Module 1.

1: Sequences and Series

Have you ever wondered how outcomes in certain real-life could be solved
mathematically? What do businessmen use to predict future sales? How do bank executives deal
with fluctuating rates such that the business does not go bankrupt? Have you every asked
yourself how even epidemics and nature use the tools of math? Have you at some point in your
life used numbers to be able to make sound and logical decisions?

In this module, you will discover how important it is to utilize essential mathematical
skills to be able to understand these questions that arise in various real-life situations that we
encounter everyday and use these skills wisely to be able to come up with the desired output.

As you go through this module, think of this question: How can the outcomes of
certain real life problems be predicted?

In this module, you will examine this question when you take the following
lessons:
Lesson 1 – Arithmetic Sequences and Series
Lesson 2 –Geometric Sequences and Series and Other Types In

these lessons, you will learn the following:

Lesson 1 Arithmetic Sequences and Series

 generate patterns
 illustrate arithmetic sequence
 determines arithmetic means and nth term of an arithmetic
sequence
Lesson 2 Geometric Sequences and Series and Other Types
 illustrate geometric sequence
 differentiates a geometric sequence from an arithmetic
sequence
 differentiates a finite geometric sequence from an infinite
geometric sequence
 determines geometric means and nth terms of a geometric
sequence

MODULE MAP:
Here is a simple map of the above lessons you will cover:

SEQUENCES and SERIES

Arithmetic Geometric Other types

 Application to Real Life

PRE-ASSESSMENT

Let’s find out how much you already know about this module. Click on the letter that you
think best answers the question. Please answer all items. After taking this short test, you will
see your score. Take note of the items that you were not able to correctly answer and look
for the right answer as you go through this module.

1. Which is the next term in the sequence 3, 9, 15, 21, 27, . . . ?

A. 30
B. 33
C. 36
D. 39

2. Which of the following is a geometric sequence? A

1, 2, 4, 8, 16, . . .
B. -3, 1, 5, 9, . . .
C. 4, 8, 24, 96, 480, .
D . -5, 0, 10, 25, 45,

3. The sequence (1, 2, 3, 4) in terms of the number of elements is called

.
A. an infinite sequence
B. a finite sequence
C. an infinite set
D. an infinite series

4. What are the next four terms of the arithmetic sequence 122, 111, 100, . .
.?
A. 94, 88, 82, 76
B. 95, 90, 85, 80
C. 92, 88, 84, 80
D. 89, 78, 67, 56
5. Find the 18th term of the sequence where a1 = 3 and d = 7. A.
129
B. 136
C. 119
D. 122

6. What is the fifth term of a geometric sequence if a1 = 7 and r = 0.2? A.

1.4
B. 0.28
C. 0.0112
D. 5.6

7. Which is the rule for the nth term of the arithmetic sequence with a8 = 21 and
 a14 = 45?
A. an = 4n – 11
B. an = 4n - 8
C. an = 4n + 1
D. an = 4n + 7

8. Find the first three terms of the arithmetic series in which a1 = 6, an = 201, and
Sn = 4140.
A. 6, 11, 16
B. 5, 10, 15
C. 6, 15, 40
D. 6, 46, 86

9. The table shows the predicted growth of a particular bacteria after various number
of hours. Write an explicit formula for the sequence of the number of bacteria.

Hours (h) 1 2 3 4 5
Number of 19 38 57 76 95
Bacteria

A. an = 19n + 19
B.
an = n + 19
C.
an = 1/19 n
D.
an = 19n

10. A ball is dropped from a height of 7 feet. Each time it hits the ground, it bounces
half of its previous height. What is the total distance traveled by the ball?
A. 7 feet
B. 14 feet
C. 21 feet
D. 28 feet

11. Viola makes gift baskets for Valentine’s Day. She has 13 baskets over the last
year, and she plans to make 12 more each day. If there are 15 work days until the
day she begins to sell the baskets, how many baskets will she have to sell?
A. 193 baskets
B. 156 baskets
C. 181 baskets
D. 205 baskets

