What is a sequence?

Sequence
➢ is a list of things (usually numbers) that
are in order.
➢ It is a succession of numbers formed
according to a rule.
➢ It is also a function defined on the set of
positive integers.
 ❑ The elements of a sequence constitute
a term.

❑ The subscript determines the ordinal of

the term example a1 the first term, a2 the
second term and so on until the an the
nth term.
 2, 6, 12, 20, 30, …… n² + n, …
a1 = 2 a3 = 12 a5 = 30
a2 = 6 a4 = 20 an =n² + n

o What is the next term?

o What formula or rule can be used to
generate the term?
 Difference table
➢ it shows the differences between
successive terms of the sequence.
Example:
1. What is the next term of the sequence
2, 5, 8, 11, 14, . . . . .?
Sequence: 2 5 8 11 14 17
____

First differences: 3 3 3 3
 Example:
2. What is the next term of the sequence
5, 14, 27, 44, 65, . . . . .?
Sequence: 5 14 27 44 65 90
____

First differences: 9 13 17 21 25

Second differences: 4 4 4
 Example:
3. What is the next term of the sequence
2, 7, 24, 59, 118, . . . . .?
Sequence: 2 7 24 59 118 207
____

First differences: 5 17 35 59 89
____

Second differences: 12 18 24 30
____
Third differences: 6 6
nth – term Formula for a Sequence
Find the first 4 terms of the sequence given
the nth term, an = 4n + 5
a1 = 4(1) + 5 a1 = 4 + 5 = 9
a2 = 4(2) + 5 a2 = 8 + 5 = 13
a3 = 4(3) + 5 a3 = 12 + 5 = 17
a4 = 4(4) + 5 a4 = 16 + 5 = 21
9
_____ 13
______ 17
______ 21
______
nth – term Formula for a Sequence
Find the first 3 terms of the sequence given
the nth term, an =3n² - 2
a1 =3(1)² - 2 =3(1) - 2 =3-2=1
a2 =3(2)² - 2 =3(4) - 2 = 12 - 2 = 10
a3 =3(3)² - 2 =3(9) - 2 = 27 - 2 = 25

1
_____ 10
______ 25
______
nth – term Formula for a Sequence
▪ What is the nth term formula of the
sequence 3, 7, 11, 15, 19, . . . . ?
an = a1 + (n – 1) d
a1 = 3 an = 3 + (n – 1) 4

d=4 an = 3 + 4n – 4
an = 4n – 1
nth – term Formula for a Sequence
Assume the pattern shown
by the square tiles in the
following continues.
a1 a2 a3 a4

a1 = 2 d=3 ▪ What is the nth term formula

for the number of tiles in the
an = a1 + (n – 1) d
nth figure of the sequence?
an = 2 + (n – 1) 3

an = 2 + 3n – 3
an = 3n – 1
nth – term Formula for a Sequence
Assume the pattern shown
by the square tiles in the
following continues.
a1 a2 a3 a4

a1 = 2 d=3 ▪ How many tiles are in the

an = 3n – 1 eight figure of sequence?

a8 = 3(8) – 1
a8 = 23
a8 = 24 – 1
nth – term Formula for a Sequence
Assume the pattern shown
by the square tiles in the
following continues.
a1 a2 a3 a4
▪ Which figures consist of
exactly 320 tiles?
an = 3n – 1 a1 = 2 d=3
𝟑𝟐𝟏 𝟑𝒏 an = a1 + (n – 1) d
320 = 3n – 1 =
𝟑 𝟑 320 = 2+ (n – 1) 3
320 + 1 = 3n or 320 = 2+ 3n - 3
n= 107 320 = 3n - 1
321 = 3n 321= 3n
320 + 1 = 3n
n= 107
nth – term Formula for a Sequence
• The sequence formed by
the numbers of cannonballs
in the figure is called the
Tetrahedral sequence .
𝟏
• The nth term formula for 𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝒏 = 𝒏(𝒏 + 𝟏)(𝒏 + 𝟐)
𝟔
𝟏
the tetrahedral sequence is: 𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝟏𝟎 = (𝟏𝟎)(𝟏𝟎 + 𝟏)(𝟏𝟎 + 𝟐)
𝟔
𝟏
𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝟏𝟎 = (𝟏𝟎)(𝟏𝟏)(𝟏𝟐) 2
𝟏 𝟔
𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝒏 = 𝒏(𝒏 + 𝟏)(𝒏 + 𝟐) 𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝟏𝟎 = 𝟏(𝟏𝟎)(𝟏𝟏)(𝟐)
𝟔

