10

Mathematics
Quarter 1 - Module 2
Arithmetic Sequence and Series

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Mathematics - Grade 10
Alternative Delivery Mode
Quarter 1 : Arithmetic Sequence and Series
First Edition, 2020

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Published by the Department of Education - Region III
Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Dina Rose G. del Rosario
Language Reviewer : Cherrylou C. Dela Cruz
Content Editor : Cynthia V. Aguinaldo
Illustrator : Mariecris B. Ipapo
Layout Artist : Agnes V. Faustino
Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
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Glenda S. Constantino
Project Development Officer II
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Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

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 10
Mathematics
Quarter 1 - Module 2
Arithmetic Sequence and Series

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 Introductory Message
For the facilitator:
Welcome to the Mathematics 10 Supplementary Learning Resources on Arithmetic
Sequence and Series.
This module was collaboratively designed, developed and reviewed by educators from
public institutions 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 21st 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:

Notes to the Teacher

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

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 the Mathematics 10 Supplementary Learning Resources on Arithmetic
Sequence and Series.
This 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 resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to check
what you already know about the lesson to take. If
What I Know
you get all the answers correctly (100%), you may
decide to skip this module
This is a brief drill or review to help you link the
What’s in current lesson with the previous one.

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 In this portion, the new lesson will be introduced to
What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
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 comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More You may check the answers to the exercises using
the may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you
learned from the lesson.
This section provides an activity which will help you
What I Can Do transfer your knowledge or skills into real life
situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activity to enrich your knowledge or skill of the lesson
learned.

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.
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!

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 What I Need to Know

This module aims to provide various activities to help you understand the different
concepts involved in the study of arithmetic sequences.

At the end of the module, you are expected to:

1. Recall the definition of an arithmetic sequence.

2. Determine the nth term of an arithmetic sequence.

3. Illustrate/Determine the arithmetic means.

4. Find the sum of the terms of an arithmetic sequence.

What I Know

Directions: Find out how much you already know about this module. Choose the letter
of the best answer. Take note of the items that you were not able to answer correctly and
find the right answer as you go through this module.

1. What is the next term in the sequence -10, -3, 4, 11…?

A. 12 B. -9 C. 14 D. 18

2. Find the common difference in the sequence on number 1

A. 5 B. 7 C. -5 D. -7
3. What is the sum of all the odd integers between 8 and 26?
A. 153 B. 151 C. 149 D. 148

4. If three arithmetic means are inserted between 11 and 39, find the second
arithmetic mean.
A. 18 B. 25 C. 32 D. 46

5. Which term of the arithmetic sequence 4, 1, -2, -5. . . . is –29 ?

A. 9th term B. 10th term C. 11th term D. 12th term

6. The first term of an arithmetic sequence is 2 while the 18th term is 87.
Find the common difference of the sequence.
A. 7 B. 6 C. 5 D. 3

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7. What is the 8th term of the sequence 7, 9, 11, 13, 15, 17, . .?
A. 19 B. 21 C. 23 D. 25

8. Which of the following sequences has a common difference of 6?

A. 2, 8, 14, 20, … B. 3, 6, 9, 12… C. 5, 15, 20, 25… D. 6, 36, 216…

9. Which of the following is the sum of all the multiples of 3 from 15 to 48?
A. 315 B. 360 C. 378 D. 396

10. The first term of an arithmetic sequence is 6 and the common difference is 3. Find the
value of the 25th term.
A. 75 B. 78 C. 81 D. 84

11. The first term of an arithmetic sequence is 200 and the common difference is -10.
Find the value of the 20th term.
A. 0 B. 30 C. 20 D. 10

12. If you are to insert 6 numbers between 3 and 24 to make it an arithmetic sequence,
what are the numbers?
A. 4, 6, 9, 13, 18, 21 C. 6, 9, 12, 15, 18, 21
B. 5, 8, 10, 13, 15, 20 D. 6, 9, 13, 15, 18, 21

13. From the sequence: 3, 7, 11, ___, 19, ___ …, what are the missing terms?
A. 15, 21 B. 15, 22 C. 15, 23 D. 15, 24

14. Find the sum of the first 30 positive even integers.

A. 900 B. 910 C. 920 D. 930

15. What is the sum of all odd integers between 20 and 41?
A. 341 B. 300 C. 280 D. 261

What’s In

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

obtained by adding a constant called the common difference (d). The
sequences 1, 4, 7, 10, ... and 15, 11, 7, 3, ... are examples of arithmetic
sequences since each has a common difference of 3 and -4, respectively.

