LEARNING MODULE

Mathematics 10
10
Quarter 1
Self-Learning Module 1
Generating Patterns and Illustrating
an Arithmetic Sequence

 MELCs-aligned

 Integrates 4S of
learning
 TABLE OF CONTENTS
PAGE
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator iii
Note to the Learner iii
Note to the Parents/Guardian iii
How to Learn from this Module iv

Parts of the Module with 4S Learning Model Components iv

WHAT I NEED TO KNOW (LEARNING OUTCOMES) vi

WHAT I KNOW (Pre-test) vi

REVIEW vii

LESSON: Generating patterns and illustrating arithmetic sequence 1

Activity 1 5
Activity 2 6
Activity 3 7
Activity 4 10

WRAP-UP 11

POST TEST 12

ANSWER KEY 13

REFERENCES 14
What this Module is About

Welcome to the Mathematics Grade 10 Self-Learning Module on generating patterns and

illustrating arithmetic sequences.
This Self-Learning Module was designed and developed by the researcher and reviewed by
selected experts from Department of Education who handled Mathematics subjects. The writer/s utilized
the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC)
in developing this instructional resource.

This learning material hopes to engage the learners in guided and independent learning
activities at their own pace and time. Further, this material is guided with the 4S Learning Cycle model,
namely: Sense making, Showing of representation, Solution and explanation, and Summarization. Also
aims to help learners acquire the needed 21st-century skills while taking into consideration their needs
and circumstances.

Module Developers: Paul John E. Calam (researcher) and Dr. Maria Antonieta A. Bacabac (adviser)

In addition to the material in the main text, you will also see this box in the body of the self-
learning module:

Notes to the Teacher

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

Notes to the Teacher/Facilitator:

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 a s they do the tasks included
in the module.
Notes to the Learner:
Welcome to the Mathematics 10 Self Learning Module on generating patterns and illustrating
arithmetic sequences.
This self- learning module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process the
contents of the learning material while being an active learner.
How to Learn from this Module

To achieve the objectives in this self-learning module, you are to do the following:
1. Take your time reading the lessons carefully.
2. Follow the directions and/or instructions in the activities and exercises diligently.
3. Answer all the given tests and exercises.

Parts of the Module with 4S Learning Model Components

4S Learning Model Parts of the

Purpose
components Definition Modules

This point to the set of

knowledge and skills that
Learning students should acquire
Outcomes after completing the
module.
This is a pre-test
assessment as to your level
of knowledge to the
Pretest subject matter at hand,
meant specifically to
gauge prior related
knowledge
Refers This refers to students’ ability to
turn circumstances into a situation
that is comprehended clearly by Review of Prior This part connects previous
Sense-making using their prior knowledge and Knowledge lesson with that of the
experience to explain the given current one.
problem.

This section discusses the

Lesson
lessons for the students to
understand the concept.
 This is an activity where
This refers to students’ ability to students will be given an
illustrate the model to opportunity to illustrate the
communicate mathematical ideas model to communicate
through the use of manipulative mathematical ideas through
materials, diagrams, graphica l the use of manipulative
Showing displays, or symbolic Activity 1 materials, diagrams,
Representation expressions. graphical displays, or
symbolic expressions.
Refers to accurate response
through the algorithm with This is an activity where
clarity and justification why the students will solve and
Solving with Activity 2
answer to the question is correct. explain their solutions.
Explanation

Refers to the students’ ability to This is an activity where a

put together the concept student put together the
Synthesizing discussed in their own words, in concept discussed in their
a simple manner and correct Activity 3
own words, in a simple
context manner and correct context.
This is an activity where
Sense-making, students will solve word
Showing problems by applying the
Representation, 4S(Sense-making, Showing
Solving with Representation, Solving
Explanation and Activity 4 with Explanation and
Synthesizing Synthesizing) method of
problem solving.
This section summarizes
Synthesizing Wrap-up the concepts and
application of the lesson.
This evaluates your level
Posttest of mastery in achieving the
learning objectives.

At the end of this module you will also find:

References This is a 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 the Pretest 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!

