfolio Completion
the components of the portfolio. This also
–
Your Growth Clue! includes a rubric to guide you of how your
portfolio will be assessed.
At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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 What I Need to Know

In this exemplar, you will learn about arithmetic sequence. As you go

over the activities, you will develop skills in finding the next terms of an
arithmetic sequence and be able to identify if the given sequence an
arithmetic sequence or not. The activities are arranged to follow the standard
sequence of the course.

Most Essential Learning Competency:

Illustrates an Arithmetic Sequence. (M10AL-Ib-1)

Sub-Competency
Illustrates an Arithmetic Sequence. (MELC can no longer be unpacked)

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: identify and describe an arithmetic sequence;

B. Skills: find the common difference and the next terms of an

arithmetic sequence; and,

C. Attitude: appreciate the importance of an arithmetic sequence

in real life situation.

Duration: Two (2) days

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher
along with this exemplar, accomplish now your weekly goal setting. Refer to
the objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.
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 General reminders in using this exemplar:
1. Use the exemplar with care. Do not put unnecessary mark/s on any part
of the exemplar. Use a separate sheet of paper in answering the
activities and tasks.

2. Read the instruction carefully before doing each task.

3. Observe honesty and integrity in doing the tasks and checking your
answers.

4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through
with it.

If you encounter any difficulty in answering the tasks in this exemplar, do

not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. 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 Know

Directions: Read the given situation and answer the following questions.

A merchandiser in Gaisano Capital - Tandag Branch, was tasked to

stack cans of Mega Sardines. The illustration is shown below.

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 Write the number of cans per layer on the space provided below.
__, __, __, __, ….

1. What do you observe on the number of cans per layer?

2. What is the difference between 1st layer and 2nd layer? How about
2nd layer and 3rd layer? 3rd layer and 4th layer?

3. Does the number of cans in each layer of the stack show an

arithmetic sequence? Why?

4. If the pattern continues, how many cans will be displayed on the 7th
layer from the top?

What is It

How was the activity? Where you able to learn new thing from the
activity?

The above activity illustrates a sequence where the difference

between the two consecutive terms is constant. This constant is called the
common difference and the said sequence is called an arithmetic sequence.

An arithmetic sequence is a sequence where every term after the first is

obtained by adding a constant called the common difference.

Any sequence that do not have common difference is not an

arithmetic sequence.

Example 1. Doctor Ahmad advised his patient to jog every day for 7 days
with a consistent increase in number of meters every day. On the
1st day of the week his patient ran 250 meters; 280 meters on the
2nd day; 310 meters on the 3rd day; and 340 meters on the 4th
day.

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 What do you observed on the given numbers? Do you see a pattern?
Let us draw a table to present the values.

DAY 1 2 3 4 5 6 7

Meters 250 280 310 340 ? ? ?

Covered

Given the table above, what do you observed on the meters covered
every day? What is the difference between day 1 and day 2? How about
day 2 and day 3? Note that the number of meters covered every day is
increased by 30 meters.

Where you able to determine the number of meters the patient will
cover on the succeeding days?

Let’s do these together.

Step 1. Determine the common difference

250 280 310 340

280 – 250 = 30 310 – 280 = 30 340 – 310 = 30

Common difference is 30

Step 2. To get the next number in the sequence, add the common difference
to the last number in the sequence.

In our example, the common difference is 30. Following Step 2, we will

add 30 to the last number in the sequence, which is 340. We will then get 370,
which should be the number of meters the patient will cover on the 5th day.
We will repeat the process until we will be able to determine the number of
meters covered on the 7th day. So 370 is the meters covered on the 5th day,
adding again the common difference which is 30, we will get 400 meters for
the 6th day and lastly, to determine the number of meters covered on the 7 th
day, simply add again the common difference to 400, hence, 400 + 30 = 430.

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Take a look at the completed table below.

DAY 1 2 3 4 5 6 7

Meters 250 280 310 340 370 400 430

Covered

Example 2. Find the next 4 terms of the sequence with 𝑎1 = 3 and common
difference d of 4?

