Mathematics 10

Generating Patterns and Illustrating

Arithmetic Sequence

Introductory Concept

Recognizing and extending patterns are important skills needed to the

learning of concepts related to sequences. In this lesson, you will be able to
generate patterns and illustrate arithmetic sequence. Hoping that you will be
able to see the importance of arithmetic sequence in real life situations.
Let’s enjoy and have fun in learning these new concepts as you discover the
beauty of Mathematics as Grade 10 students.

Learning Skills

At the end of this packet, you should be able to

1. generate patterns, (M10AL-Ia-1) and
2. illustrate an arithmetic sequence. (M10AL-1b-1).

Learning Activities
Lesson 1: Generating Pattern

In lesson, the topics focuses generating pattern from a given succession

of objects, numbers, letters, or symbols; finding the nth term of a sequence;
and writing the rule for the nth term of a sequence.

To make working with patterns easy for you, please follow the suggested steps
below:

Steps in Generating Patterns

1. List down the given set of numbers.

2. Make illustrations and representations.

DO_Mathematics_Grade 10_Q1_LP 1 Page 1 of 14

3. Look at the numbers and observe the pattern.

Here are some pointers in making your observations:

a) Study each number as it compares to the next number or to its position.
Is there something added, subtracted, multiplied or divided to obtain
the next number? Is the number a multiple of its position or multiple of
the square or cube of its position?
b) Examine the trend of the pattern.
Does it increase or decrease?
* If it decreases slowly, consider expression that involve the position
plus or minus a constant. Examples: 𝑛 + 2 or 𝑛 − 3; if 𝑛 represents the
position
* If it increases moderately, think about multiples of the position plus
or minus a constant. Examples: 2𝑛 + 1 or 3𝑛 − 1 ; if 𝑛 represents the
position
*If it increases very rapidly, try powers of the position plus or minus a
constant.
Examples: 𝑛2 or 𝑛2 + 1 ; if 𝑛 represents the position
b) If the set of numbers consist of fractions, examine how the numerators
and denominators change as separate sets.

4. Give the pattern rule. (You can use the Recursive pattern rule or the Explicit
pattern rule)
* In using the Recursive rule, form the rule using a statement which
relates each element of the pattern to the previous one. State the rule
using mathematical symbols that tells you the initial number and how
the pattern continue.
* In using the Explicit rule, consider your observations to relate each
element of the pattern to its position. However, some algebraic
procedures can be done if the rule is difficult to obtain using mere
observation or inspection.

5. Check if the pattern rule is applicable to all the elements in the given set.

Austine is a die-hard fan of Arabella Racelis (that’s

bella), a famous vlogger. Inspired by her idol, she also tried to
make her own Youtube channel. She uploaded her first video
last September 16 with only 1 subscriber. Luckily on the
EXAMPLE
second day, there were already 4, on the third day 9, on the
fourth day 16. What pattern rule can be used to find the
number of subscribers at the end of the month?

Solution:
1. List down the given set of numbers.
1, 4, 9, 16, …

2. Make illustrations or representations.

DO_Mathematics_Grade 10_Q1_LP 1 Page 2 of 14

 • You can illustrate the given numbers on a number line to see
the distance between them.

• You can also illustrate this using a table of values.

Let 𝑛 = day
𝑎𝑛 = no. of subscribers

3. Look at the numbers and observe the pattern.

• Notice on the number line that the distances of the given
numbers are different that means different numbers are added
to the previous numbers to get 𝑎𝑛 .
• From the table of values, you will observe that it is
increasing rapidly so you must try considering the power of its
position plus or minus a constant. In symbols, 𝑛2 ± 𝑐; where
𝑛 is the position and is a constant.

4. Give the pattern rule.

• Using the recursive rule, the pattern is: starting with, the
succeeding numbers are obtained by adding consecutive odd
numbers to the preceding numbers. In symbols,
𝑎𝑛 = 𝑎𝑛−1 + (2𝑛 − 1).
• Using the explicit rule, the given numbers are exactly the
squares of the position (𝑛 ). In symbols, the rule is 𝑎𝑛 = 𝑛2 .

5. Check if the pattern rule is applicable to all the elements in the

given set.