12. Justine earned $17 000 during the first year of her job at the city hall. After each
year, she received a 4% raise. Find her total earnings during the first five years
on the job.
A. $92 077.48
B. $72 189.89
C. $517 077.48
D. $85 541.44

13. The sum of the interior angles of a triangle is 180º, of a quadrilateral is 360º, and
of a pentagon is 540º. Assuming this pattern continues, find the sum of the
interior angles of a dodecagon.
A. 1800O
 B. 1980O
C. 1620O
D. 900O

14. A culture of bacteria doubles every 2 hours. If there are 500 bacteria at the
beginning, how many bacteria will there be after 24 hours?
A. 204 800
B. 204 080
C. 2 048 000
D. 20 048 000

15. Your brother puts P10.00 into his piggy bank. The next day, he puts P15.00. Two
days after, he puts P20.00. He intends to save enough money to be able to raise
P1000.00 so he can buy wireless speakers. He needs to come up with the amount
in two weeks’ time so that he will still be able to avail of a 15% discount. If his
daily allowance during school days is P150.00, what recommendation can you
give him so that he will be able to meet his target in two weeks’ time given that
his daily expenses is P50.00 at a minimum for food and needs to allot money for
class projects?
A. Increase your savings by ten pesos per day.
B. Start saving P60.00 and increase your savings by five pesos per day.
C. Save P100.00 everyday for 9 days.
D. Save P150.00 for six days.

16. A small snowplowing company makes a profit of $8000 during its first year. The
owner of the company sets a goal of reaching a total profit of $20000 after five
years. After two years of operation, profits have increased by only
$1500. If the trend continues, the company might not be able to reach the goal it
has set. What recommendations can you give to the owner of the company?
A. The company can offer promos in order to attract more customers.
B. The company cannot attain the goal unless it will increase its price.
C. The company need to retrench some workers to be able to lessen its
expenses.
D. The company needs to add equipment to be able to cater to more
customers.

17. The architect of an amphitheater in your school submitted a design to your school
president. In his proposal, there are 26 seats in the front row and each successive
row contains two more seats than the previous row. There are 24 rows. Upon
checking, the president considered the population of the students in each grade
level and recommends increasing the number of seats such that a maximum of
1200 students could be accommodated at one time without changing the number
of rows given that the first row can accommodate a maximum of 32 seats. What
recommendations can you give to the architect?

A. Increase the additional seats per row by 4.

B. Increase the first row by two seats and maintain the same interval.
C. Increase the number of seats in the first row to 32 and maintain the same
interval.
D. Increase the number of seats in the first row to 30 and maintain the same
interval.
 18. You are a marathon athlete and you will be competing in the national level 5
months from now. Your coach told you to start running 5 kilometers for the first
week and increase by 4 more kilometers for each of the following weeks for 12
weeks. On the 7th, 9th, and 11th weeks, you failed to continue the pattern. What will
you suggest to your coach in order to avoid this kind of situation?
A. Propose a new program which is attainable.
B. Tell him to accompany you during practice.
C. Think of another strategy in order to advance with the athletes without
undergoing a rigorous practice.
D. Tell him to search for a vitamin which will boost your performance so that
you will not be spending many days for practice.

19. You are running a successful business. Because of this, your sister would also like
to open her own business too. She is seeking for advice from you
on the standards she needs to consider in maximizing her sales. Which of the
following standards will you suggest?
A. Feasibility, Location, Nature of consumers
B. Feasibility, Location, Aesthetic Appearance of the store
C. Practicality of the price, Nature of consumers, location
D. Feasibility, Practicality of the price, Mathematical Formula

20. You are a finance consultant. A neophyte businesswoman seeks your advice on
the mathematical formula that she will use in order to maximize her sales. In
which of the following sequences will you derive the formula?
A. Arithmetic
B. Fibonacci
C. Geometric
D. Harmonic
LESSON 1: ARITHMETIC SEQUENCE AND SERIES

Have you been to a theater in your school or in a mall? What have you
noticed about the way the seats are arranged? How are the arrangements
determined? Is it possible to use mathematical tools to make the work faster
and easier? Let us begin this lesson by looking at the problem presented
below.

ACTIVITY 1. What’s Next!