Learning Outcomes

This Module is about;

– Generating Patterns and Illustrating an Arithmetic Sequence

At the end of this module, you should be able to:

1. Generates patterns and illustrates an arithmetic sequence (M10AL-Ia-1 and M10AL-Ib-1)
You will also be expected to:
1. define a mathematical sequence,
2. differentiate finite sequence from infinite sequence,
3. list down the first few terms or next few terms of a given sequence,
4. find a general rule or nth term of a sequence, and
5. find the indicated term of a sequence.
6. identify arithmetic sequence;
7. determine the common difference of an arithmetic sequence;
8. determine the missing terms of an arithmetic sequence; and
9. generate the next terms of an arithmetic sequence.

PRETEST

Directions: Identify what is being asked in each question. Write your answer in your paper.

1. Which of the following set of numbers is an example of a sequence?

A. { 1, 2, 3, 4, 5 } C. { 1, 4, 9, 16, 27 }
B. { 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 C. Infinite Series
B. Finite Sequence D. Finite series

3. What is the value of the first term of the sequence an = n - 1?

A. -1 B. 1 C. 0 D. 2
4. Which of the following numbers is the 8th term of sequence an = 2n/4 ?
A. 4 B. 8 C. 12 D. 16

5. Using the pattern 3, 1, -1, -3…, what are the next three terms of the sequence?
A. -5, -7, -9 C. -5, -9, 7
B. -1, 1, 3 D. -3, -1, 1
6. What is the next figure in the sequence below?

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

1 3
A. 5, 10, 15 … 𝑎 20 C. , 1 , ,2 …
2 2
3 19 35 67
B. 3.1, 5.4, 7.7, 10 D. , , , … 𝑎 20
8 8 8 8
8. Ana classified the sequence 31, 14, -3, -20, -37 as an arithmetic sequence. Is she correct?

A. Yes. It has a common difference of 17.

B. No. The problem is inconsistent and finite.
C. No. There is no constant number added to each term.
D. Yes. It is a sequence with a common difference of -17.

9. Clark classified the sequence -6, -1, 4, 9, 14, 19 as an arithmetic sequence. Which statement
can be drawn from Clark’s classification?

A. Yes. It is a sequence with a common ratio of 5.

B. No. It is a sequence with a common difference of -5.
C. No. There is no constant number added to each term.
D. Yes. It is an arithmetic sequence with a common difference of -5.

10. Firewood are stacked in a pile. The bottom row has 20 logs and the top row has 14 logs.
Each row has one more log than the row above it. How many logs are in the pile?

A. 90 B. 105 C. 119 D. 132

REVIEW
 This activity will measure your previous knowledge on the lesson of evaluating
algebraic expressions.

Directions: Evaluate the following expressions. Choose the number inside the box that
corresponds to your answer.

1. 8 + 9 ÷ 3 4. 3n – 1 when n = 3
2. 12 • ( 8 + 2 ) – 7 5. x + 3y; when x = 1, y = -2
3. 8 - 22 + 3

7 -5 11 8
113
 Lesson: Generating patterns and Illustrating
Arithmetic Sequence
A sequence is an ordered list of numbers (or other elements like geometric objects), that often
follow a specific pattern or function. Each number in a sequence is called a term.

For example, the numbers 1, 11, 21, 31, 41, 51 is a sequence. The first term is 1, the second term is
11, the third is 21, the fourth term is 31, the fifth term is 41 and the sixth term is 51.

Each term of a sequence can be represented as follows:

Terms of a Sequence Description

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

We need more than two terms to describe a sequence and the number of terms of a
sequence is denoted by 𝑛.
A sequence is a function whose domain is the finite set {1, 2, 3, …,n} or the infinite
set {1, 2, 3, … }.
Below are examples of the 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 it has no last term, which means it continues infinitely.

Writing the First Few Terms of a Sequence

A sequence is usually given by stating the general rule or its nth term, hence we can
find its next few terms.
 Here are some examples.

Example 1: Write the first 5 terms of the sequence whose 𝑛𝑡ℎ term is given by 𝑎 𝑛 = 2𝑛 + 1.