Let us have some exercises on arithmetic sequence.

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Exercises:

A. Determine the following sequence if arithmetic or not. Write YES if the given
illustrates an arithmetic sequence, otherwise write NOT.

___________1. 5, 12, 19, 26, …

___________2. 5, 2, -1, -4, …

___________3. 6, 9, 13, 18, …

___________4. 1, 4, 9, 16, …

___________5. -3, -9, -15, -21, …

B. Find the common difference and the next three terms of each arithmetic sequence.
1. 24, 14, 4, ____, ____, ____ d = _____
2. 6, 10, 14, ____, ____, ____ d = _____
3. -7, 4, 15, ____, ____, ____ d = _____
4. -8, -6, -4, ____, ____, ____ d = _____
5. 4, 11, 18, ____, ____, ____ d = _____

Great! If you answered the exercises by finding the common difference using the
formula d = a2 - a1, where a1 and a2 are any two consecutive terms of the sequence,
then you did a good job.
Let us take the first item in Exercise B, 24, 14, 4, …. The common difference is
d = 14 - 24. Hence d = -10. We obtained the next three terms by adding -10.
a4 = a3 + (-10)
a4 = 4 + (-10)
a4 = -6,
Thus, a5 = -16 and a6 = -26
Now you are ready to explore more about arithmetic sequence.

What’s New

You already know sequences and their terms. Now, we will look at sequences of
numbers that change at a constant rate. Such sequences display arithmetic growth and
are useful in modeling many real-life situations.

Recall that an arithmetic sequence is a sequence in which each term after the first is
found by adding a constant, called common difference d, to the previous term.

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 Consider these two common sequences 1, 3, 5, 7, . . . and 0, 10, 20, 30, 40, . . . .

It is easy to see how these sequences are formed. They each start with a particular
first term, and then to get successive terms we just add a fixed value to the previous term.
In the first sequence we add 2 to get the next term, and in the second sequence we add 10.
So the difference between consecutive terms in each sequence is a constant. We could
also subtract a constant instead, because that is just the same as adding a negative
constant.

Now, let us try to find a specific term in a sequence, the mean of two terms, and the
sum of the terms of the arithmetic sequence.

What is It

Finding the nth Term of an Arithmetic Sequence

Let us go back to the first item on Exercise B, 24, 14, 4, …. The common difference
d = -10. We obtained the next three terms by adding -10.
a2 = a1 + (-10)
a2 = 24 + (-10)
a2 = 14
In symbols, if a1 is the first term, and d is the common difference, then the terms of an
arithmetic sequence can be enumerated in the following manner:
a1 = the first term
a2 = a1 + d
a3 = (a1 + d) + d or a1 + 2d
a4 = (a1 + 2d) + d or a1 + 3d
a5 = (a1 + 3d) + d or a1 + 4d
This shows that the coefficient of d is one less than the number of terms.
In general, an= a1 + (n -1) d

Illustrative Example:
2, 9, 16, 23, …
a1 2
a2 = a1 + d 2+7=9
a3 = (a1 + d) + d or a1 + 2d 9 + 7 = 16 or 2 + 2(7) =16
a4 = (a1 + 2d) + d or a1 + 3d 16 + 7 =23 or 2 + 3(7) = 23

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 Examples:
A. Find the 21st term of the arithmetic sequence: 4, 7, 10, 13, …
Solution: a1= 4, d = 3, and n = 21
an= a1 + (n -1) d
a21= 4 + (21 -1) 3
a21= 4 + (20) 3
a21= 4 + 60
a21= 64
Thus, the 21st term is 64.