• Using the recursive rule, you have:

𝑎1 = 1(𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟)
𝑎2 = 1 + 3 = 4
𝑎3 = 4 + 5 = 9
𝑎4 = 9 + 7 = 16
The rule is true to all the numbers in the given set; therefore, the
rule is correct.
• Let us check if the explicit rule applies to all the given numbers:
𝑎𝑛 = 𝑛2
𝑎1 = 12 = 1
𝑎2 = 22 = 4
𝑎3 = 32 = 9
𝑎4 = 42 = 16
The rule is true to all the numbers in the given set; therefore, the
rule is correct.

• Thus, any of the two rules can be used to represent the pattern.

DO_Mathematics_Grade 10_Q1_LP 1 Page 3 of 14

Direction: Tell whether the following sequences generate pattern or not. Put
( ) if generates pattern and ( X ) if does not.

_____ 1. 2, 6, 9, 26
_____ 2. -8, -4, 0, 4, 8, …
_____ 3. 200, 150, 0, -100, -230, …
_____ 4. 2, 4, 8, 16, 32, 64,…
1 1 1
_____ 5. , , , 1,…
8 4 2

Rule it Out!

Direction: Consider the given situation, then give what is asked.

1. If one kilogram of rice cost Php35.00, find a rule that will give the
amount to be paid for kilogram of rice.
2. The list shows how a student budgeted his daily allowance: 50, 45,
40, 35, 30. Find a rule that describes the pattern.

Direction: Generate the pattern from the given situation. (Follow the suggested
steps).

A coffee shop in Nabua owned by Mr. Yee reopened last May after
the lockdown. He noticed that from the average of 30 customers last
May, there is a decrease of 3 customers on every succeeding month.
Give the pattern rule that can be used to find the average number of
customers for the month of September.

DO_Mathematics_Grade 10_Q1_LP 1 Page 4 of 14

Lesson 2: Illustrating Arithmetic Sequence

In the previous lesson, you studied different patterns and sequences.

Now you are going to study a special kind of sequence called Arithmetic
Sequence.

Lets try to examine the figures below:

Figure 1:
What do you think will be the
next figure?

Figure 2:
✓ Looking at figure 1, it consists
of only 1 cloud
✓ Next, figure 2 has 4, figure 3
has 7 clouds and figure 4 has
10 clouds in it.
Figure 3: ✓ Analyzing the pattern that we
are having, we derive a
sequence:
1, 4, 7, 10
✓ We can identify the difference
of the second term from the
next which is 3.
Figure 4:
1, 4, 7, 10

3 3 3
✓ We can obtaine the next term
by adding 3 on the last term
having 13 clouds in figure 4.

The sequence:
1, 4, 7, 10, 13
illustrates Arithmetic sequence since the difference between any two
consecutive terms is 3, which is constant. This constant difference is called
common difference.

Here are some examples of sequences that illustrates Arithmetic Sequence.

Arithmetic Sequence Common

Difference

𝟐 cars
1.
DO_Mathematics_Grade 10_Q1_LP 1 Page 5 of 14
 𝟏 side

2. …

3. 𝟓, 𝟏𝟎, 𝟏𝟓, 𝟐𝟎 𝟓

4. 20, 𝟏𝟖, 𝟏𝟔, 𝟏𝟒, 𝟏𝟐, … −𝟐

5. 𝟐𝒙, 𝟓𝒙, 𝟖𝒙, 𝟏𝟏𝒙 𝟑𝒙

Counterexamples of Arithmetic Sequence

Here are sequences that DO NOT illustrate arithmetic sequences.

Arithmetic Sequence Common

Difference

No constant
difference
1.

No constant
difference
2. ...

3. 𝟓, 𝟏𝟎, 𝟐𝟎, 𝟒𝟎 No constant

Difference

4. 𝟏, 𝟏, 𝟐, 𝟑, 𝟓, 𝟖, . .. No constant
Difference

5.
𝟏
,
𝟏
,
𝟏
,
𝟏 No constant
𝟐 𝟑 𝟒 𝟓
Difference

Remember:

To find the common difference (d) in an arithmetic sequence, just

subtract 1st term(a1 ) from the 2nd term (a2 ) or 2nd term) from the 3rd (a3 )
term or subtract two succeeding terms.