Since we are asked to find the first 5 terms of the sequence, then we have to find 𝑎1 , 𝑎 2 , 𝑎 3 ,𝑎 4 and 𝑎 5 . Hence,
the values of 𝑛 to be substituted to 𝑎 𝑛 = 2𝑛 + 1 are 1, 2, 3, 4 and 5.
Solution: Explanation
Step 1. Find 𝑎1 :
That is, 𝑎 𝑛 = 2𝑛 + 1 → 𝑎1 = 2(1) + 1 To find 𝑎1 , substitute 1 to 𝑛 of 𝑎 𝑛 = 2𝑛 + 1.
𝑎1 = 2 + 1 Multiply 2 and 1
𝑎1 = 3 Combine like terms
Step 2. Find 𝑎 2 :
That is, 𝑎 𝑛 = 2𝑛 + 1 → 𝑎 2 = 2(2) + 1 To find 𝑎 2 , substitute 2 to 𝑛 of 𝑎 𝑛 = 2𝑛 + 1.
𝑎2 = 4 + 1 Multiply 2 and 2
𝑎2 = 5 Combine like terms
Step 3. Find 𝑎 3 :
That is, 𝑎 𝑛 = 2𝑛 + 1 → 𝑎 3 = 2(3) + 1 To find 𝑎 3 , substitute 3 to 𝑛 of 𝑎 𝑛 = 2𝑛 + 1.
𝑎3 = 6 + 1 Multiply 2 and 3
𝑎3 = 7 Combine like terms
Step 4. Find 𝑎 4 :
That is, 𝑎 𝑛 = 2𝑛 + 1 → 𝑎 4 = 2(4) + 1 To find 𝑎 4 , substitute 4 to 𝑛 of 𝑎 𝑛 = 2𝑛 + 1.
𝑎4 = 8 + 1 Multiply 2 and 4
𝑎4 = 9 Combine like terms

Step 5.
That is, 𝑎 𝑛 = 2𝑛 + 1 → 𝑎 5 = 2(5) + 1 To find 𝑎 5 , substitute 5 to 𝑛 of 𝑎 𝑛 = 2𝑛 + 1.
𝑎 5 = 10 + 1 Multiply 2 and 5
𝑎 5 = 11 Combine like terms

Therefore, the first five terms of the sequence are {3, 5, 7, 9, 11}.

Example 2: What is the 10th term of the sequence defined by the formula 𝑎 𝑛 = 𝑛2 + 𝑛 − 1?

Solution Explanation
Finding the 10th term of the sequence means that
𝑛 = 10.
That is,
𝑎 𝑛 = 𝑛2 + 𝑛 − 1 → 𝑎10 = 102 + 10 − 1 Substitute the value of 𝑛 to 𝑎 𝑛 = 𝑛2 + 𝑛 − 1.
𝑎10 = 100 + 10 − 1 By following PEMDAS, square the value of 10
𝑎10 = 109 Combine like terms
Therefore the 10 term of the sequence given by 𝑎 𝑛 = 𝑛2 + 𝑛 − 1 is 109.
th

5
Example 3: Which term of the sequence given by 𝑎 𝑛 = 3𝑛 − 6 is 42?

Solution Explanations
We already know that 𝑎 𝑛 = 42. We are asked to find the
value of 𝑛 when 𝑎 𝑛 = 42. To do this, we substitute the
𝑎 𝑛 = 3𝑛 − 6 → 42 = 3𝑛 − 6 value of 𝑎 𝑛 , which is 42 to 𝑎 𝑛 = 3𝑛 − 6 .
42 + 6 = 3𝑛 Adding both sides by 6.
48 = 3𝑛 Combine like terms.
48 3𝑛 Dividing both sides by 3 since 3 is their LCM.
=
3 3
16 = 𝑛

Therefore, 42 is the 16th term of the sequence 𝑎 𝑛 = 3𝑛 − 6.

Example 4: Find the general rule that describes the sequence -2, 0, 2, 4….

Solution: Observe that the general rule of the given sequence cannot be easily determined by inspection.
Hence, we will solve this algebraically.

Step 1. Make a table showing the value of 𝑛 and 𝑎 𝑛 .

n 1 2 3 4 … n
-2 0 2 4 … ?

Step 2. Find the differences between each term of the sequence. That is,
.
-2 – 0 = -2
0 – 2 = -2
2 – 4 = -2

Step 3. Since the differences are equal and a constant which is −2, it means that the general
rule of the sequence is linear in nature. Hence, we can use the linear equation given by
𝑎 𝑛 = 𝑎𝑛 + 𝑏 to solve for the general rule. To do this, we have to solve for the values of 𝑎 and
𝑏. Thus, we need two equations to begin with.

