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Mathematics
Quarter 1 – Module 2:
Illustrating an Arithmetic
Sequence
Introductory Message
For the facilitator:

Welcome to the Mathematics Grade 10 Alternative Delivery Mode (ADM) Module on

Sequences.

This module was collaboratively designed, developed and reviewed by educators

both from public and private 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.

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For the learner:

Welcome to the Mathematics10 Alternative Delivery Mode (ADM) Module on

Illustrating an Arithmetic Sequence.

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

What I Need to Know or competencies you are expected to
learn in the module.

What I Know This part includes an activity that

aims to check what you already know
about the lesson to take. If you get all
the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways
such as a story, a song, a poem, a
problem opener, an activity or a
situation.

What is It This section provides a brief

discussion of the lesson. This aims to
help you discover and understand new
concepts and skills.

What’s More This comprises activities for

independent practice to solidify your
understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the
lesson.

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 What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.

Additional Activities In this portion, another activity will be

given to you to enrich your knowledge
or skill of the lesson learned. This also
tends retention of learned concepts.

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 was designed and written you in mind. It will help you
master the basic concepts of arithmetic sequence. You are given enough
activities to process the knowledge and skills learned and further deepen and
transfer your understanding about arithmetic sequence. Go over the lessons
and have fun in working with the exercises.

The module has one lesson, namely:

• Lesson 2 – Illustrating Arithmetic Sequences

MELC: Illustrates an arithmetic sequence

In this lesson, you will be able to:

• identify an arithmetic sequence;

 find the common difference of an arithmetic sequence; and
 write the first few terms of an arithmetic sequence given the first term
and the common difference.

What I Know

Pre-Assessment
Directions: Find out how much you already know about this module.
Choose the letter of the correct answer. Write the chosen letter on a separate
sheet. Take note of the items you were not able to answer correctly and find
the correct answer as you go through this module.

1. Which of the following illustrates an arithmetic sequence?

A. 13, 19, 26, 34 , . . . C. 2, 4, 8 , 16, . . .
B. -18, -15, -12, -9, . . . D. 2, 3, 5, 8, 11, . . .
2. The 1st term of an arithmetic sequence is 9 while the 2nd term is 21. Find
the common difference.
A. 13 B. 11 C. 12 D. 14
3. 3, -2, -7,… is an arithmetic sequence . What are the next four terms of the
sequence?
A.-12, -17, -22, -27 C. -13, -19, -25, -31
B. -11, -15, -19, -23 D. -10, -13, -16, -19

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4. Which of the following arithmetic sequence has a common difference of 6?
A. 18, 12, 6, 0, C. -21, -15, -9, -3
B. 12, 20, 28, 36 D. -6, -12, -18,-24
5. What is the next term of the arithmetic sequence 8, 17, 26, 35, . . .?
A. 53 B. 44 C. 62 D. 71
6. Which of the following is NOT an arithmetic sequence?
A. 6, 9, 12, 15 C. 10, 5, 0, -5
B. 12, 20, 28, 36 D. 3, 6, 9, 12
7. What is the common difference of the arithmetic sequence 25, 19, 13, 7, . .
.?
A. -6 B. -7 C. -5 D. -4
8. What is the missing term of the arithmetic sequence 9, 14, _____, 24, 29 ?
A. 17 B. 19 C. 21 D. 18
9. What are the next three of the arithmetic sequence below?
18, 10, 2, -6, _____, ______, _______
A. -10, -18, -24 C. -12, -18, -24
B. -9, -15, -21 D. -14, -22, -30
10. Paulo classified the sequence 3, 12, 21, 30, 39 as an arithmetic sequence
. Is he correct?
A. Yes. The common difference is 9.
B. No. There is no constant number added to each term.
C. Yes. The common difference is -9.
D. No. The sequence is finite.
11. All sequences below are arithmetic sequence EXCEPT
A. 2, 6, 18, 54 C. 20,17, 14, 11
B. -4, -6, -8, -10 D. 34, 45, 56, 67
12. If the first term of an arithmetic sequence is 7 and the common
difference is -3, what are the next three terms of the sequence?
A. 4, 1, -2 C. 4, 11, 18
B. -10, -13, -16 D. 7, 9, 11
13. What must be true about an arithmetic sequence whose common
difference is negative?
A. The terms in the sequence are always increasing.
B. All the terms in the sequence are negative.
C. All the terms in the sequence are position.
D. The terms in the sequence are always decreasing.
14. Find the next two terms of the arithmetic sequence 23, 28, 33, 38, . . . .
A. 43 and 48 B. 42 and 46 C. 45 and 52 D. 47 and 56
15. Ariana bagged the plastic bottles after a recycling drive. She placed 30
bottles in the first bag, 38 bottles in the second bag and 46 bottles in the
third bag. If the pattern continues, how many plastic bottles will Ariana put
in the 4th and 5th bag?
A. 50 and 54 B. 53 and 60 C. 54 and 62 D. 55 and 64

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 Lesson
Illustrating an Arithmetic
2 Sequences

What’s In

Write the next two terms in each sequence and find the general term that
describes the sequence.