There are 20 seats in the front row of a theater. Each successive row contains two more
seats than the previous row. If there are 18 rows, how many seats are there in the last
row of the theater?
 1. What pattern do the seats of the theater make?

2. How can you find the number of seats in the succeeding rows?

3. How many seats are there in next 4 rows?

4. Can you expect this pattern to continue infinitely? Explain.

5. How can outcomes of certain real life problems be

ACTIVITY 2. Anticipation-Reaction Guide

Write your response for each statement in the Before Lesson Column only.
Write A you if you agree with the statement. Write
B you if you disagree with the statement.
Before Statements After Lesson
Lesson
1. A pattern is formed when a set of shapes,
numbers or designs are repeated over and
over again.
 2. To complete a continuing pattern, identify the
pattern rule.
3. A sequence is arithmetic when it has a
common ratio.
4. To continue an continuing pattern,
determine the pattern rule.
5. A sequence is finite when the pattern will not
continue.
6. Real-life patterns such as in money, sports,
etc. can continue infinitely.
7. To get the nth term of an arithmetic sequence,
use the formula an  a 1  n  1 d .

 a1  an 
8. Use the formula s  n to get the
n
2
sum of an arithmetic series when the first
term and last terms are given.

End of EXPLORE:
You gave your initial answers to the questions and statements given above.
Let’s find out how others would answer the above and compare their ideas to
our own. As you compare, you will find out if your ideas are in line with the
standard. You will also learn other concepts which will help you complete a
required project found at the end. This project is about making an
educational poster.

Your goal in this section is to learn and understand key concepts of

arithmetic sequence, mean, and series. You will also apply these concepts
in solving real-life problems.

GENERATING PATTERNS

ACTIVITY 3. Patterns in Numbers and Shapes

You will watch a video that will explain pattern rules, number patterns and
symmetrical patterns. Read first the Process Questions before watching it. Do not
forget to take down notes in EverNote or in your notebook. Click
https://www.youtube.com/watch?v=0HzXapUeL5Y to watch the video now.
Process Questions:
1. How are the designs from around the world formed?
2. How are patterns formed?
3. Where can we see patterns?
4. How will you complete a shape or a number pattern?

Post your answers to these questions in the Discussion Forum.

 Sum-up what you have learned by completing the following statements.

A pattern is formed when

.

ACTIVITY 4. Patterns are Everywhere

To complete a continuing pattern, just identify the.
Go to www.pinterest.com . Create your own account. Select pictures that show patterns
and Pint them. Then think of day-to-day patterns in natural phenomenon that you have
observed and experienced. Take pictures of them. Post it in Pinterest. Make sure to add a
caption describing the pattern before posting them.

Process Question:

How can outcomes of certain real life problems be predicted?

You have just learned that patterns can be seen in numbers, shapes, and in nature. In the
next lessons, you will be learning the types of sequences. As you learn each, try to compare
the pattern in generating the numbers in each type of sequence.

ACTIVITY 5. What is a sequence?

You will watch a video defining a sequence and its types. Take note of the process
questions before watching it. Click the link
https://www.youtube.com/watch?v=p-rc5mTDt9E to watch the video.
Process Questions:

1. When is a list of numbers called a sequence?

2. When is a sequence finite or infinite?
3. In what ways can you express a sequence?
4. When is a sequence arithmetic? Explain.

Post your answers to these questions in the Discussion Forum.

 Sum-up what you have learned by completing the following statements.

A sequence is.

A sequence is finite when. It is infinite when.

A sequence can be expressed using aor a. A sequence is arithmetic when.

Arithmetic Sequence

ACTIVITY 6. Arithmetic or not?

Watch videos from
1. http://www.virtualnerd.com/algebra-2/sequences-
series/arithmetic/arithmetic-sequences/arithmetic-sequence-definition
2. http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.html?co
ntentSrc=6498/6498.xml
5. Then complete the Frayer Model below.

Definition
Facts/Characteristics

Arithmetic
Examples Sequence Non-examples

PROCESS QUESTIONS:
1. How did you determine the examples and non-examples of an arithmetic
sequence?

