10

Mathematics
Quarter 1 – Module 1:
Sequences
Week 1
Learning Code – M10AL-Ia-1

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Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1 –Sequences
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 module 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ronaldo B. Rosete
Editors: Josefina J. Bustos Maita G. Camilon
Queenie Pearl E. Domasig Judy Ann G. Gallo
Reviewers/Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS
Illustrator: Ronaldo B. Rosete
Layout Artist: Ronaldo B. Rosete
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of
LRMS and Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools
Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS
and Division ADM Coordinator

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 10

Mathematics
Quarter 1 – Module 1:
Sequences

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 GRADE 10
Learning Module for Junior High School Mathematics
MODULE
1 SEQUENCES
The world around us is full of patterns. One of the most important
topics in mathematics is the study of patterns and functions. Many real-
world problems and phenomena can be understood by using a special type
of function known as sequence. In this module, you will identify sequences,
generate and generalize patterns and functions. And study the type of
sequence called arithmetic sequence.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCIES
The learners will be able to:
• generate patterns
• illustrate an arithmetic sequence.

WHAT I KNOW
PPREPREVIER
! see how much knowledge about the lesson you already have. Answer or
Let’s
solve all items below:
1. What is the next shape?

_____

a. b. c. d.

2. Find the next figure.

_____

a. b. c. d.

3. Supply the missing numbers in the following sequences

4, 9, 14, ___, 24, 29, ___
a. 17, 34 b. 19, 33 c. 19, 34 d. 20, 35
4. 3, 8, 15, 24, ___, ___, 63
a. 37, 47 b. 34, 46 c. 35, 47 d. 35, 48
5. Find the next term of the sequence 7, 15, 23, 31, ___
a. 33 b. 35 c. 37 d. 39
6. Write the general term of the sequence 3, 6, 9, 12, 15,…
1
a. an = 2n + 1 b. an = 3n c. an = 3 𝑛 d. an = 3n2
7. Solve for the general term of the sequence 0, 3, 8, 15, 24,…
a. n2 + n +1 b. n2 + n c. n2 – 1 d. n2 + 1

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 GRADE 10
Learning Module for Junior High School Mathematics
For numbers 8-9, determine whether the sequence is arithmetic or not. If
yes give the common difference (d).
a. Arithmetic sequence, d = 2 c. Arithmetic sequence, d = 1
b. Arithmetic sequence, d = -4 d. Not Arithmetic sequence

8. 30, 26, 22, 18, 14

9. 2, 3, 5, 8, 12

10. Find the next three terms of an arithmetic sequence -9, -1, 7, 15, …
a. 22, 30, 38 b. 23, 31, 39 c. 21, 33, 39 d. 23, 30, 37
11. A sequence that has a last term is called ___________sequence
a. Finite b. Last term c. Infinite d. Arithmetic
12. A sequence in which a constant is added to the previous term to get
the next term is called _____________
a. Finite b. Infinite c. arithmetic d. geometric
13. Find the next term of the sequence 31, 24, 17, 10, ____
a. 15 b. 6 c. 3 d. 0
14. Determine the common difference of the arithmetic sequence
8, 5, 2, -1, -4
a. - 2 b. -3 c. -4 d. -5
15. Each number in the sequence is called _________
a. Term b. Score c. Observation d. Datum

*** If you got an honest 15 points (perfect score), you may skip this module.

WHAT’S IN
PPREPREV
Among the skills that you have been using, consciously or unconsciously is
IER!
the skill to observe and recognize patterns. Try this activity to exercise and test
these skills of yours.
Activity 1: Knowing me, knowing you
Identify what is next by observing the pattern in the given.

1.) 5.) 4, 8, 12, 16, _____

2.) 6.) 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, __

3.)

4.)