B. Find the 14th term of the arithmetic sequence 5, 7, 9, 11, …

Solution: a1= 5 ; n = 14 ; d = 2
Substitute the values of a1, n and d in the formula ;
an= a1 + (n -1) d
a14= 5 + (14 -1) 2
a14= 5 + (13) 2
a14= 5 + 26 = 31
Thus, the 14th term is 31.

Remember:

The nth term of an arithmetic sequence is defined as

an= a1 + (n -1) d

where a1 = the first term an= the nth term d = the common
difference

Arithmetic Means

The arithmetic mean, also called the average or average value, is the quantity
obtained by summing two or more numbers or variables and then dividing the sum by the
number of numbers or variables. The arithmetic mean is important in statistics.
Arithmetic means

In the sequence 4, 8, 12, 16, 20, 24,…

Arithmetic extremes
4 and 24 -the first and last term of a finite arithmetic sequence are called arithmetic
extremes,
8, 12, 16, 20 -the terms between are called arithmetic means.

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 The arithmetic mean between two numbers is sometimes called the average of two
numbers. If more than one arithmetic means will be inserted then employ the formula for d,

where

Examples:

A. What is the arithmetic mean between 10 and 24

10, ______ , 24 using the average formula ;

Thus, 17 is the arithmetic mean between 10 and 24.

B. Insert three arithmetic means between 8 and 16.

8, _____, _____, _____, 16 a 1= 8 ; a5= 16

Using difference formula: : = = 2 answer

Thus 2 is the common difference and is positive. Therefore, add it to the first term to get the
succeeding term. Hence, 10, 12, 14, are the arithmetic means.

Remember:

If two nonconsecutive terms of an arithmetic sequence are given,

the formula for the common difference is,

where an = last given term ak= 1st given term

d = the common difference n = position of an k = position of ak

Arithmetic Series

A series is the indicated sum of the terms of a sequence. The word “series” can be
used both in the singular and in the plural form.
An arithmetic series is an indicated sum of the terms of an arithmetic sequence.
The sequence : 1, 2, 3, 4, 5, 6, …
The series : 1 + 2 + 3 + 4 + 5 + 6, …

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Practice 1:
Write each arithmetic sequence as an arithmetic series.
1. 5, 10, 15, 20, 25,…
2. -3, -6, -9, -12, -15,…
3. 8, 3, -2, -7,…
4. -7, 2, 11, 20,…
5. 1, 5, 9, 13,…

Practice 2:
Write each arithmetic series as an arithmetic sequence.
1. 2 + 5 + 8,…
2. 3 + 5 + 7,…
3. -12 +( -6 ) + 0,…
4. 5 + 8 + 11,…
5. 12 + 21 + 30,…

How do we find the sum of the 1st n terms of an arithmetic sequence? Gauss
solved the problem in almost no time at all. His idea was the following.

Let Sn be the desired sum or an arithmetic series;

For an arithmetic series, Sn= a1 + a2 + a3+ … an
Sn= a1 + (a1 + d) + (a1+ 2d) +… an (1)
Write the series in reverse order with decreasing d,
Sn= an + (an - d) + (an - 2d) +… a1 (2)
Adding equations 1 and 2 term by term,
2Sn= (a1 + an) + ( a1 + an) + ( a1 + an) +… ( a1 + an)
Note that the right side is the sum of n identical terms of ( a 1 + an) Hence,
2Sn= n(a1 + an)

Sn= (a1 + an)

Using the nth term formula an= a1 + ( n -1 ) d, we have

Sn= [ 2a1 + ( n – 1)d ]

Where a1= first term,
n = number of terms,
d = common difference ,
an = nth terms
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Examples:
A. Find the sum of the first 100 natural numbers.