To obtain the 2nd term, simply add the common difference to the first
term, to obtain the 3rd term, add again the common difference to the 2nd
term and so on.

1st term 3
2nd term 3+4=7
3rd term 7 + 4 = 11
4th term 11 + 4 = 15
5th term 15 + 4 = 19

The sequence is 3, 7, 11, 15, 19.

What I Can Do 1

Find the common difference and give the next three terms of the sequence.
1. 3, 9, 15, 21, …
2. 6, 8.5, 11, 13.5, …
3. 10, 6, 2, -2, …
4. 20, 13, 6, …
5. 4, 12, 20, …

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 What I Can Do 2

Directions: Find the next 4 terms given the first term and common
difference d to form an arithmetic sequence.

1. 𝑎1 = 5 and 𝑑 = −2

2. 𝑎1 = 2 and 𝑑 = 3

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3. 𝑎1 = 4 and 𝑑 = 2

1
4. 𝑎1 = −2 and 𝑑 =
4

1
5. 𝑎1 = 6 and 𝑑 = −
3

What I Can Do 3

Directions: Determine whether the given sequence is arithmetic

sequence or not. Write AS if the sequence is an arithmetic sequence and
N if NOT. If the sequence is an arithmetic sequence, find the common
difference.

1. 4, 8, 16, 32, …

2. 2, 6, 10, 14, …

3. 2, 5, 7, 12, …

4. 1, 8, 9, 16, …

5. 2, 11, 20, 29, …

1 1 1 1
6. , 8 , 12 , 16 , . . .
4

7. 4, 4, 8, 12, . . .

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 8. Joey a runner, is doing a routine practice every day for seven
days. On the first day, he runs 1 500 m, 1 200 m on the second
day, 900 m on the third day and so on.

9. A car travels 400 m the first minute, 800 m the next minute, 1600
m the third minute, and so on.

10. During Math Festival, Joey, a senior editorial staff of “The

Kalubian” newsletter wrote an editorial piece about the activity
for 4 days. On the first day he wrote 100 words, 200 words on the
second day, 400 on the third day and another 800 on the fourth
day.

What I Have Learned

A. Determine if the following series of numbers are arithmetic sequences or

not. Write AS If the given is an arithmetic sequence, and N if the
sequence is not an arithmetic sequence.

1. 10, 3, -4, -11, -18, . . .

1 1 1
2. 2, 1, , , , . . .
2 4 8
3. 2, 2, 4, 6, 10, . . .
4. 3, -6, 12, -24, 48
1 1 1 1 1
5. 3 , 6 , 9 , 12 , 15

B. Choose and write the correct answer

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1. Find the common difference in the arithmetic sequence 2, 2, 3, 2, . .?
1 1
A. 2 B. 2 C. 3 D. 3

2. Which term of arithmetic sequence 4, 2, 0, -2 . . . is -14?

A. 10th term B. 11th term C. 8th term D.9thterm

3. The fifth term of the arithmetic sequence is 17 with a common

difference d of -3. What is the first term of the sequence?
A. 29 B. 31 C. 26 D. 5

4. What is the next term of the sequence 𝑥, 2𝑥 + 𝑦, 3𝑥 + 2𝑦, _______?

A. 3x + 2y B. 4x +3y C. 3x + 4y D. 4x

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5. Find b so that the numbers b + 2, 2b + 7, 4b + 8 form an arithmetic
sequence?
A. 3 B. 5 C. 4 D. 6

6. You went to the rooftop of your friend’s house. Upon reaching the
top, you drop a coin. The coin falls a distance of 4 feet for the first
second, 16 feet for the next second, 28 feet on the third second,
and so on. Find the distance the coin will fall in 6 seconds?
A. 50 B. 64 C. 78 D. 92

7. Adam, a Lebanese national, is studying Kamayo, a native dialect

from San Agustin. He started practicing one (1) word for an hour
and decided to add two more words every succeeding hour. If the
pattern continues, how many Kamayo words did he learn in one
day?
A. 500 B. 525 C. 550 D. 576