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 GRADE 10
Learning Module for Junior High School Mathematics

WHAT’S NEW (Communication)

PERSONAL PROTECTIVE EQUIPMENT (PPE) MATTERS

One of the most important problem facing the medical

profession during the COVID 19 global pandemic worldwide is
allocating resources particularly on Personal Protective Equipment
(PPE) due to the government’s lack of support and shortcomings to
provide such equipment. To the medical workers.
In the Philippines, our medical frontliners are also
experiencing such dilemma. PPE serves as the primary protection of
health workers from being infected by the disease. Lack of PPE has
become a global concern because a number of doctors, nurses, and
other medical staff are already infected by the desease and some of
them died.
In a certain hospital in Manila, 9 medical workers were
infected by the Covid 19 on the first week of April, on the 2 nd week
18 medical workers were infected, on the 3rd week 27 medical
workers were infected and on the 4th week 36 medical workers were
infected, showing this alarming trend of infection the president of the
hospital decided to close its health services temporarily to the public.
However, many residents nearby the hospital were worried
about this development. According to them if an emergency case
occurs and the situation needs an immediate medical attention
where will they go, since ECQ is prevailing and other barangays are
also strict in implementing the lockdown. Was the hospital
president’s decision justifiable? Why?

WHAT IS IT

Let’s analyze what you have read:

1. What is the selection all about?
_____________________________________________________________________

2. What word or words describe the current situation of the Philippine

Health Workers amid the COVID-19 global pandemic?
(communication)
____________________________________________________________________

3. Do you believe that the government is not providing adequate or

enough personal protective equipment to our public medical
frontliners?

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 GRADE 10
Learning Module for Junior High School Mathematics
_____________________________________________________________________

4. What realization can you get from this report especially if you have a
relative or immediate family member serving as a medical frontliner?
(character building)
_____________________________________________________________________

5. Can you answer the problem posted on the last part of the selection?
____________________________________________________________________

The data from the narrative can be shown in a tabular form.

Recording the number of infected health workers every week in a certain
hospital in Manila, we have:
Number of weeks (n) 1 2 3 4 5 6
Number of infected health workers 9 18 27 36 ... ...
(an)

The set of numbers 9, 18, 27, 36, is an example of a sequence.

Because the differences between terms are formed according to some fixed
rule or property.
Furthermore, a sequence is a succession of numbers in a specific or
logical order. Each number in a sequence is called a term. The first and the
last terms of the sequence are referred to as extremes. The terms between
the first and the last terms are called means.
More importantly, since the set of numbers 9, 18, 27, 36 forms a
sequence it is in fact the range of the sequence and the set of numbers 1, 2,
3, 4, ... also known as the set of positive integers or counting numbers or
natural numbers is the domain of the sequence.
The sequence {3, 6, 9, 12, 15} is a finite sequence because it has a
last term which is 15.
The sequence {10, 12, 14, 16, …} is an infinite sequence because it
has no last term, the 3 dots (ellipsis) signifies it will just continue.

Example 1: Find the next three terms of each sequence.

a. 25, 17, 9, __, __, __
b. 0.5, 1.5, 4.5, __, __, __
c. 1, -4, 9, -16, __, __, __
Solution
a. The next term is 8 less than the preceeding term, the next three
terms are 1, -7, -15.
b. A term is 3 times the preceeding term, the next three terms are
13.5, 40.5, 121.5
c. The terms have alternating signs, moreover, the absolute value of
each term corresponds to the square of a natural number.
Therefore the next three terms are 25, -36, 49.
Example 2 : Analyze if the given sequence is finite sequence or infinite
sequence.
a. {10, 20, 30, 40, 50}
b. {1, 3, 5, 7, 9, 11, …}

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 GRADE 10
Learning Module for Junior High School Mathematics
c. {5, 10, 15, 20, …, 100}
Solution
a. This sequence has exactly 5 terms, therefore it is an example of
finite series.
b. The first 6 terms are given, then there is an ellipsis indicating that
the sequence continues infinitely. This is an infinite sequence.
c. An ellipsis was used in this sequence between 20 and 100 to
indicate that it will continue the pattern up to 100 only. Since the
sequence has a last term, we may conclude that this is a finite
sequence.

FINDING A GENERAL TERM OR THE nth TERM OF A SEQUENCE

Example 3: Find the general term of the sequence 25, 50, 75, 100, ...
Solution: The sequence can be shown in a table
n 1 2 3 4
an 25 50 75 100

Let us take the 1st difference in the sequence an

25 50 75 100 12

25 25 25 25
Since the 1st difference is a constant which is 25, the general term is
linear in nature. The linear equation in variable n can take the form
an + b = an.
Using two pairs of numbers from the table, we have
n =1 , an = 25 a + b = 25
n = 2, an = 50 2a + b = 50
Solving the system of 2 eqns in two unknowns, we have
a = 25, b = 0
Thus, the general term or nth term is an = 25n + 0 or simply
an = 25n
Example 4: Find the general term of the sequence 1, 3, 6, 9, 15,...
Solution: The sequence can be shown in a table
n 1 2 3 4 5
an 1 3 6 10 15
Taking the first difference in an
1 3 6 10 15

2 3 4 5

1 1 1
The first difference is not the same it implies that the sequence is not
linear in nature But the second difference is the same or constant which is
1.

