Mathematics

First Quarter – Week 2

The Arithmetic Means of an Arithmetic
Sequence
Mathematics – Grade 10
Most Essential Learning Competency (MELC) – Based Exemplar
Quarter 1 – Week 2: Determines Arithmetic Means, Nth Term of an Arithmetic
Sequence and Sum of the Terms of a Given Arithmetics Sequence
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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The publisher and authors do not represent nor claim ownership over them.

Development and Quality Assurance Teams

Writer: Razil G. Pandeling

Illustrator: ___________________________
Layout Artist: Sherylyn L. Mahinay
Language Editor: Estanle B. Ramos
Content Evaluator: Rhodora C. Diesto
Layout Evaluator: Shella L. Montenegro
Management Team: PSDS/DIC
___________________

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Rationale

Project PPE (Portfolio Predicate on Exemplar) is a backup contingency

response of the Schools Division of Surigao del Sur for learning delivery and
learning resource which parallel to the on-going endeavors of the higher
offices in the Department. It is the utilization of a lesson exemplar that is
streamlined in a teacher-and-learner-friendly format to cater to the new
classroom setup in light of the COVID-19 health crisis. These exemplars will be
paired with a self-contained and self-instructional portfolio.

The portfolio is a deliberate collection of works that highlight a learner’s effort

that would enable him/her to see his/her growth and achievement, ability to
reflect on his/her own work and ability to establish goals for future learning.

Introductory Message

For the teacher:

Welcome to the Mathematics-Grade 10 - Quarter 1 Exemplar on The

Arithmetic Means of an Arithmetic Sequence!

This exemplar was collaboratively designed, developed and reviewed by

educators from different schools in the Division to assist you in helping the
learners meet the standards anchored on Most Essential Learning
Competencies (MELC) set by the Department while overcoming the
constraints in schooling brought by the COVID-19 pandemic.

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.

As a teacher, you are expected to orient the learners on how to use this
exemplar in the most fit modality. You also need to keep track of the learners'
progress while allowing them to manage their own learning through portfolio
assessments.

For the learner:

Welcome to the Mathematics – Grade 10 – Quarter 1 Exemplar on The

Arithmetic Means of an Arithmetic Sequence!

This exemplar was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and

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time. You will be enabled to process the contents of the learning resource
while being an active learner, either at home or in school. To help you with
this, this exemplar comes with a Weekly Portfolio Assessment. You teacher will
provide you with a template and you will be given a privilege to organize the
portfolio in your own creative way.

This exemplar has the following parts and corresponding icons:

This will give you an idea of the

What I Need to
competencies you are expected to learn in
Know
the module and the objectives you are
expected to realize.
This part includes an activity that aims to
What I Know
check what you already know about the
lesson to take.
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 section provides an activities which will
What I Can Do (1,2
help you transfer your new knowledge or skill
& 3)
into real life situations or concerns.
This task aims to evaluate your level of
What I Have Learned
mastery in achieving the learning
objectives.

Answer Key This contains answers to all activities in the

module.

This contain instructions about recording

Portfolio Goal Setting
your positive, realistic goals before going
through this exemplar.
This contain instructions about completing
Portfolio Completion
the components of the portfolio. This also
–
Your Growth Clue! includes a rubric to guide you of how your
portfolio will be assessed.
At the end of this module you will also find:

References This is a list of all sources used in

developing this exemplar.

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General reminders in using this exemplar:

1. Use the exemplar with care. Do not put unnecessary mark/s on any part of
the exemplar. Use a separate sheet of paper in answering the activities
and tasks.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and checking your
answers.
4. Finish the task at hand before proceeding to the next.

5. Return this exemplar to your teacher or facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this exemplar, do
not hesitate to consult your teacher, parents, siblings or anybody
knowledgeable and older than you at home. We hope that through this
material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

What I Need to Know

In this exemplar, you will learn about arithmetic means. As you go over
the activities, you will develop your skills in finding the missing terms of an
arithmetic sequence and determines arithmetic means of an arithmetic
sequence that will help you solve some real life problems. The activities are
arranged to follow the standard sequence of the course.