Find tetrahedral 10. 𝑻𝒆𝒕𝒓𝒂𝒉𝒆𝒅𝒓𝒂𝒍𝟏𝟎 = 𝟐𝟐𝟎

 Fibonacci Sequence
➢ Is the series of numbers such that the
number is found by adding up the two
numbers before it.
Fn = F(n – 1) + F(n – 2)
where:
Fn = is the term number “n”
F(n – 1) = the previous term (n-1)
F(n – 2) = the term before that (n-2)
 Fibonacci Sequence
1. Find the 8th term in the
Fibonacci sequence.
Fn = F(n – 1) + F(n – 2)
F8 = F(8 – 1) + F(8 – 2)
F8 = F7+ F6
F8 = 13+ 8
F8 = 21
2. Find the 14th term in the
Fibonacci sequence.
Fn = F(n – 1) + F(n – 2)
F14 = F(14 – 1) + F(14 – 2)
F14 = F13+ F12
F14 = 233+ 144
F14 =377
 Properties of Fibonacci Sequence
3. Determine whether each of the following statements
about Fibonacci numbers is true or false.
Note: The first 10 terms of Fibonacci sequence are:
1, 1, 2, 3, 5, 8, 13, 21, 34, and 55.

a. If n is even, then Fn is an odd number.

Solution:
An examination of Fibonacci numbers shows that the 2nd Fibonacci number,
1, is odd and the 4th Fibonacci number , 3, is odd, but the 6th Fibonacci number, 8,
is even. Thus, the statement, “If n is even, then Fn is an odd number” is FALSE.
 Properties of Fibonacci Sequence
3. Determine whether each of the following statements
about Fibonacci numbers is true or false.
Note: The first 10 terms of Fibonacci sequence are:
1, 1, 2, 3, 5, 8, 13, 21, 34, and 55.

b. 2Fn – Fn – 2 = Fn + 1 for n ≥ 3
Solution:
For n = 7, we get
2Fn – Fn – 2 = Fn + 1 2F7 – F5 = F8 26 – 5 = 21 Thus, by inductive
reasoning the
2F7 – F7 – 2 = F7+ 1 2(13) – 5 = 21 21 = 21 conjecture is TRUE.
Lesson 7:
 One of the foremost recent mathematicians
to make a study of problem solving was
a Hungarian mathematician and moved
to United States in 1940 was George Polya.
Polya outlines a strategy for solving problems
from virtually any discipline.
“ A great discovery solves a great problem but there
is a grain of discovery in the solution of any problem.
Your problem maybe modest, but if it challenges your
curiosity and brings into play your incentive faculties,
and if you solve it by own means, you may experience
the tension of energy the triumph of discovery.”
Polya’s Four – Step Problem – Solving
Strategy

1. Understand
3. Carry out
the problem.
the plan.

2. Device a plan. 4. Review

the solution.
 Polya’s Four – Step Problem – Solving
Strategy

❑ This part of Polya’s four – step strategy is often overlooked.

You must have a clear understanding of the problem.
❑ To help you focus on understanding the problem, consider the
following questions.
• Can you restate the problem in your own words?

• Can you determine what is known about these types of problems?

• Is there missing information that is not needed to solve the problem?

• What is the goal?

 Polya’s Four – Step Problem – Solving
Strategy

❑ Successful problem solvers use variety of techniques when they

attempt to solve a problem.
❑ Here are some frequently used procedures.
• Make a list of the known information.
• Make a list of information that is needed.
• Draw a diagram.
• Make an organized list that shows all the possibilities.
• Make a table or chart.
• Work backwards.
• Try to solve a similar but simpler problem.
 Polya’s Four – Step Problem – Solving
Strategy

❑ Successful problem solvers use variety of techniques when they

attempt to solve a problem.
❑ Here are some frequently used procedures.
• Look for a pattern.

• Write an equation. If necessary, define what each variable represents.