2. How will you know that a given sequence is arithmetic or not?

ACTIVITY 7. Skills Practice in Identifying Arithmetic Sequences

 Tell whether each sequence is arithmetic or not. If it is arithmetic check on the
Yes column then give the common difference; if it is not, check the No column.

9. -7, -9, -11, -13, …

10. 9, 14, 19, 24, ...

Process Questions:
1. How many items were correctly answered?
2. Did you encounter any difficulty in identifying which is arithmetic and which is
not? If yes, why? If no, why?
Post your answers to these questions in the Discussion Forum. If it happens
Sequence Yes No Common
difference
1.12, 16, 20, 24,. ..
2. 35, 32, 29, 26, …
3. 40, 45, 50, 55, …
4. -3, -23, -43, -63, ...
5. 4, 9, 13, 17, …
6. -34, -64, -94, -124, …
7. -3-, -40, -50, -60, …
8. -8, -3, 1, 4, …
that your score is lower than 7, you may ask any of your classmates for help.

Answer key

Sequence Yes No Common

difference
1.12, 16, 20, 24,. .. / 4
2. 35, 32, 29, 26, … / -3
3. 40, 45, 50, 55, … / 5
4. -3, -23, -43, -63, ... / -20
5. 4, 9, 13, 17, … /
6. -34, -64, -94, -124, … / -30
7. -3-, -40, -50, -60, … / -10
8. -8, -3, 1, 4, … /
 9. -7, -9, -11, -13, … / -2
10. 9, 14, 19, 24, ... / 5

ACTIVITY 8. Finding the terms of an arithmetic sequence

In this activity, you will be taught how to find the next terms in a sequence; how the
formula for the nth term is derived; how to determine the nth term of a sequence using
the formula; and how to determine the missing term/s. Just click on the videos below.
After watching each video, complete each statement found in every box to sum-up what
you have learned. Do not forget to take down notes in your Evernote or notebook.

1. Finding the next term

http://www.virtualnerd.com/algebra-2/sequences-series/arithmetic/arithmetic-
sequences/sequence-next-terms-example
To get the next term of an arithmetic sequence,
. of an arithmetic sequence,

2. Formula for the nth term and Finding the nth Term of a Sequence
a. http://www.virtualnerd.com/algebra-2/sequences-
series/arithmetic/arithmetic-sequences/arithmetic-sequence-definition
b. http://www.virtualnerd.com/algebra-2/sequences-
series/arithmetic/arithmetic-sequences/sequence-nth-term-example
c. http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.html?co
ntentSrc=7224/7224.xml
To determine the nth term of an arithmetic sequence, use the formulawhere an is the; a1 is the
;n is the; and d is the.
To determine the nth term of an arithmetic sequence, use the formulawhere an is the; a1 is the
;n is the; and d is the.

3. Finding the Missing term/s in the Arithmetic Sequence

a. https://www.youtube.com/watch?v=bM4bsgEh7p4
b. http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.html?co
ntentSrc=7225/7225.xml

To determine the missing term/s of an arithmetic sequence given its first and last
terms,determinethe byusingtheformula
andsubstitutethefirstandlasttermstoit.Afterfinding the,add it to the first term to get the
second term, add the
to the second term to get the third term and so on to To

Process Questions:
 1. How will you determine the next term of an arithmetic sequence?
2. How will you determine the nth term of an arithmetic sequence?
3. How will you determine the in between missing terms of an arithmetic
sequence if the given are its first and last terms?
Post your answers to these questions in the Discussion Forum and compare
your answer to your classmates’ and do not hesitate to ask them if their
answers are different from yours.