Note that in the table, when 𝑛 = 1, 𝑎 𝑛 = −2. Substituting these values to

𝑎 𝑛 = 𝑎𝑛 + 𝑏, we get 𝑎 𝑛 = 𝑎𝑛 + 𝑏 → −2 = 𝑎(1) + 𝑏
−2 = 𝑎 + 𝑏 equation 1
Also, when 𝑛 = 2, 𝑎 𝑛 = 0. Substituting these values to 𝑎 𝑛 = 𝑎𝑛 + 𝑏,
we get 𝑎 𝑛 = 𝑎𝑛 + 𝑏 → 0 = 𝑎(2) + 𝑏
0 = 2𝑎 + 𝑏 equation 2

Step 4. Using equations 1 and 2, we will solve for the values of 𝑎 and 𝑏 by elimination or
substitution method.
−2 = 𝑎 + 𝑏 equation 1
 0 = 2𝑎 + 𝑏 equation 2
Equations 1 and 2 can also be written as,
𝑎 + 𝑏 = −2 equation 1
2𝑎 + 𝑏 = 0 equation 2

By elimination method, we will eliminate 𝑏 to solve for 𝑎.

That is,

Since we already have the value of 𝑎, we can now solve for the value of 𝑏 by
substituting 𝑎 = 2 to equation 1 or 2.

Using equation 1, we have 𝑎 + 𝑏 = −2 → 2 + 𝑏 = −2

𝑏 = −2 − 2
𝑏 = −4

Hence, substituting the values 𝑎 = 2 and 𝑏 = −4 to 𝑎 𝑛 = 𝑎𝑛 + 𝑏, we will have 𝑎 𝑛 = 2𝑛 − 4.

Therefore, the general rule of the sequence is 𝑎 𝑛 = 2𝑛 − 4.

Are the examples clear to you? If you have some confusions and questions in mind don’t hesitate to
ask your teacher or your facilitator for clarification. You can also ask your classmate or friends for
help in understanding the concept that is unclear to you. If you don’t have problem with the topic you
may now proceed to the next section. Let us proceed on illustrating an arithmetic sequence.

Definition
Arithmetic Sequence

A sequence whose consecutive terms have in common difference is an arithmetic sequence.

The sequence 𝑎1 , 𝑎 2 ,𝑎 3 , … , 𝑎 𝑛, is arithmetic is there is a number d such that:
𝑎 2 − 𝑎1 = 𝑑, 𝑎 3 − 𝑎 2 = 𝑑, 𝑎 4 − 𝑎 3 = 𝑑 and so on. The number d is the common difference in the
arithmetic sequence.
Example 5: Is each sequence below arithmetic? If so, find the common difference.

a. {1,2,4,8,16,…} b. {-3,1,5,9,13,…}

Solution:

(a) The sequence is not arithmetic because there is no common difference.

2-1 = 1 4-2 = 2 8-4 = 4 16-8 = 8
(b) The sequence is arithmetic because there is a common difference which is 4.
 1-(-3) = 4 5-1 = 4 9-5 = 4 13-9 = 4
Analysis of the solution:

The graph of each of these sequences is shown in Figure 1. We can see from the graphs that, although both
sequences show growth, 𝑎 is not linear whereas 𝑏 is linear. Arithmetic sequences have a constant rate of
change so their graphs will always be points on a line.

ACTIVITIES

Read and analyze. Write your complete solution and explanation.

ACTIVITY 1: LET’S ILLUSTRATE!

1. Study the figures below.

Questions:

a. Do the figures show a pattern? Describe it.

b. Draw the next figure.

2. Mr. Santos is planning to buy a laptop for his incoming Grade 10 student. 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.
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 the table below.
Month No. 1 2 3 4 5 6 7
Savings
 b. Describe the pattern you used to fill in the table.

ACTIVITY 2: LET’S PRACTICE!

I. Given the following terms of the sequence, give its general rule or nth term and explain the process.

1.) 3, 6, 9, 12,… 4.) 1, 8, 27, 64,…

2.) 1, 3, 5, 7,…. 5.) 2, 5, 10, 17, 26,…
3.) 2, 4, 8, 16,…

II. An error has been made in finding the indicated term of each sequence. Identify the error and replace it
with the correct answer and explain.