Solution:
The sum of the first 100 natural numbers is 1 + 2 + 3 + ,…+ 100
In this arithmetic series, a1= 1, an = 100, n = 100

Since the last term is given use the first formula, Sn= (a1 + an)

Substitute the given, S100 = (1 + 100)

S100 = 50(101)
S100 = 5050 answer

B. Find the sum of the first 14 terms of the arithmetic sequence 2, 5, 8, 11, 15, 17…

Solution:
The last term is not given so we use the second formula.
a1= 2, d = 3, n = 14
Sn= [ 2a1 + ( n – 1)d ]
Substitute the given,
S14= [ 2(2) + ( 14 – 1)3]

S14 = 7 [ 4 + 13(3)]
S14= 7(43)
S14= 301 answer

C. Find the sum of all multiples of 3 between 1 and 100.

Solution: a1= 3, an = 99, d = 3

First, we determine how many multiples of 3 there are between 1 and 100.
an= a1 + ( n -1) d Thus, there are 33 multiples of 3 between 1 and 100.
99 = 3 + (n – 1)3 To find the sum, we use the formula
99 = 3 + 3n -3 Sn = (a1 + an)

99 = 3n S33= (3 + 99)

33 = n S33= 1683 answer

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 What’s More

Independent Activity 1

A. Write the first five terms of the arithmetic sequence from the given data.

1. a1= 1; d =1

2. a1= 15; d = -3

3. a1= -18; d =7

4. a1= ;d=

5. a1= 2; d =3

B. Find the specified term of each arithmetic sequence.

__________1. 2, 5, 8, … the 8th term

__________2. 3, 5, 7, … the 21st term

__________3. 9, 18, 27, … the 10th term

__________4. 3, 9, 15, 21, … the 50th term

__________5. 3, 7, 11, 15, … the 25th term

Independent Assessment 1

Answer the following problems involving arithmetic sequence

1. Find the 16th term of the sequence 1, 5, 9, 13, …

2. Find the 11th term of the arithmetic sequence 3, 4, 5,…

3. Find the 20th term of the arithmetic sequence 17, 13, 9,…

4. If a1 = 5 and a7= 17, find the common difference.

5. In the sequence 50, 45, 40, 35, … , which term is 5?

Independent Activity 2
A. What is the arithmetic mean between the two given numbers?

___________1. 5 and 19

___________2. -2 and 58

___________3. 17 and 7

___________4. 1 and 9

___________5. -5 and 3
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 B. Find the missing terms of each arithmetic sequence.

1. 7, _____, 9

2. 31, _____, _____, 85

3. 8, _____, _____, _____, 20

Independent Assessment 2

Direction: Encircle the letter of the correct answer.

1. The first term of an arithmetic sequence is 2 while the 5th term is 30. Find the
common difference of the sequence.

a. 7 c. 6

b. 5 d. 3

2. Which term of the arithmetic sequence 4, 1, -2, -5, …is -11?

a. 5th term c. 7th term

b. 18th term d. 6th term

3. If three arithmetic means are inserted between 11 and 39, find the second
arithmetic mean.

a. 18 c. 32

b. 25 d. 46

4. Find the arithmetic mean between 0 and -18.

a. 0 c. 9

b. –9 d. 18

5. Find an arithmetic mean between -5 and -23.

a. –7 c. –14

b. 7 d. 14

Independent Activity 3

Find the sum of each arithmetic sequence.

1. 2, 5, 8, … to 8 terms

2. 3, 5, 7 ,… to 31 terms

3. 5, 10, 15, … to 10 terms

4. Find the sum of the first ten terms of the arithmetic series 4+10+16+…

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Independent Assessment 3

DIRECTION: Write the letter of the correct answer.

1. What is the common difference of the Arithmetic Series 14+12+10+8 ?

A. 2 B. –2 C. 6 D. 44 2.
2. What is the first term or a1 in finding the sum of the multiples of 5 from 8 to 50?
A. 8 B. 50 C. 10 D. 5
3. Love plans to buy her mother a nice gift for Christmas. She intends to start by saving 50
pesos in January, and increasing her savings by 30 pesos each month, thereafter. How
much would she have saved by the end of November?
A. ₱ 50 B. ₱ 80 C. ₱ 290 D. ₱ 350

4. From problem number 3, how much will Love’s saving in November?

A. ₱ 850 B. ₱ 550 C. ₱ 580 D. ₱ 2200

5. Find the sum of the Arithmetic Series if the given are a1=7, d=5 and n=15.
A. 27 B. 630 C. 525 D. 2625

What I Have Learned

Complete the concept of arithmetic sequence by choosing the correct word inside the
parenthesis.