From the ideas you have shared and have gained from your classmates, complete each statement
as an evidence of mastering the skill in determining the next term/s, the missing term/s, and the
nth term of an arithmetic sequence.
 To get the next term of an arithmetic sequence,
______________________________________________________________
 To determine the nth term of an arithmetic, use the formula
______________________________________________________________
 To determine the missing term/s of an arithmetic sequence given its first and last terms,
________________________________________________________

From the ideas you have shared and have gained from your classmates, complete each statement
as an evidence of mastering the skill in determining the next term/s, the missing term/s, and the
nth term of an arithmetic sequence.
 To get the next term of an arithmetic sequence, determine the common difference, and
add it to the number before it.
 To determine the nth term of an arithmetic, use the formula
an = a1 + (n – 1) d, where an is the nth term; a1 is the first term; n is the number of terms;
and d is the common difference.
 To determine the missing term/s of an arithmetic sequence given its first and last terms,
find the common difference by using the formula an = a1 + (n – 1) d and substitute, the
first and last terms to it. After finding the common difference, add it to the first term to
get the second term, add the common difference, the second term to get the third term and
so on to complete the sequence.

ACTIVITY 9. Skills Practice Using an Interactive Website

Click on the link

http://go.hrw.com/math/midma/gradecontent/loadlesson.html?course=c3&c
hapter=12&lesson=1&SE=1&sz_audio=1&calc=1&state=xx&actCourse=4to
practice your skills in: identifying whether a given sequence is arithmetic or not;
determining the common difference; determining the missing term in a sequence;
determine the nth term; solving real-life problem. Click to your chosen answer then click
Select your answer button
If you find it difficult to answer the problem, click the See Example button to view a
tutorial on how to answer it.

Skills Readiness Check: Reflect on the level of your performance for this lesson.

Check the first column if you need more practice or you are now ready to move on
to the next activity.

I Need more practice I am ready to move on to the next activity (if

(if most of your answers in the you have answered all the items correctly
interactive quiz were wrong) or have committed only one or two wrong
answers)

Answer the next interactive quiz at You may proceed to the next activity.
http://www.ixl.com/math/algebra-
1/arithmetic-sequences .

Process Questions:
1. How did you find the activity?
2. Did you encounter any difficulty? If yes, what did you do in order to
surpass it?
Post your answers to these questions in the Discussion Forum.
Make a summary of the steps that you have used to answer all the items correctly
by completing each statement below.

A sequence is arithmetic
when.

To get the common difference of an arithmetic sequence,

.

To determine the nth term of an arithmetic sequence, use the formula

.

To determine the missing term/s of an arithmetic sequence given its first and last terms,
Make a summary of the steps that you have used to answer all the items
correctly by completing each statement below.

A sequence is arithmetic when the terms have a common difference.

To get the common difference of an arithmetic sequence, subtract the term from the
number preceding it/before it.

To determine the nth term of an arithmetic sequence, use the formula

an  a 1  n  1 d

To determine the missing term/s of an arithmetic sequence given its first and last terms, find the
common difference by using the formula an  a 1  n  1 d
and substitute the first and last terms to it. After finding the common difference, add it to the first
term to get the second term, add the common difference the second term to get the third term and
so on to complete the sequence.

ACTIVITY 10. Graphing Arithmetic Sequence: An Investigation

Solve the problem below, complete the table and graph it.
Auntie Sally sells brownies for 15 pesos each. For every brownies sold, an additional of
15 pesos is added to the income. If she sells 50 pieces of brownies, how much money will
she have at the end of the day?

x y
(Number of (Income)
Brownies)
1
2
3
4
5
6
7
8
9
10

Process Questions:

1. What is the resulting graph?

2. What kind of function is an arithmetic sequence?

3. Write the equation that represents Auntie Sally’s income. Can you also write it
as a formula of an arithmetic sequence an = a1 + (n – 1) d? If so, then write its
equivalent equation.
 4. How will you relate the slope of the line to the common difference of an
arithmetic sequence?

5. How can outcomes of certain real life problems be predicted?

Conclusion:

An arithmetic sequence is afunction in which the term is the independent variable

(x), the term is the dependent variable (y), and the is the slope.

Answer Key:

Sum-up the things you have found out in the investigation by competing each
statement below.

An arithmetic sequence is a linear function in which the term n is the independent

variable (x), the term an is the dependent variable (y), and the common difference
(d) is the slope.
Sum-up the things you have found out in the investigation by competing each
statement below.

x y

Income

(Number
of
Brownies)
1 15
2 30
3 45
4 60
5 75
6 90

ACTIVITY 11. Revisiting Activity 1: What’s Next!