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 GRADE 10
Learning Module for Junior High School Mathematics
Since the 2nd difference is a constant, the general term is quadratic in
nature. The quadratic equation in one variable takes the form an2+bn+c =
an. Using three pairs of numbers from the table:

n = 1, an = 1, a(1)2 + b(1) + c = 1 a+b+c=1 Eqn 1

n = 2, an = 3, a(2)2 + b(2) + c = 3 4a + 2b + c=3 Eqn 2
n = 3, an = 6, a(3)2 + b (3) + c = 6 9a + 3b + c = 6 Eqn3

Solving the system of 3 equations in 3 unknowns, we have a = ½, b =

½ c = 0, thus, the nth or gen. term is an= ½ n2 + ½ n

Example 5: Find the general term of the sequence { 2, 4, 8, 16, …}

Solution Each term of the sequence can be expressed in the
following manner:
2 = 21
4 = 22
8 = 23
16 = 24
. .
. .
an = 2 n
Example 6: Find the general term of the sequence { 2, 4, 6, 8, 10, …}
Solution Each term of the sequence can be expressed in the following
manner:
2 = 2(1)
4 = 2(2)
6 = 2(3)
8 = 2(4)
. .
. .
an = 2n
Example 7: Find the general term of the sequence {1, 8, 27, 64, 125, 216,
343, …}
Solution Each term of the sequence can be expressed in the following
manner:
1 = 13
8 = 23
27 = 33
64 = 43
. .
. .
an = n 3

There are sequences where the difference between any two

consecutive terms is a constant. This constant is called the common
difference denoted by d and the said sequence is called an arithmetic
sequence.

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 GRADE 10
Learning Module for Junior High School Mathematics
Let us go back to the selection regarding PPE matters. Recording the
number of infected health workers every week in a certain hospital in Manila
using a table we have:
Number of weeks 1 2 3 4 5 6
Number of infected health workers 9 18 27 36
The record shows that the number of health workers being infected
every week as 9, 18, 27, 36 is basically a sequence as already stated on
the first part of the lesson, Moreover, this is a type of sequence known as
arithmetic sequence and the common difference d is 9.

An arithmetic sequence is a sequence where every term after the

first is obtained by adding a constant called the common difference.
21, 38, 55, 72, 89
21 + 17 38 + 17 55 + 17 72 + 17
Every term of an arithmetic sequence can also be written using the
first term and the common difference
21, 38, 55, 72, 89
21 +17 21 + 2(17) 21 + 3(17) 21 + 4(17)

Example 8: Determine whether each sequence is an arithmetic sequence

a. 21, 31, 41, 51 b. 2, 4, 8, 16
Solution: To determine whether a sequence is arithmetic sequence, see if
there is a common difference between any two consecutive terms
a. There is a common difference d = 10. Hence, the sequence is an
arithmetic sequence
b. There is NO common difference. Therefore, the sequence is NOT an
arithmetic sequence

WHAT’S MORE
Activity 2: Building blocks
Observe the number of blocks needed to build each succeeding figure

1 2 3 4
1. How many blocks will be needed to build the 5 figure?
th

6th figure? 7th figure?

2. What pattern do you see?
3. How many blocks will be needed to build the nth figure?
Now that you could identify a sequence, find the missing term/s in a
sequence, extend the terms in a sequence by finding the next few terms,
express few terms of a sequence from a given functional relation, and finding
the general rule or nth term of a sequence. You can now answer the next
activity with confidence. Let’s go!
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 GRADE 10
Learning Module for Junior High School Mathematics