Most Essential Learning Competency:

Determines arithmetic means, nth term of an arithmetic sequence and sum
of the terms of a given arithmetic sequence.

Sub-Competency
Determines arithmetic means.

Objectives
After going through this exemplar, you are expected to:

A. Knowledge: define arithmetic means;

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 B. Skills: find the arithmetic means of an arithmetic sequence; and,

C. Attitude: appreciate arithmetic means in solving real life

problems.

Duration: One (1) day

Portfolio Goal Setting

Using the Portfolio Assessment Template provided by your teacher
along with this exemplar, accomplish now your weekly goal setting. Refer to
the objectives above. Think of positive and realistic goals that you can
considerably achieve with this exemplar. List them as your plans. Remember:
Do not proceed with this exemplar unless you have accomplished your goal
setting.

What I Know

Directions: Read and answer the below problems.

1. The fixed number between any two succeeding terms is called ____.

2. How many terms are in arithmetic sequence whose first term is -2,
last term is 25, and common difference is 3?

3. Find the average of the numbers -12 and 100.

4. Insert two numbers between 10 and -14 to form an arithmetic

sequence.

5. Find three terms between 2 and 14 of an arithmetic sequence.

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 What is It

How did you find the above questions? Were you able to find the
number of terms in an arithmetic sequence given two terms and common
difference? How about inserting terms between two terms of an arithmetic
sequence? Find out the below discussion and examples to answer those
questions.

Finding a certain number of terms between two given terms of an

arithmetic sequence is a common task in studying arithmetic sequences.

The terms between any two nonconsecutive terms of an arithmetic

sequence are known as arithmetic means.

Example 1. Insert 3 arithmetic means between 3 and 31.

Given two terms (3 and 31) plus 3 arithmetic means, this tells us that
there are 5 terms in the sequence.

Assume that 3 is the first term (𝑎1 ) and 31 is the last term (𝑎5 ).
Take a look the diagram below.
3, ____, ____, ____, 31

𝑎1 𝑎2 𝑎3 𝑎4 𝑎5

We need to find the common difference d to determine the missing

terms of the sequence. Using the general rule 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, we have,

31 = 3 + (5 -1)d

31 = 3 + 4d

31 – 3 = 3 – 3 + 4d Subtraction property of equality

28 = 4d

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 1 1
(4)28 = (4) 4d Multiplication property of equality

28 4
= 4𝑑
4

d=7

Using the value of d, we can now get the values of 𝑎2 , 𝑎3 , and 𝑎4 .

Thus,
𝑎2 = 3 + (2 − 1)7 𝑎3 = 3 + (3 − 1)7 𝑎4 = 3 + (4 − 1)7
𝑎2 = 3+7 𝑎3 = 3 + (2)7 𝑎4 = 3 + (3)7
𝑎2 = 3+7 𝑎3 = 3 + 14 𝑎4 = 3 + 21
𝑎2 = 10 𝑎3 = 17 𝑎4 = 24

The numbers 10, 17 and 24 are the three arithmetic means between 3 and 31.

Example 2. Insert 5 arithmetic means between 40 and 4.

Given two terms (40 and 4) plus 5 arithmetic means, this tells us that
there are 7 terms in the sequence.

Assume that 40 is the first term (𝑎1 ) and 4 is the last term (𝑎7 ).
Take a look the diagram below

40, ____, ____, ____, ____, ____, 4

𝑎1 𝑎2 𝑎3 𝑎4 𝑎5 𝑎6 𝑎7

To find the common difference, we have,

4 = 40 + (7 -1)d
4 = 40 + 6d
4 – 40 = 40 – 40 + 6d Subtraction property of equality
-36 = 6d
1 1
(6) − 36 = (6) 6d Multiplication property of equality
36 6
- = 𝑑
6 6

d = -6

Thus,
𝑎2 = 40 + (2 − 1) − 6 𝑎3 = 40 + (3 − 1) − 6 𝑎4 = 40 + (4 − 1) − 6
𝑎2 = 40 + (1) − 6 𝑎3 = 40 + (2) − 6 𝑎4 = 40 + (3) − 6
𝑎2 = 40 − 6 𝑎3 = 40 − 12 𝑎4 = 40 − 18
𝑎2 = 34 𝑎3 = 28 𝑎4 = 22

