10Mathematics

Quarter 1- Self-Learning Activity

Sheet (S-LAS) 1

Generating Patterns

FOR TANDAG CITY DIVISION USE

 IDENTIFYING INFORMATION

Learning Area: Mathematics Quarter: 1

Name of Learner: ______________________________________________________________

Grade Level 10: _________________________ Subject:__________________________

School: ________________________________________________________________________

LEARNING ACTIVITY DESCRIPTION

Week Covered: FIRST WEEK

Learning Competency: Generates Patterns

Objective/s: After completing this self-learning activity sheet, you should be able
to:

1. generate and describe patterns using symbols and mathematical

expressions;
2. find the next few terms or the nth term of the given sequence;
3. appreciate the importance of generating patterns in our daily living.

Materials: notebook, ball pen, calculator, scratch paper

Content Background: In this lesson, you will know the different ways to generate
patterns. You can use these patterns in finding the next succeeding terms or the
nth term of the sequences.

SEE AND BE SEEN

To begin with, let us have a short drill. For this activity, you will need your prior
knowledge in evaluating algebraic expressions.
What to do: You are going to evaluate the following expressions. Choose the
number inside the box that corresponds to your answer.

1. 8+ 9+3
2. 12 ⦁ ( 8+ 2 )−7
3. 8−22+ 3
4. 3 n−1, when n=3
5. x +3 y ; when x=1 , y=−2

7 -5 11 8 113

Guide Questions:

1. How did you get your answer?

2. Is there any difficulty in evaluating those algebraic expressions?

To evaluate an algebraic expression, you must substitute a number for each

variable and perform the arithmetic operations. You can also follow the rule of
using PEMDAS in which, for any expression, all exponents and or any expressions
inside a parenthesis should be simplified first, followed by multiplication and
division from left to right and finally, addition and subtraction from left to right.

For this lesson, you are going to explore how to generate patterns.

Activity 1: Who is Next to Me?

“Kilos Kabataan”

In her first public address, the principal mentioned about the success of the
recent “Brigada Eskwela.” Because of this success, the principal challenged the
students, especially the Grade 9 and Grade 10 students, to extend the same service
to their community by having a one-Saturday community clean-up drive which the
principal called it “Kilos Kabataan Project”. Volunteers must sign up until 5 p.m.
for the project. Accepting the principal’s challenge, 10 students immediately signed
up for the clean-up. After 10 minutes, there were already 15 who had signed up.
After 10 more minutes, there were 20, then 25, 30, and so on. Amazed with the
students’ response to the challenge, the principal became confident that the youth
could be mobilized to create positive change.
 …

Questions:

1. How many possible students would sign up after 30 minutes? How about an
hour?
2. What are your observations on the increase of the number of students who
joined the project?

Directions: Study the situations below and answer the following questions. Write
your answers on your activity notebook.

1.

Questions:

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

b. Draw the next figure.

2. Miss Rhea wants to buy a new car for her mother. As preparation, she is
thinking of saving ₱ 1,500.00 every month starting next month. She has
already saved ₱ 5,000.00 for this purpose.

Questions:

a. How much will Miss Rhea save after 2 months? After 3 months? After
9 months?

Summarize your answer using the table below.

No. of
1 2 3 4 5 6 7 8 9
Month
Savings

b. Describe the pattern you used to fill in the table.

The set of numbers and figures in the previous activities are called sequence.
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 Terms of a Sequence Description

a 1 (read as a sub 1) represents the first term of the sequence
a 2 (read as a sub 2) represents the second term of the sequence
a 3 (read as a sub 3) represents the third term of the sequence
a 4 (read as a sub 4) represents the fourth term of the sequence
a n (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=2 n+1.

Solution: Since we are asked to find the first 5 terms of the sequence, then we
have to finda 1, a 2, a 3, a 4 and a 5. Hence, the values of 𝑛 is to be substituted to

a n=2 n+1 are 1, 2, 3, 4 and 5.

Step 1. To find a 1, substitute 1 to 𝑛 of a n=2 n+1.

That is, a n=2 n+1 → a 1=2(1)+1

a 1=2+1

a 1=3 Answer

Step 2. To find a 2, substitute 2 to 𝑛 of a n=2 n+1.

That is, a n=2 n+1 → a 2=2(2)+1

a 2=4 +1

a 2=5 Answer

Step 3. To find a 3, substitute 3 to 𝑛 of a n=2 n+1.

That is, a n=2 n+1 → a 3=2(3)+1

a 3=6+1

a 3=7 Answer

Step 4. To find a 4, substitute 4 to 𝑛 of a n=2 n+1.

That is, a n=2 n+1 → a 4=2(4)+1

a 4=8+ 1

a 4=9 Answer

Step 5. To find a 5, substitute 5 to 𝑛 of a n=2 n+1.

That is, a n=2 n+1 → a 5=2(5)+1

a 5=10+1

a 5=11 Answer

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: Finding the 10th term of the sequence means that n=10. Hence, we will
substitute the value of n to a n=n2 +n−1.
That is, a n=n2 +n−1 → a 10=102+ 10−1

a 10=100+10−1

a 10=109 Answer

Therefore, the 10th term of the sequence given by a n=n2 +n−1 is 109.

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

Solution: In the given example, 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 value of a n , which is 42 to
a n=3 n−6.