Activity 3: Solve confidently

A. Write the next three terms of each sequence
1. 2, 3, 5, 8, 12,
2. 13, 10, 7, 4, 1,
3. 2x, 4x, 6x, 8x, 10x
B. Use the functional relation S(n) = 3n + 4, n = { 1, 2, 3, 4 }
Write the first four terms of the sequence.
C. Find the general term of the sequence
c.1 { 10, 5, 0, -5, -10 }
c.2 { 1, 4, 9, 16, 25 }
D. Supply the missing term/s in each of the following sequences
1. 4, 8, __, 16, 20
2. -1, 1, __, 5, __
3. 16, 24, 32, 40, __
4. 13, __, 33, __, 53
1 3 7
5. , , __, 2
2 2

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

Activity 4: Matchsticks Problem

1. Below are the squares formed by matchsticks

2. Count the number of matchsticks in each figure and record the

results in a table
Number of squares 1 2 3 4 5 6 7 8 9

Number of matchsticks
3. Guide questions
a. Is there a pattern in the matchsticks? If there is, describe it.
b. How is each term (number of matchsticks) found?
c. What is the difference between any two consecutive terms ?

Activity 5: Identify me
(Critical Thinking)
A. Determine whether each sequence is arithmetic or not. If it is, find
the common difference (d)
1. 7, 10, 13, 16 4. 4, 12, 36, 108
1
2. 9, 11, 13, 15 5. 20, 6, 3, 1 2
3. 32, 35, 38, 41
B. Find the missing term/s in each arithmetic sequence
1. 5, __, 15, 20, 4. 4, 1, __,, -5, ___
2. 18, 14, 10, __, 5. 12, 24, __, __, 60

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 GRADE 10
Learning Module for Junior High School Mathematics
3. -12, -9, __, -3
C. A company offers Jerry a starting salary of Php240,000 with raises
of Php20,000 per year.What will be his salary on the 10th year?

WHAT I HAVE LEARNED

A sequence is a function whose domain is the set of positive

integers. It also means succession of numbers in a specific or logical
order. Each number in a sequence is called a term. The first and the last
terms of the sequence are referred to as extremes. The terms between the
first and the last terms are called means.
A finite sequence is a sequence having a last term, while an
infinite sequence is a sequence that has no last term, the 3
dots(ellipsis) signifies it has no end.
A sequence in which a constant, d is added to the previous term to
get the next term is called an arithmetic sequence. The constant is
called the common difference.

WHAT I CAN DO
A Fill in the blanks.
1. There are sequences where the difference between any two
consecutive terms is a constant. This constant is called the _______.
2. Each number in the sequence is called __________.
3. The third term in the sequence 1, 8, 27, 64, 125,... is__________.
4. The sequence that has a last term is called ___________.
5. The ellipsis indicate that the sequence is _________.
B. Give the next three terms of each sequence.
1. 2, 9, 16, 23, 30,... 4, 1, 4, 9, 16, 25,...
2. 49, 44, 39, 34, 29,... 5. 18, 14, 10, 6, 2,…
3. 81, 27, 9, 3, 1,...
C. Supply the missing term for each sequence.
1. 4, 8, ___, 16, 20 4 ___, ___, 0, 12, 24, 36
2 -10, 10, 30, ___, 70 5 -4, 8, ___, 16, -20
3 57, ___, 37, ___, 17
D. Write the first four terms of the sequence, given the nth term formula
1. an = 2n + 3
2. an = n2 – 1
E. Find the general rule or nth term for each sequence
1. 7, 12, 17, 22,...
2. 2, 6, 12, 20,...
F. Determine whether each sequence is arithmetic or not. Find the
common difference for each arithmetic sequence
1. 4, 8, 12, 16,.. 4. 1, 6, 8, 11, 12,..
2. 13, 10, 7, 4,... 5. 5, 6, 12, 13
3. -10, -8, -6, -4,..