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 𝑎5 = 40 + (5 − 1) − 6 𝑎6 = 40 + (6 − 1) − 6
𝑎5 = 40 + (4) − 6 𝑎6 = 40 + (5) − 6
𝑎5 = 40 − 24 𝑎6 = 40 − 30
𝑎5 = 16 𝑎6 = 10

The numbers 34, 28, 22, 16, and 10 are the four arithmetic means between
40 and 4.

What I Can Do 1

Find the missing terms in each arithmetic sequence.

1. -1, ____, ____, ____, -41
2. 55, ____, ____, ____, ____, -10
3. x + 2y, ____, ____, ____, 5x + 6y
4. -4,____, ____, ____,12
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5. 7, ____, ____, ____, ____, 192

What I Can Do 2

Directions: Insert the indicated number of arithmetic means between

the given first and last terms of an arithmetic sequence.

1. 3 and 55 (3)

1 13
2. and (1)
3 3

3. 6 and 54 (3)

4. -5 and 40 (4)

5. a + b and 7a – 2b (2)

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 What I Can Do 3

Directions: Answer the following problems.

1. How many numbers between 25 and 45 are exactly divisible by 5?.

2. A military unit purchases 20 spare parts during the first month of a

contract, with a consistent increase of spare parts every month,
how many spare parts they purchased on the 2nd month, 3rd month,
and 4th month if in the 5th month they purchased 60 spare parts?

3. The arithmetic mean between two terms in an arithmetic sequence

is 162. If one of these terms is 214, find the other term.

4. What are the first and last terms of an arithmetic sequence when its
arithmetic means are 32, 17, and 2?

5. Find the value of b when the arithmetic mean of b – 2 and b + 12 is

2b.

What I Have Learned

Directions: Answer the following.

A. Insert 3 arithmetic means between the given terms.

1. 10 and -18
2. -25 and 7
3. 5 and 33
4. 8 and -28
5. 10 and -4

B. Choose and write the correct answer.

1. If five arithmetic means are inserted between -10 and 8, what is the
third mean?
A. -1 B. -7 C. -4 D. 2

2. What is the value of x when the arithmetic mean of x + 5 and 4x + 1

is 2x + 5?

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 A. 8 B. 5 C. 4 D. 3

3. Four arithmetic means were inserted in numbers -3 and 17, what is the
4th arithmetic mean?
A. 1 B. 13 C. 11 D. 9

4. How many terms are there in arithmetic sequence if the first and last
terms are 1 and 29 respectively?
A. 4 B. 5 C. 3 D. 6

5. What is the first five terms of the sequence if the first term is 20 and the
last term is -4?
A. 20, 15, 9, 3, -4 C. 20, 14, 8, 2, -4
B. 20, 16, 10, 4, -4 D. 20, 13, 7, 1, -4

6. What are the first and last terms of an arithmetic sequence when its
arithmetic means are 8, 15, and 22?
A. 1 and 29 C. 3 and 28
B. 2 and 30 D.1 and 28

7. Find the value of a, if the arithmetic mean of a + 3 and 3a + 3 is 13.

A. 2 B. 3 C. 4 D. 5

8. The supervisor of a certain grocery store, instructed the merchandiser

to display their promo items up to 5 layers following the arithmetic
sequence. If the first and last layers have 20 and 4 pcs of can goods
respectively, how many cans will be displayed in 2nd layer, 3rd layer and
4th layer?
A. 8, 12, 16 C. 9, 13, 17
B. 16, 12, 8 D. 17, 13, 9