I have learned in this module that an arithmetic sequence is a list of numbers where
the _____ (1. sum , difference) between each number is the same or constant. The
constant number is called the _____ (2. term , common difference). To tell whether or not
a sequence is arithmetic, we need to be able to see what is happening between each _____
(3. term , constant). Understanding arithmetic sequences, and how to identify them is a
great way to develop critical thinking skills.

For example, in this sequence, 5, 12, 19, 26…, we can tell that this is an arithmetic
sequences by _____ (4. adding , subtracting) each term from the one following it.

Meanwhile, arithmetic _____ (5. mean , series) is a value that is between any two
terms of the sequence. Hence _____ (6. 5 and 26, 12 and 19) are the arithmetic means
in the example.

An arithmetic series is the _____ (7. sum , difference) of the terms in an arithmetic
sequence with or without a definite number of terms. The formula for the sum if the last term
is given is ____(8. , , ) .When the last term is not given, the
formula to find the sum is (9. , )

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 What I Can Do

It is alarming that many people now are being infected by COVID-19. As

a student in your school, you invited people to give a five-day series of talks
on COVID-19 and its prevention every first Friday of the month from 12 noon
to 1 P.M. using any online platform. On the first day, 20 students attended.
Finding the talk interesting, these 20 students shared the talk to other
students and 10 more students attended on the second day, another 10 more
students on the third day, and so on.

a. Assuming that the number of participants continues to increase in the

same manner, make a table representing the number of participants from
day 1 of the talk until day 5.

b. Represent the data in the table using a formula. Use the formula to justify
your data in the table.

c. You feel that there is still a need to extend the series of talks, so you
decided to continue it for three more days. If the pattern continues where
there are 10 additional students for each talk, how many students are
there in all?

Assessment

DIRECTION: Write the letter of the correct answer.

1. Find the 25th term of the arithmetic sequence 3, 7, 11, 15, 19,...
a. 109 b. 99 c. 90 d. 89
2. Give the common difference of the arithmetic sequence –15, -10, -5, …
a. 5 b. 10 c. –5 d. –10
3. Which term of the arithmetic sequence is -18, given that a1 = 7 and a2 = 2?
a. 6th term b. 5th term c. 4th term d. 3rd term
4. Which term of the arithmetic sequence 18, 11, 4, …. Is -73?
a. 24th term b.11th term c. 21st term d. 14th term
5. Find the twelfth term of 16, 12, 8, ….
a. 28 b. 26 c. –28 d. –26

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6. Find the arithmetic mean between -1 and -21.
a. 11 b. –11 c. 6 d. –6
7. If five arithmetic means are inserted between - 9 and 9, what is the third mean?
a. 0 b. –1 c. –2 d. –3
8. What are the first and last terms of an arithmetic sequence when its arithmetic
means are 35, 15, and - 5?
a. 55 and 25 b. –55 and 25 c. 55 and –25 d. –55 and –25
9. Find 2 arithmetic means between -5 and 4.
a. –2 and –1 b. 2 and 1 c. –2 and 1 d. 2 and –1
10. Insert 3 arithmetic means between 0 and 8.
a. 1, 2, 3 b. 3, 6, 9 c. 4, 8, 12 d. 2, 4, 6
For numbers 11 - 15, find the sum of each of the following:
11. integers from 1 to 50
a. 1375 b. 1075 c. 1175 d. 1275
12. odd integers from 1 to 100
a. 1000 b. 1500 c. 2000 d. 2500
13. even integers between 1 and 101
a. 2550 b. 2650 c. 2750 d. 2850
14. first 25 terms of the arithmetic sequence 4, 9, 14, 19, 24, ...
a. 1300 b. 1400 c. 1500 d. 1600
15. Multiples of 3 from 15 to 45
a. 230 b. 330 c. 430 d. 530