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G. An object falling from rest travels 16 feet during the 1st second, 48 feet
during the 2nd second, 80 feet during the 3rd second and so on. How far
does the object fall after the 7th second
a. 198ft b. 200ft c. 208ft d. 224ft

ASSESSMENT

Multiple Choice: Choose the letter of the correct answer

1. The _____________ is the difference between any two consecutive terms in
an arithmetic sequence.
a. Addend b. Common difference c. Common Zero d. Inverse
2. A sequence that has a last term is called ___________sequence
a. Infinite b. Last term c. Finite d. Arithmetic
3. Each number in the sequence is called _________
b. Datum b. Score c. Observation d. Term
4. The ellipsis dots indicate that the sequence is _________
a. Infinite b. Last term c. Finite d. Arithmetic
5. The fourth term in the sequence 1, 8, 27, 64, 125,.. is________
a. 125 b. 1 c. 27 d. 64
6. The missing term in the sequence 2, -2, ___, -2, 2 is
a. 22 b. -2 c. 2 d. -22
7. The 6 term of the sequence defined by the general or nth term
th

an = -2n + 3 is ________
a. 4 b. 6 c. 7 d. 9
8. The sequence 6, 10, 14, 18,... is defined by the general term ____
a. an = 4n + 2 b. an = 2n + 4 c. an = 4n - 2 d. an = -2n – 4
9. A sequence in which a constant, is added to the previous term to get the
next term is called _____________
a. Finite b. Infinite c. Arithmetic d. Geometric
10. Determine the general term of the sequence {6, 12, 18, 24}
a. an = 6n b. an = n+6 c. an = n6 d. an = 6n
11. The common difference in an arithmetic sequence is denoted by
a. k b. d c. p d. q
12. Give the next term in the sequence, 3, 7, 11, 15, 19, …
a. 22 b. 23 c. 33 d. 37
13. Find the next three terms of the sequence -4, -1, 2, 5, 8
a. 11, 14, 17 b. 11, 15, 19 c. 11, 12, 13 d. -11, -14, -17
14. Determine the common difference of the arithmetic sequence
8, 5, 2, -1, -4
a. - 2 b. -3 c. -4 d. -5
15. Which of the following is an infinite sequence
a. 5, 9, 13, ... , 29 c. 2, 4, 6, 8, 10,...
b. -3, -2, 3, 8, ..., 33 d. 3, 5, 7, 9, 11

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 GRADE 10
Learning Module for Junior High School Mathematics

ADDITIONAL ACTIVITIES (Critical thinking)

A nanny’s monthly salary increases by Php250 every six month. If

Amy receives Php4,000 in January 2011. How much will be her salary 5
years later?

E- SEARCH
Additional resources on the topic may be found on the following links:
http://coolmath.com/algebra/19-sequences-series/05-arithmetic-
sequences-01.html
http://www.mathisfun.com/algebra/sequences-series.html

REFERENCES

Orines, Fernando B. et al (2007) Next Century Mathematics Intermediate

Algebra First Edition Phoenix Publishing House

Oronce, Orlando A. et. al. (2001) Interactive Mathematics III First Edition Rex
Book Store Inc.

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 GRADE 10
Learning Module for Junior High School Mathematics

PISA-BASED WORKSHEET

Arman plans to buy a Kyrie Irving shoes as a gift to himself for

his birthday on the 25th of June. This goal made him decide to save
on a piggy bank as early as April 10. He put Php 1 on the first day,
Php 3 on the second day, Php 6 on the third day, Php 10 on the
fourth day, and Php 15 on the fifth day.

Think about this

1. How much will he save for:

a. 6th day?______
b. 7th day?______
c. 8th day?______
d. 9th day?______
e. 10th day?_____
2. What pattern do you see?
____________________________________
3. How much will Arman save on the nth day? How will you
determine his savings on the nth day?
____________________________________
4. How much is his savings on his natal day?
___________________________________

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 GRADE 10
Learning Module for Junior High School Mathematics

A hand for the heroes in the hot zone

A Personal Protective Equipment (PPE) is designed to protect the

wearer’s body from injury or infection. The hazards addressed by this
protective equipment include the worldwide pandemic known as
COVID19.
In order to help the front liners who are exposed to the virus, DBG
Manufacturing Inc. decided to make protective equipment for them.
The company produced 38 PPE on the first day of April, 43 PPE on the
second day, 48 PPE on the third day, and 53 on the fourth day.

Think about this

1. Who are the heroes in the hot zones?

_______________________________________
2. What is a PPE?
_______________________________________
3. What is the main purpose of a PPE?
_______________________________________
4. What are examples of a PPE?
_______________________________________
5. How many PPE are produced on the first day of April?
_______________________________________
6. How many PPE are produced on April 2?
_______________________________________
7. How many PPE will be given to the frontliners on April 30?
_______________________________________
8. How will you give a hand for the heroes in the hot zone?
______________________________________

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