• Perform an experiment.

• Guess at a solution and then check your result.

 Polya’s Four – Step Problem – Solving
Strategy

❑ Once you delivered the plan, you must carry out.

• Work carefully.

• Keep an accurate and neat record of all your attempts.

• Realize that some of your initial plans will not work and that you may
must devise another plan or modify your existing plan.
 Polya’s Four – Step Problem – Solving
Strategy

❑ Once you have found the solution, check the solution.

• Ensure that the solution is consistent with the facts of the problem.

• Interpret the solution in the context of the problem.

• Ask yourself whether there are generalizations of the solution that could
apply to other problems.
 Making an Organized List

❑ Making an organized list will lead you

to work logically and systematically.
 Polya’s Four – Step Problem – Solving
Example1. Strategy

A baseball team won two out of their four games. In how many
different orders could they have two wins and two losses in four
games.
❖ Understand the problem.
• There are many different orders.
The team may have won WWLL, LLWW, or WLWL.
 Polya’s Four – Step Problem – Solving
Example1. Strategy

A baseball team won two out of their four games. In how many
different orders could they have two wins and two losses in four
games.
❖ Device a plan.
• We will make an organized list of all possible
orders.
• An organized list is a list that is produced using
a system that ensures that each of the different
orders will be listed once and only once.
 Polya’s Four – Step Problem – Solving
Example1. Strategy

A baseball team won two out of their four games. In how many
different orders could they have two wins and two losses in four
games.
❖ Carry out the plan.
• Each entry in our list must contain two Ws and
two Ls. We will use a strategy that makes sure
each order is considered, with no duplication.
WWLL WLWL WLLW
LWWL LWLW LLWW
There are 6 different orders
 Polya’s Four – Step Problem – Solving
Example1. Strategy

A baseball team won two out of their four games. In how many
different orders could they have two wins and two losses in four
games.
❖ Review the solution.
• We have made an organized list. The list have no
duplications, so we are confident that there 6
different orders in which a baseball team can win
exactly two out of four games.
 Guess and Check

❑ When you are not sure how to start,

guess an answer and check the checklist. In
the process of checking a guess, you me see
a way of revising your guess to get closer to
The answer or to get the exact answer.
 Polya’s Four – Step Problem – Solving
Example 2. Strategy

The product of the ages, in years, of the three teenagers is 4590.

None of the teens are the same age. What are the ages of teenagers?

❖ Understand the problem.

• Determine the three distinct counting numbers,
from the list 13, 14, 15, 16, 17, 18, and 19 that
have the product of 4590.
 Polya’s Four – Step Problem – Solving
Example 2. Strategy

The product of the ages, in years, of the three teenagers is 4590.

None of the teens are the same age. What are the ages of teenagers?

❖ Device a plan.
• We notice that 4590 ends in zero. Hence, 4590
has a factor of 2 and a factor of 5, which means
that at least one of the numbers we seek must be
an even number and at least one number must
have 5 as a factor. The only number that has a
factor of 5 is 15.
 Polya’s Four – Step Problem – Solving
Example 2. Strategy

The product of the ages, in years, of the three teenagers is 4590.

None of the teens are the same age. What are the ages of teenagers?

❖ Carry out the plan.

• 15 x 16 x 18 = 4320 • No, this product is too small

• 15 x 16 x 19 = 4560 • No, this product is too small

• 15 x 17 x 18 = 4590 • Yes, this is the correct product.

• The ages of the teenagers are 15, 17, and 18.

 Polya’s Four – Step Problem – Solving
Example 2. Strategy

The product of the ages, in years, of the three teenagers is 4590.

None of the teens are the same age. What are the ages of teenagers?

❖ Review the solution.

• 15, 17, and 18 represents the ages of the
teenagers.
• None of the numbers 13, 14, 16, and 19 is a
factor of 4590, so there is no other
solutions.
 Write and solve equation

❑ Algebraic expression are used to represent

information and solve problems. We used a
variable for unknown quantity and express
the given information in an equation.
 Polya’s Four – Step Problem – Solving
Example 3. Strategy

A hat and jacket together cost 1000. The jacket cost 90 pesos
More than the hat. What are the cost of the hat and the cost of
the jacket?
❖ Understand the problem.
Given:
▪ Cost of the hat and jacket = P1000
▪ Cost of the jacket = P90 more than the hat
▪ Find the cost of the hat and the cost of the jacket.
 Polya’s Four – Step Problem – Solving
Example 3. Strategy

A hat and jacket together cost 1000. The jacket cost 90 pesos
More than the hat. What are the cost of the hat and the cost of
the jacket?