Revisit your answers to this problem, and revise those answers which you think is
incorrect.

There are 20 seats in the front row of a theater. Each successive row contains two more
seats than the previous row. If there are 18 rows, how many seats are there in the last
 row of the theater?
1. What pattern do the seats of the theater make?

2. How can you find the number of seats in the succeeding rows?

3. How many seats are there in next 4 rows?

4. Can you expect this pattern to continue infinitely? Explain.

5. How can outcomes of certain real life problems be predicted?

ACTIVITY 12. I can solve more real-world problems

1. Kelly is saving her money to buy a car. She has Php 50 000, and she plans to save
Php 3 750 per week from her job as a call center manager.
a. How much will Kelly have saved after 8 weeks?

b. If the car’s down payment costs Php 270 000, how long will it take her to
save money at this rate?

2. There are 28 seats in the front row of a theater. Each successive row contains two
more seats than the previous row. If there are 24 rows, how many seats are there
in the last row?

3. Mario began an exercise program to get back in shape. He plans to row 5 minutes
on his rowing machine the first day and increase his rowing time by one minute
and thirty seconds each day.
a. How long will he row on the 18th day?

b. On what day will Mari first row an hour and more?

Process Questions:
1. How are the answers to each problem solved?
2. Will the patterns of the above problems continue indefinitely? Explain.
3. How can outcomes of certain real life problems be predicted?

Answer Key:
1. a. 30 000
b. 9 weeks
2. 74
3. a. 30 minutes and 30 seconds
 b. on the 38th day
c. No. It is unreasonable because there are only so many hours in the day that can be dedicated to rowing.

Harmonic Sequence

ACTIVITY 13. Identifying A Harmonic Sequence

Watch a video from https://www.youtube.com/watch?v=CR8Aoy8fsvc . This video will
teach you how to identify harmonic sequence, solve for its missing and nth term/s. Do not
forget to take down notes and write everything you have learned in the box below.
I”ve learned that …

ACTIVITY 14. Skills Practice

Download a pdf worksheet from
http://lhsblogs.typepad.com/files/am3-harmonic_fibonacci-ws.pdf
``ul b and answer items 1-6 only.

Another sequence which is similar to an arithmetic sequence is the harmonic sequence. Find
out how they differ and similar from each other.

Pass your output to your teacher on your next face-to-face meeting.

Arithmetic Series

You have just learned how arithmetic sequences can help us predict outcomes in some real-life
problems. You have also compared arithmetic sequence to that of a harmonic sequence. In the
next part of the lesson, you will learn about arithmetic series and its application. How do
arithmetic series differ from arithmetic sequence? Find the answer to this question by doing the
next set of activities.

ACTIVITY 15. Gauss's Problem and Arithmetic Series

Click on the given link below.
http://coolmath.com/algebra/19-sequences-series/06-gauss-problem-arithmetic- series-
01.htm
 This 7-page article
1. tells the story of young Karl Friedrich Gauss who astonishingly got the sum of
the numbers from 1 to 100 in few seconds only;
2. shows Karl’s technique in getting the sum of numbers 1 to 100;
3. explains how the formula for the sum of arithmetic series is derived;
4. allows you to practice getting the sum of a given sequence.
Process Questions:
1. What was young Karl’s trick in getting the sum of the numbers 1 to 100?
2. What formula can be derived from his trick?
3. By applying his trick and the formula, were you able to get the sum of a
sequence in a lesser time?
4. What is your insight in this activity?

Post your answers to these questions in the Discussion Forum and discuss with
your classmates. After discussing with your classmates, fill-in the box below of
the ideas you have learned from the given pages and have gained from your
classmates.

I’ve learned that…..

ACTIVITY 16. What is an arithmetic series?

Watch the following videos to learn the concepts of series and arithmetic series:
1. http://www.virtualnerd.com/algebra-2/sequences-series/series-
definition.php defining a series

2. https://www.youtube.com/watch?v=Dj1JZIdIwwo shows how to find the

sum of an arithmetic series

3. http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.html?co
ntentSrc=7227/7227.xml another way using only the first formula

Process Questions:
1. What is the difference between a sequence and a series?
2. When is a series definite and infinite?