Then we have a n=3 n−6 → 42¿ 3 n−6

Adding both sides by 6, 42+ 6=3 n

48=3 n

48 3 n
Dividing both sides by 3, =
3 3

16=n Answer

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

A. Classify Me.
Directions: Classify the following sequences as Finite Sequence or Infinite
Sequence.
1. { 1 ,3 ,5 , 7 , 9 , … }
2. { 2 , 4 , 6 , 8 , 10 }
3. Set of counting numbers
4. Set of even numbers from 2 to 20
5. Set of odd numbers divisible by 3

B. Matching Type.
Directions: Match the sequence written in general form in Column A with the
corresponding first three terms in Column B.
 COLUMN A COLUMN B

1. a n=n+5 A. { 3 , 7 ,11 }
2. a n=4 n−1 B. {−2 ,−7 ,−12 }
3. a n=2 n2 C. { 2 , 8 ,18 }
4. a n=5−2n D. { 6 , 7 , 8 }
5. a n=3−5 n E. { 3 , 2 ,−2 }
F. { 3 , 1 ,−1 }

Activity 1. Fill in the Blanks

Directions: Fill in the blanks with the correct answer.

1. ____________ is the set of numbers which is written in a special order based

on a definite rule.
2. Each number in a sequence is called ________________.
3. ____________ is a sequence which has no last term.
4. ____________ is a sequence which contain a last term.
5. In the sequence 1,3 5, 7, 9, …, 19. The fifth term is ___________.

Activity 2. Spot the Error

Directions: Identify the error and replace it with the correct answer.

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

2. Which term of the sequence defined by the equation a n=4 n−4 is 56?
Solution: 56=4 n−4
56−4=4 n
56 4 n
=
4 4
n=15

Activity 3. Getting to Know You

Directions: What is the nth term for each sequence below?

1) 3, 4, 5, 6, 7, …

2) 3, 5, 7, 9, 11, …
 3) 2, 4, 8, 16, 32, …

4) -1, 1, -1, 1, -1, …

1 1 1 1
5) 1, , , , ,…
2 3 4 5

Direction: Read the problem carefully and write a

complete solution on your activity notebook.

Problem: It is alarming that many people now are infected with COVID-19. As
chairman of the Barangay Youth council, you want to educate the
residents in your barangay through an information campaign on the
preventive ways of being infected with COVID-19. Hence, you call the
attention of all your members via text messages that your council will be
printing flyers about COVID-19 awareness and how to prevent it.
Afterwards, you will distribute it to the respective Purok Chairmen in
your barangay. On the first day, you were able to produce 50 flyers, then
another 50 flyers on the second day, and so on.

Questions:

1. If the number of flyers continues to increase in the same manner, make a

table representing the number of flyers made from day 1 up to day 5.

2. How many residents were possibly informed at the end of day 5? Why?

REFLECTIONS
Concepts Learned

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Concepts Unlearned

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REFERENCES

Chua, Simon L., Tan, Benson S., Degolacion, Roberto J. and Aguinaldo,

Ma. Salome B.. Mastering Intermediate Algebra II.Philippines: SIBS Publishing

House Inc.2005

Mapile,Edilmera. Intermediate Algebra. Philippines: Academe Publlishing House,

Inc. 2005

Nocon, Rizaldi C. Math for Engaged Learning Intermediate Algebra II.

Philippines: Sibs Publishing House. 2011

Oronce, Orlando A., Nonato Gil C., Ona, Marie I. Interactive

Mathematics III Concepts, Structure and Methods for High School.
Philippines: REX Book Store. 2008

Ulpina, Jisela N and Razon, Lerida- M E. Math Builders Grade 10.

Philippines: Jo-Es Publishing House Inc. 2015

Callanta, Melvin M., Canonigo, Allan M., et.al. Mathematics 10 Learner’s Module.

Philippines: REX Book Store. 2015

Mathematics Grade 10 Learners Module, First Edition 2015

 ANSWER KEY
ENGAGE
Activity 1: Who is Next to Me?
1. In 30 minutes, there were 25 students signed up.
In 1 hour, there were 40 students signed up.

2. Start of 10 minutes there were 15 students who signed up for the project and in every additional 10
minutes it will also increase 5 students who signed up for the projects. So, after an hour a total of 40
students who joined the projects.
No. of 0 10 20 30 40 50 60
Minutes
No. of 10 15 20 25 30 35 40
students

b.

a.

b.
a. yes, the number of sides is increasing by 1
EXPLORE

EVALUATE ELABORATE ELICIT

Part 1. A. Classify Me. 1. 20
1. sequence 1. infinite 2. 113
2. term 2. finite 3. 7
3. infinite sequence 3. infinite 4. 8
4. finite sequence 4. finite 5. -5
5. 9 5. infinite
EXTEND
Part 2. B. Matching Type 1.
1.a 7=7−35 1. D 1 2 3 4 5
a 7=−28 2. A 50 100 150 200 250
3. C
2. 56+ 4=4 n
4. F 2. 250 residents
60 4 n 5. B
=
4 4
n=15
Part 3.
1. 8, 9, 10, …
2. 13, 15, 17, …
3. 64, 128, 256, …
4. 1, -1, 1, …
 Development Team of the JHS-LAS

Writer: Thelma D. Ramos, Vicente L. Pimentel Sr. National High School

Content Editor: Nilda A. Mendiola

Language Editor: Jeanette R. Isidro

Reviewer: Gemma B. Espadero, Jeanette R. Isidro, Marvelous B. Estal

Illustrator: Thelma D. Ramos

Management Team: Imelda N. Sabornido

Segundino A. Madjos Jr.

Jeanette R. Isidro

Gemma B. Espadero

Nilda A. Mendiola

For inquiries or feedback, please write or call:

Department of Education – Division of Tandag City

LEARNING RESOURCE MANAGEMENT SECTION (LRMS)

Purok Narra, Balilahan, Mabua, Tandag City

Telephone: 214-5548

Email Address: [email protected]