❖ Device a plan.
Write a representation:
Let h = cost of the hat
h + 90 = cost of the jacket

Equation:
h + (h+90) = 1000
 Polya’s Four – Step Problem – Solving
Example 3. Strategy

A hat and jacket together cost 1000. The jacket cost 90 pesos
More than the hat. What are the cost of the hat and the cost of
the jacket?
❖ Carry out the plan.
Solve the equation: h + (h + 90) = 1000
h + h + 90 = 1000
2h + 90 = 1000
2h = 1000 – 90
h = P455 ➢ The cost of the hat
2h = 910
2ℎ 910
= h + 90 = 455 + 90
2 2
= P545 ➢ The cost of jacket
 Polya’s Four – Step Problem – Solving
Example 3. Strategy

A hat and jacket together cost 1000. The jacket cost 90 pesos
More than the hat. What are the cost of the hat and the cost of
the jacket?
❖ Review the solution.
Check:
h + (h + 90) = 1000
455 + 545 = 1000
1000 = 1000
 Polya’s Four – Step Problem – Solving
Example 4. Strategy

The sum of two numbers is 51. If one number is twice the

other, what are the two numbers?

❖ Understand the problem.

We need to find two numbers whose sum is
51 and one is twice the other.
 Polya’s Four – Step Problem – Solving
Example 4. Strategy

The sum of two numbers is 51. If one number is twice the

other, what are the two numbers?

❖ Device a plan.
• Write a representation:

Let x = the first number

2x = the other number

• Equation:
x + 2x = 51
 Polya’s Four – Step Problem – Solving
Example 4. Strategy

Apply Polya’s strategy : Write and solve equation.

The sum of two numbers is 51. If one number is twice the
other, what are the two numbers?

Solution: ❖ Carry out the plan.

Solve the equation:
x + 2x = 51 ➢ The two numbers are
3x = 51 17 and 34.
3𝑥 51
=
3 3
x = 17 ➢ The first number.
2x = 2(17) = 34 ➢ The other number.
 Polya’s Four – Step Problem – Solving
Example 4. Strategy

The sum of two numbers is 51. If one number is twice the

other, what are the two numbers?

❖ Review the solution:

• Go back to the original equation and
check by substituting the answer.
• x + 2x = 51
17 + 34 = 51
51 = 51
 Polya’s Four – Step Problem – Solving
Example 5 . Strategy
Cebu Pacific airline flies from Manila to Cagayan de Oro with a stopover in
Cebu. It charges a fare of P1800 Manila to Cebu and a fare of P3500 from
Manila to Cagayan de Oro.
In one flight, a total of 150 passengers boarded the plane in Manila and
collected fare totaled P411,100. How many passengers got off the plane in
Cebu?
❖ Understand the problem:
• Fare cost from Manila to Cebu = P1800
• Fare cost from Manila to CDO = P3500
• Numbers of passengers boarded from Manila = 150
• Total collected fare = P411, 100
• Find the no. of passengers got off the plane in Cebu.
 Polya’s Four – Step Problem – Solving
Example 5 . Strategy

Apply Polya’s strategy : Write and solve equation.