In symbol:
𝑑 = 𝑎2 − 𝑎1
= 𝑎3 – 𝑎2
= 𝑎𝑛 – 𝑎𝑛−1

DO_Mathematics_Grade 10_Q1_LP 1 Page 6 of 14

 a. Consider the arithmetic sequence 5, 10, 15, 20.
Its common difference is 5.
EXAMPLES 𝑑 = 10 − 5 = 5
𝑑 = 15 − 10 = 5
𝑑 = 20 − 15 = 5

b. Consider the arithmetic sequence 20, 18, 16, 14.

Its common difference is -2.
𝑑 = 18 − 20 = −2
𝑑 = 16 − 18 = −2
𝑑 = 14 − 16 = −2

c. Consider the arithmetic sequence 2𝑥, 5𝑥, 8𝑥, 11𝑥.

Its common difference is 3𝑥.
𝑑 = 5𝑥 – 2𝑥 = 3𝑥
𝑑 = 8𝑥 − 5𝑥 = 3𝑥
𝑑 = 11𝑥 − 8𝑥 = 3𝑥

Arithmetic sequence can be finite or infinite.

• Finite Arithmetic Sequence is an arithmetic sequence with definite

number of terms; meaning, you can determine the exact number of
terms in the sequence.

a. 5, 10, 15, 20 There are four (4) terms.

EXAMPLES b. 20, 18, 16, 14, 12 There are five (5) terms.
c. 2𝑥, 5𝑥, 8𝑥, 11𝑥, 14𝑥, 17𝑥 There are six (6) terms.

• Infinite Arithmetic Sequence is an arithmetic sequence with infinite

number of terms; meaning, you cannot determine the exact number of
terms in the sequence. The symbol … is used to denote infinity.

a. 5, 10, 15, 20, … There are infinite number of

terms.
EXAMPLES
b. 20, 18, 16, 14, 12, … There are infinite number of
terms.
c. 2𝑥, 5𝑥, 8𝑥, 11𝑥, … There are infinite number of
terms.

DO_Mathematics_Grade 10_Q1_LP 1 Page 7 of 14

 In an arithmetic sequence, if 𝒂𝟏 denotes the first term, 𝒂𝟐 the 2nd term, 𝒂𝟑
the 3𝑟𝑑 term and so on; 𝒅 is the common difference, and 𝒏 is the 𝑛𝑡ℎ term,
then arithmetic sequence can be generally illustrated as:

𝒂𝟏 𝒂𝟐 𝒂𝟑 𝒂𝟒 . . . 𝒂𝒏

𝒂𝟏 𝑎 + 𝑑 𝑎1 + 𝑑 + 𝑑 𝑎1 + 𝑑 + 𝑑 + 𝑑 𝑎1 + 𝑑 + 𝑑 + 𝑑 + ⋯ + 𝑑

𝒂𝟏 𝑎1 + 𝑑 𝑎1 + 2𝑑 𝑎1 + 3𝑑 𝑎1 + (𝑛 − 1)𝑑

EXAMPLE Consider the arithmetic sequence, 4, 7, 10, 13, 16.

𝒂𝟏 𝒂𝟐 𝒂𝟑 𝒂𝟒 𝒂𝒏

4 7 10 13 16

4 4+ 3 4 +3 +3 4 +3 +3 + 3 4 +3 +3 +3 +3

4 4 + 1(3) 4 + 2(3) 4 + 3(3) 4 + 4(3)

4 7 10 13 16

As illustrated, its common difference is 3

Consider the arithmetic sequence, 15, 11, 7, 3

EXAMPLE What is the common difference?

Solution:
a2 – a1 = d 11 -15 = -4 or
a3 – a2 = d 7 - 11 = -4 or
a4 – a3 = d 3 - 7 = -4.

So, the common difference (d) = -4.

Given: 7𝑝 + 2, 5𝑝 + 12, 2𝑝 – 1 as an arithmetic sequence

EXAMPLE what is 𝑝?
What is the common difference?