1. Find the 7th term of the sequence defined by the equation a n = 7 – 5n.
Solution: an = 7 – 5n
a7 = 7 – 5 (7)
a7 = 2 (7)
a7 = 14

2. Which term of the sequence defined by the equation a n = 4𝑛 – 4 𝑖𝑠 56?

Solution: 56 = 4𝑛 – 4
56 – 4 = 4𝑛
56 4𝑛
= -
4 4
𝑛 = 15
III. Determine if each sequence below is arithmetic. If so, find the common difference, graph and
analyze the solution.

1. {18,16,14,12,10,…} 2. {1,3,6,10,15,…}
 ACTIVITY 3. SYNTHESIZING
Answer each of the following.
1. How do you define patterns based on your own understanding of the topic? Arithmetic sequence?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How you differentiate finite and infinite sequence?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. In your own words, what is the importance of patterns and sequences in our daily life
situations? Cite some of its application.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4. Complete the paragraph below.

There are (1)_____ways in finding the general rule or nth term of a given sequence. As I go through this topic,
I learned that different sequences can be solve by/using, (2)__________________, (3)_______________.

I realized that when finding the nth term of a sequence that can’t be easily determined by inspection, we need
to find its (4) _____ and/ or (5) _____differences.

Are the activities clear to you? If you have some confusions and questions in mind, don’t hesitate to
ask your teacher or your facilitator for clarification. You can also ask your classmates or friends for
help in understanding the concept that is unclear to you. The next activity will help you understand
more and apply what you have learned in the topic.
ACTIVITY 4. LET’S APPLY!
Solve the following problems below using the concepts you have learned about generating patterns and illustrating
arithmetic sequences. Provide complete solution incorporating the components of 4S learning model.

Problem 1: Due to the hardship cause by COVID-19 pandemic, you decided to help your parents through
loading cell phones and listed how much you gain daily. As your costumer increases, your list
goes as follows, 12, 14, 16, 18,…. If what you gain daily continues in this manner, how much
gain can you expect at the end of the week? Is your gain shows a pattern? If yes, find its general
rule. Using the general rule, compute for your expected gain at the end of 30 days.

I. Sense-making
1. Review Prior Knowledge

This activity will measure your previous knowledge on the lesson of evaluating algebraic
expressions. Evaluate the following expressions.
a. 8 - 9 ÷ 3 d. 3z – 2z 2 when z = 10
b. 12 • ( 8 + 2 ) – 7 e. 2x - 3y; when x = 1, y = -2
c. 8 - 22 + 3
2. Questions for posted problem
a. Based on the initial data given, is there a common difference as the profit of
loading cell phones increases daily?

b. If we are told that a sequence is arithmetic, do we have to subtract

every term from the following term to find the common difference?

c. What are the data needed in order to determine the total gain at the end of the
week/month?

d. How will you compute the total gain/profit for the week/month?
II. Showing Representations
a. Illustrate the given scenario.

b. Construct a table that shows the condition of the problem.

III. Solving with Explanation

 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.

IV. Synthesizing
1. Discuss the mathematical concepts applied to solve the problem.
Problem 2. An atom consists of energy levels. Each energy level can hold a maximum number of electrons. For the
first 4 levels, these numbers are 2, 8, 18, and 32. Find the formula for the nth term of the sequence and
find the maximum number of electrons in the Q level.

I. Sense-making
1. Review Prior Knowledge
a. What is an algebraic equation? _______________________________________
b. How can an algebraic equation e help in determining the nth term of the sequence?
______________________________

2. Questions for posted problem

a. Based on the initial data given, how can you find the formula for the nth term of the
sequence and the maximum number of electrons in the Q level?

b. What are the data needed in order to determine maximum number of electrons in the Q
level?

II. Showing Representations

c. Illustrate the given scenario.

d. Construct a table that shows the condition of the problem.

III. Solving with Explanation

 Write the formula to solve the problem. Why are you using the formula?

 Solve the problem and explain where you get the value of the variables
you substitute in the formula.
 IV. Synthesizing
2. Discuss the mathematical concepts applied to solve the problem.

WRAP-UP

This module covers the lesson on arithmetic series and how they are illustrated in real life
situations. You learned to:

1. define a mathematical sequence,

2. differentiate finite sequence from infinite sequence,
3. list down the first few terms or next few terms of a given sequence,
4. find a general rule or nth term of a sequence, and
5. find the indicated term of a sequence.
6. identify arithmetic sequence;
7. determine the common difference of an arithmetic sequence;
8. determine the missing terms of an arithmetic sequence; and
9. generate the next terms of an arithmetic sequence.