Cebu Pacific airline flies from Manila to Cagayan de Oro with a stopover in
Cebu. It charges a fare of P1800 Manila to Cebu and a fare of P3500 from
Manila to Cagayan de Oro.
In one flight, a total of 150 passengers boarded the plane in Manila and
collected fare totaled P411,100. How many passengers got off the plane in
Cebu?
Solution: ❖ Device a Plan:
Write a representation:
• Let x = no. of passengers from Manila to Cebu
• y = no. of passengers from Manila to CDO
Equation:
x + y = 150 (equation 1)
1800x + 3500y = 411, 100 (equation 2)
 Polya’s Four – Step Problem – Solving
Example 5 . Strategy
Cebu Pacific airline flies from Manila to Cagayan de Oro with a stopover in
Cebu. It charges a fare of P1800 Manila to Cebu and a fare of P3500 from
Manila to Cagayan de Oro.
In one flight, a total of 150 passengers boarded the plane in Manila and
collected fare totaled P411,100. How many passengers got off the plane in
Cebu?
❖ Carry out the Plan:
Solve the equation: - 1700x + 525,000 = 411,100
x + y = 150 (eq. 1)
1800x + 3500y = 411, 100 (eq. 2) - 1700x = 411,100 - 525,000
y = 150 – x (eq. 3) - 1700x = - 113,900
1800x + 3500(150 – x) = 411,100 −1700𝑥 −113,900
=
1800x + 525,000 – 3500x = 411,100 −1700 −1700 x= 67
 Polya’s Four – Step Problem – Solving
Example 5 . Strategy

Cebu Pacific airline flies from Manila to Cagayan de Oro with a stopover in
Cebu. It charges a fare of P1800 Manila to Cebu and a fare of P3500 from
Manila to Cagayan de Oro.
In one flight, a total of 150 passengers boarded the plane in Manila and
collected fare totaled P411,100. How many passengers got off the plane in
Cebu?
❖ Review the Solution:
Check:
x + y = 150 (eq. 1)
y = 150 – x 1800x + 3500y = 411, 100 (eq. 2)
y = 150 – 67 = 83 1800(67)+3500(83) = 411,100
67 + 83 = 150 120,600 + 290,500 = 411,100
150 = 150 411,100 = 411,100
 Working Backwards

❑ To solve some problems, you need to start

with the result and work backward to the
beginning.
Example 6
On Monday, Tucker withdraw P1,500 from his savings account. On
Wednesday, he deposited P4,000 into his account. He now has P10,000.
How much was in his account on Monday before he withdraw the
money.
❖ Understand the problem:

We need to determine the amount of money on Tucker’s

savings account before the withdraw of P1,500 on
Monday.
Example 6
On Monday, Tucker withdraw P1,500 from his savings account. On
Wednesday, he deposited P4,000 into his account. He now has P10,000.
How much was in his account on Monday before he withdraw the
money.
❖ Device a Plan:
Guessing the amount of money is one possible strategy but
it requires to many computation. Since we know the end
result, let’s try the method of working backward.
Example 6
On Monday, Tucker withdraw P1,500 from his savings account. On
Wednesday, he deposited P4,000 into his account. He now has P10,000.
How much was in his account on Monday before he withdraw the
money.
❖ Carry out the Plan:
Knowing the amount of money in the account now we have to undo
the deposit and the withdrawal.
Money in the account now P10,000 Tucker had 7500 in his
Undo the deposit - 4,000 account before he withdraw
6,000 in his account.
Undo the withdrawal + 1,500
P 7,500
Example 6
On Monday, Tucker withdraw P1,500 from his savings account. On
Wednesday, he deposited P4,000 into his account. He now has P10,000.
How much was in his account on Monday before he withdraw the
money.
❖ Review the solution:
Check the solution by beginning with 7500, the amount of money
in the account before the withdrawal on Monday.
Money before the withdrawal P7,500
withdrawal - 1,500
6,000
deposit +4,000
P 10,000
 Test yourself: SEATWORK 5
1. Use a difference table to predict the next
term in the sequence.
a. 5, 9, 13, 17, 21, 25, . . .
b. 1, 5, 11, 19, 29, . . .
c. 1, 14, 51, 124, 245, 426, . . .
 Test yourself: SEATWORK 5

2. Using the given sequence 6, 10, 14, 18, . . . .

a. What is the nth – term formula of the
sequence?
b. What is the 20th term of the sequence?
c. What term is 218 in the sequence?
Test yourself: SEATWORK 5

3. Find the 16th term in the Fibonacci

sequence.
 Test yourself: SEATWORK 5

4. Find the tetrahedral15 of the pyramid

of cannonballs.
 SEATWORK 5

5. Apply Polya’s Strategy to solve the problem:

There are 1365 first year students in
Makati Science Technological Institute of
the Philippines (MSTIP).
If there are 25 more girls than boys.
How many girls are there?