DO_Mathematics_Grade 10_Q1_LP 1 Page 8 of 14

 Solution:
To find p:
(5𝑝 + 12)– (7𝑝 + 2) = (2𝑝 − 1)– (5𝑝 + 12) We equate the two
(5𝑝 − 7𝑝) + (12 − 2) = (2𝑝 − 5𝑝) + (−1 − 12) equation since both are
(−2𝑝) + (10) = (−3𝑝) + (−13) representations of finding
−2𝑝 + 3𝑝 = −13 − 10 the common difference.
𝑝 = −23,

From the given: 𝑎1 = 7𝑝 + 2

𝑎2 = 5𝑝 + 12
𝑎3 = 2𝑝 – 1

By substitution:𝑎1 = 7(−23) + 2 = −161 + 2 = −159

𝑎2 = 5(−23) + 12 = −115 + 12 = −103
𝑎3 = 2(−23) – 1 = −46 − 1 = −47

Hence, the arithmetic sequence is −159, −103, −47 and

the common difference is 56, that is
(−103) – (−159) = 56
(−47)– (−103) = 56

Arithmetic sequence can also be illustrated or expressed using an

equation rule.
Arithmetic Sequence general rule is an = a1 + (n-1)d
Where:
𝑎1 = 1𝑠𝑡 𝑡𝑒𝑟𝑚
𝑛 = number of terms
𝑑 = common difference
𝑎𝑛 = last term
Consider the arithmetic Sequence 2, 5, 8, 11,.. the common difference is 3.
Then,
a1 = 2
a2 = 2 + 3 = 5
a3 = 2 + 2(3) = 8
a4 = 2 + 3(3) = 11
a5 = 2 + 4(3) = 14

Hence, an = a1 + (n-1 ) d is the general rule or the nth term of

arithmetic sequence.

Let us be guided with the following steps in finding the Arithmetic

Sequence Rule

1. Identify the given.

2. Substitute the given to the General Arithmetic
Sequence Rule.
3. Write the arithmetic sequence rule.
4. Check the rule.
DO_Mathematics_Grade 10_Q1_LP 1 Page 9 of 14
 Let’s try the following examples:

Given the arithmetic sequence 4, 9 14, 19, 24,29…

EXAMPLE Find the arithmetic sequence rule.

Solution:
1. Identify the given
a1 = 4
d=5
2. Substitute the given to the General Arithmetic
Sequence Rule
and simplify
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 − 𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑟𝑢𝑙𝑒
𝑎𝑛 = 4 + (𝑛 − 1)5 − 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
𝑎𝑛 = 4 + 5𝑛 − 5 − 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦
𝑎𝑛 = 5𝑛 − 1 − 𝑎𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑠𝑒𝑞𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒

3. Write the arithmetic sequence rule.

𝑎𝑛 = 5𝑛 − 1

4. Check the rule.

𝑎𝑛 = 4 + 5𝑛 − 5
𝑎𝑛 = 4 + (1 − 1)5
𝑎𝑛 = 4 + (0)5
✓ a1 = 4

𝑎𝑛 = 4 + (𝑛 − 1)5
𝑎2 = 4 + (2 − 1)5
𝑎2 = 4 + (1)5
𝑎2 = 4 + 5
✓ a2 = 9

Given the arithmetic sequence 15, 0, -15, -30, -45…

EXAMPLE
Find the arithmetic sequence rule.

Solution:
1. Identify the given
𝑎1 = 15
d = -15

2. Substitute the given to the General Arithmetic

Sequence Rule and simplify
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 − 𝑔𝑒𝑛𝑒𝑟𝑎𝑙 𝑟𝑢𝑙𝑒
𝑎𝑛 = 15 + (𝑛 − 1) − 15 − 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛
DO_Mathematics_Grade 10_Q1_LP 1 Page 10 of 14
 𝑎𝑛 = 15 − 15𝑛 + 15 − 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦
𝑎𝑛 = −15𝑛 + 30 − 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑐 𝑎𝑟𝑖𝑡ℎ𝑚𝑒𝑡𝑖𝑐 𝑠𝑒𝑞𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒

3. Write the arithmetic sequence rule.

𝑎𝑛 = −15𝑛 + 30

4. Check the rule.

𝑎𝑛 = −15𝑛 + 30
𝑎1 = −15(1) + 30
𝑎1 = −15 + 30
✓ a1 = 15

𝑎1 = −15(2) + 30
𝑎1 = −30 + 30
✓ a2 = 0

𝑎3 = −15(3) + 30
𝑎3 = −15(3) + 30
✓ 𝑎3 = −15

Note: On the next modules we will be using more of the general rule in
finding the nth term.

Direction: Illustrate arithmetic sequence from the given situations.

________1.

_________ 2. Mobile Legends initially had 10 heroes upon its release in 2016.
Every season a new hero is introduced.
_________ 3. Joan is saving Php20 every week.
_________ 4. Five years ago, the students of the BFF High School were 550.
Every year there is an increase of 50 students.
_________ 5. Donna is the youngest child of the Dela Cruz family. She is 5 years
old and has 4 siblings. She and her siblings were born every after
3 years.