POSTTEST
Directions: Identify what is being asked in each question. Show your complete solution with
explanation on each problem. Write your answer in your paper.

1. What is the next figure in the sequence below?

?
2. Which of the following is NOT an arithmetic sequence?
1 3
A. 5, 10, 15 … 𝑎 20 C. , 1 , ,2 …
2 2
3 19 35 67
B. 3.1, 5.4, 7.7, 10 D. , , , … 𝑎 20
8 8 8 8
3. Ana classified the sequence 31, 14, -3, -20, -37 as an arithmetic sequence. Is she correct?

A. Yes. It has a common difference of 17.

B. No. The problem is inconsistent and finite.
C. No. There is no constant number added to each term.
D. Yes. It is a sequence with a common difference of -17.

4. Clark classified the sequence -6, -1, 4, 9, 14, 19 as an arithmetic sequence. Which statement
can be drawn from Clark’s classification?

A. Yes. It is a sequence with a common ratio of 5.

B. No. It is a sequence with a common difference of -5.
C. No. There is no constant number added to each term.
D. Yes. It is an arithmetic sequence with a common difference of -5.

5. Firewood are stacked in a pile. The bottom row has 20 logs and the top row has 14 logs.
Each row has one more log than the row above it. How many logs are in the pile?

A. 90 B. 105 C. 119 D. 132

6. Which of the following set of numbers is an example of a sequence?
A. { 1, 2, 3, 4, 5 } C. { 1, 4, 9, 16, 27 }
B. { 2, 4, 8, 16, 31 } D. { 1, 1, 2, 4, 6 }
7. It is a function whose domain includes only the first n positive integers
A. Infinite Sequence C. Infinite Series
B. Finite Sequence D. Finite series

8. What is the value of the first term of the sequence an = n - 1?

A. -1 B. 1 C. 0 D. 2

9. Which of the following numbers is the 8th term of sequence an = 2n/4 ?

A. 4 B. 8 C. 12 D. 16

10. Using the pattern 3, 1, -1, -3…, what are the next three terms of the sequence?
A. -5, -7, -9 C. -5, -9, 7
B. -1, 1, 3 D. -3, -1, 1
 KEY TO CORRECTION
Activity 1:

1.a. Yes, it is a polygon of increasing sides

b.

2. a. 6700, 8400, 10 100, 11 800, 13 500, 15 200, 16 900

b. At the start, there is 5000 pesos and then adding 1700 pesos every month.

Activity 2:
I. II. III.
1. 𝑎 𝑛 = 3𝑛 1. Yes, the common difference is 2
2. 𝑎 𝑛 = 2𝑛 − 1 2. No, since there is no common difference
3. 𝑎 𝑛 = 2𝑛
4. 𝑎 𝑛 = 𝑛3
5. 𝑎 𝑛 = 𝑛2 + 1
II.

Activity 3:
Answer may vary
Activity 4:
Answer may vary

Pretest Posttest
1. a 1. c
2. b 2. b
3. c 3. a
4. a 4. d
5. a 5. c
6. c 6. a
7. b 7. b
8. a 8. c
9. d 9. a
10. c 10. a
 References
Callanta, M., Canonigo, A., et.al. (2015). Mathematics 10 Learner’s Module. Philippines: REX Book Store.

Chua, S., Tan, B., Degolacion, R., & Aguinaldo, M. (2005). Mastering Intermediate Algebra II.
Philippines: SIBS Publishing House Inc.2005

Mapile,E. (2005). Intermediate Algebra. Philippines: Academe Publlishing House, Inc. 2005

Nocon, R. (2011) Math for Engaged Learning Intermediate Algebra II. Philippines: Sibs Publishing House. 2011

Oronce, O., Nonato G., & Ona, M. (2008). Interactive Mathematics III Concepts, Structure and Methods for High
School. Philippines: REX Book Store. 2008

Oronce, O., & Mendoza, M. (2015). E-MATH: Worktext inMathematics. Rex Book Store, Inc., page
26-31.

Ulpina, J., & Razon, L. (2015). Math Builders Grade 10. Philippines: Jo-Es Publishing House Inc.