Additional Activity

Try This:

After a knee surgery, your trainer tells you to return to

your jogging program slowly. He suggests jogging for 12
minutes each day for the first week. Each week, thereafter,
he suggests that you increase the time by 6 minutes.

a. Represent the data in the table using a formula. Use the

formula to justify your data in the table.

b. On what week will you be jogging 60 minutes per day?

15
 16
What I Know Exercises Practice 1
1. D A. 1. 5 + 10 + 15 + 20 + 25 …
2. B 1. YES 2. -3 - 6 - 9 - 12 - 15 …
3. A 2. YES 3. 8 + 3 - 2 - 7 …
4. B 3. NOT 4. -7 + 2 +11 + 20 …
5. D 4. NOT 5. 1 + 5 + 9 + 13 …
6. C 5. YES Practice 2
7. B B. 1. 2, 5, 8, …
8. A 1. –6, -16, -26 d = -10 2. 3, 5, 7, …
9. C 2. 18, 22, 26 d=4 3. -12, -6, 0, …
10. B 3. 26, 37, 48 d = 11 4. 5, 8, 11, …
11. D 4. -2, 0, 2 d=2 5. 12, 21, 30, ...
12. C 5. 25, 32, 39 d=7
13. C
14. D
15. B
Independent Activity 2 Independent Activity 3
A. 1. 100
What’s More
1. 12 2. 1023
Independent Activity 1 2. 28 3. 275
A. 3. 12 4. 310
1. 1, 2, 3, 4, 5 4. 5 Independent Assessment 3
2. 15, 12, 9, 6, 3 5. -1 1. B
3. -18, -11, -4, 3, 10 B. 2. C
4. 1/6, 2/3, 7/6, 5/3, 13/6 1. 8 3. D
5. 2, 5, 8, 11, 14 2. 49, 67 4. D
B. 3. 11, 14, 17 5. B
1. 23 Independent Assessment 2
2. 43 1. A
3. 90 2. D
4. 297 3. B
5. 99 4. B
Independent Assessment 1 5. C
1. 61
2. 13 Assessment
3. -59 1. B
What I Can Do
4. 2 2. A
A.
5. 10th 1st 2nd 3rd 4th 5th 3. A
4. D
What I Have Learned 20 30 40 50 60 5. C
1. difference B. Presentation of answer may vary 6. B
2. Common difference 7. A
3. term 8. C
C. S8 = [2(20) + 7(10)]
4. subtracting 9. C
5. mean S8= 4 (40 + 70) 10. D
6. 12 and 19 S8= 440 11. D
7. Sum 12. D
8. 13. A
Additional Activity 14. D
15. B
9. Presentation of the answer
may vary.
Answer: 9th Answer Key
 References

Jose-Dilao, Soledad, Intermediate Algebra for Second Year, Revised Edidtion, Julieta G.
Bernabe. Quezon City: SD Publications, Inc. 2009

Callanta, Melvin M., Canonigo Allan M., Chua Arnaldo I., Cruz Jerry D., Esparrago Mirla
S., Garcia, Elino S., Magnaye, Aries N., Orines Fernando B., Perez Rowena S.,
and Ternida, Concepcion S., Learning Materials for Grade 10, First Edition, Pasig
City: REX Book Store. 2015

Mallari, Ma. Theresa G., Sabangan, Leticia G., Gabriel, Judy, Villareal, Abelardo A.
Argel, Analyn M., Semira,, Gemmalyn T., Angeles, Alma, Gestoso, Bernie A.,
Math Time for Grade 10, Quezon City: Educational Resources Corporation. 2015

Floresca Jr., Emeterio Jovinal, Math for Today’s Learner 10, Lucena: Kampana Publishing
House, Inc. 2014

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 For Inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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