1. – 3, - 8, -13, -18 , ,

2. 8, 15, 22, 29 , ,

3. -2 , 7 , 22 , 43 , ,

4. 6 , 9 , 12 , 15 , ,

1 1 1
5. 1 , 5 , 9 , 13 ,

What’s New

Count the number of small squares in each figure and record the results in
the table.
figure 1 figure 2 figure 3 figure 4 figure 5 figure 6

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 number of figures 1 2 3 4 5 6
Number of small squares

Answer the following questions.

What is It 1. Is there a pattern in the number of
squares? If there is, describe it.
2. How each term (number of squares) found?
3. What is the difference of any two consecutive terms?

Arithmetic Sequence
The above activity illustrates a sequence where the difference between
any two consecutive terms is the same. This constant difference is called the
common difference, and will be denoted by d. The said sequence is called
an arithmetic sequence.
An arithmetic sequence is a sequence in which each term after the
first is obtained by adding a constant number to the preceding term. The
constant number called the common difference which is either positive or
negative.
To find the common difference, simply subtract the first term from the
second term, a 2−a1 or the second term from the third term,a 3−a2 , or the third
term from the fourth term,a 4−a3; or in general d=an−an−1.

Example 1: Consider the following arithmetic sequence. Find out how the
succession of terms is obtained.

a. 9, 12, 15, 18, . . . If we subtract the preceding term

a 1=9from the succeeding term like
a 2=9+3=12 18 – 15 = 3
a 3=12+3=15 15 – 12 = 3
a 4=15+ 3=18 12 – 9 = 3
Add 3 to the preceding term we have a common difference
which is 3
to obtain the next term

b. –3, -8, -13 ,- 18, . . . If we get the difference between

a 1=−3 two succeeding terms, like 8
a 2=−3+ (−5 ) =−8 -8 – ( -3 ) = -5
a 3=−8+ (−5 )=−13 -13 – ( -8) = -5
a =−13+ (−5 )=18 -18 – ( -13 ) = -5
Example 2: Determine whether each sequence is an arithmetic sequence.

1 3
a. 31, 40, 49, 58, 67 , . . . b. 9, 13, 18, 24, … c. 2 , 1 , 2 ,
2, . . .
Solution
a. This is an arithmetic sequence with d = 9.
40 – 31 = 9
49 – 40 = 9
58 – 49 = 9
67 – 58 = 9
b. This is not an arithmetic sequence since the difference of any
two consecutive terms is not constant.
13 – 9 = 4
18 – 13 = 5
24 – 18 = 6
c. The given sequence is an arithmetic sequence with a common
1
difference of 2 .
1 1 3 1 3 1
1- 2 = 2 2 -1= 2 2- 2 = 2

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 What’s More

Independent Activity 1: How well do you know me?

Determine whether each sequence is arithmetic or not. If it is an arithmetic

sequence write YES on the table and find the common difference. Write NO if
it is not an arithmetic sequence.

Is the sequence Common

SEQUENCE
Arithmetic or not? Difference
1. 9, 11, 13, 15, 17,…
2. -15, -10, -5, 0, 5, …
3. 16 , 18, 22, 28, 36, …
4. – 8, -15, -22, -29, -36,…
5. 36, 30, 25, 21, 18, . . .
6. 52, 64, 76, 88, 100,…
7. 1, 3, 9, 27, 81,…
1 1 1 1 1
8. 2 , 4 , 8 , 16 , 32 ,…
9 5 11
9. 2, 4 , 2 , 4 , 3,…
10. 45, 34, 23, 12, 1,…

Independent Assessment 1

Write the first 4 terms of each arithmetic sequence, given the first term and
the common difference.

First term Common difference First 4 terms

1. a 1=8 , d=4

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2. a 1=−7 , d=6

3. a 1=53 , d=−5

4. a 1=−13 , d=3

5. a 1=10 , d=¿ 1/2

What I Have Learned

Fill in the blanks with the correct answers based on what you have learned.