9. Samantha is celebrating her 6th birthday. Her mother decided to order

a tower of cupcakes instead of birthday cake. Suppose the cupcakes
were arranged following the arithmetic sequence, how many
cupcakes were displayed in the 3rd layer, if first and last layers have 50
and 10 pcs respectively?
A. 40 B. 35 C. 30 D. 20

10. A stack of bricks has 100 pcs in the bottom layer and 40 pcs on the 5 th
layer. Suppose it follows an arithmetic sequence, how many bricks
were stack on the 3rd layer?
A. 70 B. 85 C. 60 D. 75

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What I Have Learned What I Can Do 3
A. B. 1. 3
1. 3, -4, -11 1. A 6. A 2. 30, 40, 50
2. -17, -9, -1 2. C 7. D 3. 110
3. 12, 19, 26 3. B 8. B 4. 47, -13
4. -1, -10, -19 4. B 9. C 5. 5
1 1
5. 6 , 3, - 5. C 10. A
2 2
What I Ca n Do 2 What I Can Do 1 What I Know
1. 16, 29, 42 1. -11, -21, -31 1. arithmetic mean
2. 10
2. 7/3 2. 42, 29, 16, 3 3. 44
4. 2, -6
3. 18, 30, 42 3. 2x+3y, 3x+4y, 4x+5y 5. 5, 8, 11
4. 4, 13, 22, 31 4. 0, 4, 8
1 1
5. 3a, 5a - b 5. 9 , 12, 14 , 17
2 2
Answer Key
 Portfolio Completion – Your Growth Clue!

You now go back to your portfolio and work on the other components
that follow your Goal Setting. Remember that your portfolio is a deliberate
collection of your works with the help of the exemplar. Highlighting your
efforts here enables you to see and reflect on your growth and achievement
and your ability to establish goals just to learn. Upon completion of your
portfolio, please be guided of the rubric below.

Rubric for Portfolio Assessment

LEVELS
Criteria Novice (1-3) Apprentice (4-6) Proficient (7-8) Distinguished (9-10) Score
1. Goal Setting Sets sloppy goals, Sets some goals and Sets general goals Sets clearly defined
not realistic for ability processes that are and processes that goals that are ___ out
nor level of positive and realistic. are positive and attainable and of 10
development. realistic growth-oriented
2. Test Self Shows little evidence Shows adequate Shows good evidence Shows very good and
Evaluation of reflection and self- evidence of of reflection and self- clear evidence of
------ out
assessment. reflection and self- assessment. reflection and self-
of 10
assessment. assessment with
documentation.
3. Mathematical Shows very limited Shows Shows nearly Shows understanding
knowledge: understanding of the understanding of complete of the concept of an
------ out
concept of an some of the concept understanding of arithmetic sequence
of 10
arithmetic sequence of an arithmetic the concept of an
sequence arithmetic sequence
4. Accuracy The computations The computations The computations are The computations
are erroneous and do are erroneous and accurate. Use of key are accurate. A wise
not show some use show some use of concepts of an use of key concepts ------ out
of key concepts of an key concepts of an arithmetic sequence of an arithmetic of 10
arithmetic sequence arithmetic sequence sequence

5. Overall Submits some of the Submits most of the Presents all items in a Presents thorough,
Presentation items in a items. Portfolio is chronological form. clear and complete
----- out
disorganized form. well presented. Portfolio is well items. Portfolio is
of 5
Portfolio looks organized. neat and elegant.
slapdash.
6. Prompt Submits late (3 Submits late (2 Submits late (1day). Submits on time. ------ out
Submission. days). days). of 5
Total
(Highest
possible
score:
50)

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References
DepEd Mathematics Learner’s Module Grade 10; pp. 14-20

Website Links

https://lrmds.deped.gov.ph/ EASE Module - Module 2 Searching for Patterns

in Sequences, Arithmetic, Geometric and Others

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For inquiries or feedback, please write or call:

DepEd Surigao del Sur Division – Schools District of _____________

Address: _______________________________________________
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Contact Number:
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