3. When will you use the formula s n n

a1  an  and s n  n 2a1  n  1 d in
2 2
 finding the nth partial sum of an arithmetic series?
Post your answers to these questions in the Discussion Forum and compare your
answer to your classmates’ and do not hesitate to ask them if their answers are
different form yours.

From the ideas you have shared and have gained from your classmates,
complete each statement.

A sequence is while a series is the

Aseriesisdefiniteif .Itisinfiniteif
.

Use the formula s  n a1  an  when

n
2
n 2a  n 1d

ACTIVITY 17. Solving Real-life Problems using Arithmetic Sequence and Series
Watch a video from
http://my.hrw.com/math06_07/nsmedia/lesson_videos/alg2/player.html?contentS
rc=7228/7228.xml as sample problem. This video will show you how to solve
problems applying both arithmetic sequence and series. Then revisit Activity No. 1 ‘s
“What’s next!” and answer the specified problem.

There are 20 seats in the front row of a theater. Each successive row contains two
more seats than the previous row. If there are 18 rows, what is the total number of
seats?
There are a total ofseats.

Process Question:
1. How did you solve for the answer?
2. How can outcomes of certain real life problems be predicted?
 Answer Key:
There are a total of 666 seats.

Skills Check
Check the level of your skills that you have already learned and mastered.

Skill Advanced Proficient Progressing Beginning

I know how to determine
whether a sequence is
arithmetic or not.
I know how to determine
the common difference of
an arithmetic sequence.
I know how to solve for
the unknown term in an
arithmetic sequence
I know how to solve for
the sum of an arithmetic
series.
I know how to solve real-
life problems involving
arithmetic sequence and
series

If you are still in the Beginning and Progressing Level, do not hesitate to ask
assistance from any person who is knowledgeable of the lesson or seek the help of
your teacher in your next face-to-face meeting. You may also post your questions in the
discussion room. Reflect on the reasons why you succeeded or still have problems in learning
the lesson. Fill-up the box below.

Fill up the appropriate box below.

Reasons why I suceeded in learning Arithmetic Sequence and Series

Reasons why I had problems in learning Arithmetic Sequence and Series

 Resolution: What will I do in order to master the skills?

END OF FIRM-UP:
In this section, the discussion was about arithmetic sequences and series.
Here, you were asked to determine the missing term/s, the nth term, and the
sum of the indicated arithmetic series. You also solve real-life problems
which calls for arithmetic sequence ad series as a means of solving it.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need revision?
Now that you know the important ideas about this topic, let’s go deeper by
moving on to the next section.
Deepen

Your goal in this section is to relate arithmetic sequences and series to real-
life problems or situations. Before proceeding to the next section, consider
the following questions: How can outcomes of certain real life
problems be predicted?
Let us do the next activity to find out how.
ACTIVITY 18. Error Analysis
1. Claire wrote the first 3 terms of an arithmetic sequence: 3, 6, 9,…
When she asked Robert to extend the sequence to the first 10 terms, he wrote:
3,6,9,3,6,9,3,6,9,3,…
a. Is Robert correct? Explain.

b. What fact did Robert ignore when he extended the sequence?

c. What is the correct sequence?

2. Joseph and Jean are determining the formula for the nth term for the
sequence -11, -2, 7, 16,… . Is either of them correct? Explain.

Joseph Jean

d =16-7 or 9, a1 =-11 d =16-7 or 9, a1 =-11

an = -11 + (n – 1)9 an = 9n - 11
= 9n - 20
My Answer:
ACTIVITY 19. Extra Challenge!

Download a pdf from

https://docs.google.com/file/d/0BzdsQ0MvngT0Zm
E1ODJkMmEtMDI2My00
MThmLThiZDMtNjMzMmE1YWQ4MmQz/edit?
authkey=CPn- 2egB&ddrp=1&hl=en . Print a copy
of this file and answer all the items.
Process Questions:
1. How did you find the activity?
2. What concepts did you apply in
order to answer all items?
3. How can outcomes of certain
real life problems be
predicted?