8. In preparation for the upcoming competition, Samantha is doing

her jogging routine1 hour every day for one month. On the first day
she ran 1000 meters, 1050 meters on the second day, 1100 meters
on the third day and so on. If the pattern continues, how many
meters will she run at the end of the month?
A. 2450 B. 2000 C. 1800 D. 1950

9. Ravin planned to give gift to his brother on his coming birthday. Two
weeks before the birthday, he has ₱ 200 with him and planned to
add certain amount every day. A day before the birthday, Ravin
bought a gift worth ₱ 800. How much he was saving every day?
A. 100 B. 80 C. 50 D. 30

10. Alvin Jay want to save a certain amount of money for the coming
Christmas season because he want to buy something for that day.
On December 1, he had initial money worth ₱50.00. On the next
day, he added ₱20 and decided to set aside the same amount
every day and add this to his savings. How much money do you
think he will have during Christmas day?
A. 530 B. 500 C. 480 D. 450

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What I Have Learned What I Can Do 3
A. B. 1. N 6. N
1. AS 1. B 6. B 2. AS; 4 7. N
2. N 2. A 7. D 3. N 8. AS; -300 meters
3. N 3. A 8. A 4. N 9. N
4. N 4. B 9. C 5. AS; 9 10. N
5. N 5. C 10. A
What I Ca n Do 2 What I Can Do 1 What I Know
1. 5, 3, 1, -1, -3 1. 6; 27, 33, 39 1. 1, 4, 7, 10
2. increasing
2. 2, 5, 8, 11, 14 2. 25; 16, 18.5, 21 3. 3; 3; 3
4. yes, because it has
3. 4, 9/2, 5, 11/2, 6 3. -4; -6, -10, -14
common difference
7 3 5 4. -7; -1, -8, -15 5. 19
4. -2, − , − , − , -1
4 2 4
17 16 14 5. 8; 28, 36, 44
5. 6, , , 5,
3 3 3
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals and Sets general goals Sets clearly defined
not realistic for ability processes that are and processes that goals that are ___ out
nor level of positive and realistic. are positive and attainable and of 10
development. realistic growth-oriented
2. Test Self Shows little evidence Shows adequate Shows good evidence Shows very good and
Evaluation of reflection and self- evidence of of reflection and self- clear evidence of
------ out
assessment. reflection and self- assessment. reflection and self-
of 10
assessment. assessment with
documentation.
3. Mathematical Shows very limited Shows Shows nearly Shows understanding
knowledge: understanding of the understanding of complete of the concept of an
------ out
concept of an some of the concept understanding of arithmetic sequence
of 10
arithmetic sequence of an arithmetic the concept of an
sequence arithmetic sequence
4. Accuracy The computations The computations The computations are The computations
are erroneous and do are erroneous and accurate. Use of key are accurate. A wise
not show some use show some use of concepts of an use of key concepts ------ out
of key concepts of an key concepts of an arithmetic sequence of an arithmetic of 10
arithmetic sequence arithmetic sequence sequence

5. Overall Submits some of the Submits most of the Presents all items in a Presents thorough,
Presentation items in a items. Portfolio is chronological form. clear and complete
----- out
disorganized form. well presented. Portfolio is well items. Portfolio is
of 5
Portfolio looks organized. neat and elegant.
slapdash.
6. Prompt Submits late (3 Submits late (2 Submits late (1day). Submits on time. ------ out
Submission. days). days). of 5
Total
(Highest
possible
score:
50)

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References
DepEd Mathematics Learner’s Module Grade 10; pp. 12-13

Website Links
https://lrmds.deped.gov.ph/ EASE Module - Module 2 Searching for Patterns
in Sequences, Arithmetic, Geometric and Others

https://megaglobal.com.ph/blog/buying-canned-sardines/

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:sequenc
es/x2f8bb11595b61c86:introduction-to-arithmetic-sequences/

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of _____________

Address: _______________________________________________
___________________________________________________________
___________________________________________________________

Contact Number:
Email Address:

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