DO_Mathematics_Grade 10_Q1_LP 1 Page 11 of 14

Direction: Determine the type of arithmetic sequence, the first term (a1),
common difference (d), number of terms and the last term(an) of
the following arithmetic sequence by completing the table:

Type of Arithmetic First Term Common Number of

Arithmetic Sequence Sequence (𝑎1 ) Difference (𝑑) Terms(𝑛)
1. 1, 3, 5, 7, 9
2. 5, 10, 15, 20, …
3. 18, 9, 0, −9
4. −17, −13, −9, −5, …

Direction: Do what is being asked in the following problems. Write your

answer on your answer sheet.

1. What is the arithmetic sequence rule being illustrated by the

sequence
4, 9 14, 19, 24,29…?

2. What equation define the arithmetic sequence 23, 19, 15, 11,
7… ?
3. Give the first 5 terms of the sequence being illustrated by the
arithmetic sequence rule a n = 0.5n + 4.

Rubrics for Scoring

Lesson 1
For Activity 1 and 2, 1 point will be given in each question.
For Activity 3, the rubric below will be applied.

PROFICIENT APPENTICE 3 NOVICE1

5
Answe Correct solution Copying error, No answer or
rs the and answer. computational error, wrong answer
Proble partial answer for problem based upon an
m with multiple answers, no inappropriate
answer statement, answer plan.
labeled incorrectly.

DO_Mathematics_Grade 10_Q1_LP 1 Page 12 of 14

 Lesson 2
For Activity 1, 1 point will be given in each question.
For Activity 2, 5 points will be given in each question.
For Activity 3, rubrics for Lesson 1 Activity 3 will be used.

Reflection
Complete the sentences below based on our topic. Be honest!
I am doing well with ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
I am proud of myself for _______________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

I still need help with ___________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Answer Key
Lesson 1

Activity 1: Am I?
1) X 2) 3) X 4) 5)
Activity 2: Rule it Out!
1. 𝑎𝑛 = 35𝑛
2. 𝑎𝑛 = −5𝑛 + 55
Activity 3: What is my pattern?
𝑎𝑛 = −3𝑛 + 33
Lesson 2
Activity 1: Write It!
1. 1, 2, 3, 4 or 2, 4, 6, 8
2. 10, 11, 12, 13, …
3. 20, 40, 60, …

DO_Mathematics_Grade 10_Q1_LP 1 Page 13 of 14

 4. 550, 600, 650, …
5. 8, 11, 14, 17

Activity 2: Can you identify it all?

Type of First Common Number

Arithmetic Arithmetic Term (𝑎1 ) Difference of
Sequence Sequence (𝑑) Terms(𝑛)
1. 1, 3, 5, 7, 9 finite 1 2 5
2. 5, 10, 15, 20, infinite 5 5 infinite
…
3. 18, 9, 0, -9 finite 18 -9 4
4. -17, -13, -9, -5, infinite -17 4 infinite
…

Activity 3: Do it in details!
1. 𝑎𝑛 = 5𝑛 − 1
2. 𝑎𝑛 = −4𝑛 + 27
3. 4.5, 5.0, 5.5, 6.0, 6.5

References
1. Enhanced modules for Camarines Sur Quarter 1 Week 1, SY
2020-2021
2. Enhanced modules for Camarines Sur Quarter 1 Week 2, SY
2020-2021

Development Team of the Learner’s Packet

Writer: Mariel R. Broqueza – San Jose National High School
Management Team: Mariel R. Broqueza – San Jose National High School
Rey Allan H.Nuiz – Rolando R. Andaya Sr. MHS
Editors: Repam B. De Los Santos – Barcelonita Fisheries School
Lordelito B. Ilagan – Sinuknipan National High School
Layout Artist: Jonnel P. Gonzales – Ocampo National High School
Validators: Jhonalyn D. Consorte – Gregorio Ocampo Bercasio MHS
Ma. Bella N. Silvestre – San Fernando National High School
Roderick M.Chavez – Calabanga National High School
Elvira M. Dacara – Pili National High School
David V. Ortiola – Laganac High School

DO_Mathematics_Grade 10_Q1_LP 1 Page 14 of 14