1. ___________________is a sequence in which each term after the first is

obtained by adding a _________________ to the preceding term.
2. ___________________ is the constant number added to the preceding term of
the arithmetic sequence and will be denoted by _____________.

What I Can Do

Answer the following problem.

1. Alexa saves part of her weekly allowance. On Monday, she saves Php 65.
On the succeeding days, she saves Php 15 less than what she is able to save
on previous day. Alexa wants to know how much she saves each day.

Complete the table below.

Day Amount
( in pesos)
Monday 65
Tuesday a. Does it form an arithmetic
Wednesday sequence?_____________
Thursday b. If it does, how is an arithmetic
sequenceformed?
Friday
_____________________________________
____________________

Assessment
Direction: Choose the letter of the best answer. Write the chosen letter on a
separate sheet.

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1. Which of the following illustrates an arithmetic sequence?
A. 2, 8, 16, 26 C. -10, -8, -6 , -4
B. 4, 8, 16, 32 D. 5, 10, 15, 20
2. Find the common difference of the arithmetic sequence if first term is 12
and the 2nd term is 7.
A. -4 B. -5 C. -3 D. -6

3. What are the next four terms of the arithmetic sequence 15, 12, 9, 6,…?
A. 3, 0, -3, -6 C. 3, -3, -6, -9
B. 4, 0, -4, -8 D. 0, -3, -6, -9
4. Which of the following arithmetic sequence has a common difference of
-7?
A. 18, 12, 6, 0 C. 20, 14, 8, 2
B. 35, 29, 20, 11 D. 30, 23, 16, 9
5. What is the next term of the arithmetic sequence 25, 32, 39, 46, . . .?
A. 67 B. 94 C. 53 D. 60
6. Which of the following is NOT an arithmetic sequence?
A. 12, 16, 24, 34 C. -11, -15, -19, -23
B. 10, 8, 6, 4 D. 50, 40, 30, 20
7. Find the common difference of the arithmetic sequence 24, 33, 42, 51,.. .?
A. 11 B. 9 C. 13 D. 7
8. What is the missing term of the arithmetic sequence ____, 19, 23, 27, 31?
A. 15 B. 14 C. 16 D. 17
9. What are the next three of the arithmetic sequence below?
45, 42, 39, 36, _____, ______, _______
A. -34, -30, -26 C. -33, -30, -27
B. -30, -26, -22 D. -30, -24, -18
10. Charles classified the sequence 8, 10, 14, 20, 28 as an arithmetic
sequence. Is he correct?
A. Yes. The common difference is 4.
B. No. There is no constant number added to each term.
C. Yes. There is a constant number added to each term.
D. No. The sequence is finite.
11. All sequences below are arithmetic sequence EXCEPT
A. -6, -13, -20, -27 C. 4, 12, 36, 108
B. 19, 22, 25, 28 D. 23, 20, 1, 16
12. If the first term of an arithmetic sequence is -12 and the common
difference is 4, what are the next three terms of the sequence?
A. -8, -6, -4 C. 8, 4 , 0
B. 10, 6, 4 D. -8, -4, 0
13. What must be true about an arithmetic sequence whose common
difference is positive?
A. The terms in the sequence are always increasing.
B. All the terms in the sequence are negative.
C. All the terms in the sequence are position.
D. The terms in the sequence are always decreasing.
14. Find the next two terms of the arithmetic sequence 13, 19, 25, 31, . . .
A. 39 and 48 B. 37 and 43 C. 43 and 49 D. 36 and 41

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15. Ariana bagged the plastic bottles after a recycling drive. She placed 15
bottles in the first bag, 22 bottles in the second bag, 29 bottles in the third
bag and 36 bottles in the fourth bag. If the pattern continues, how many
plastic bottles will Ariana put in the fifth and sixth bag?
A. 46 and 56 B. 52 and 57 C. 50 and 57 D. 43 and 50

Additional Activities

Activity 1: Identify which of the following is an arithmetic sequence.

1. 9, 16, 23, 30, 37 6. -16, -13, -10, -7, -4

7 9
2. 4, 15, 27, 40, 54 7. 3, 2 , 4, 2 , 5
3. -2, 7, 16, 25, 34 8. 7, 14, 28, 56, 112
4. 4, 8, 16, 32, 64 9. 3.5, 6 , 8.5 , 11, 13.5
5. 5, 8, 13, 21, 34 10. 5, 25, 125, 625, 3 125

Activity 2: It’s Trivia Time!

Find the common difference of the arithmetic sequence in column A and find
the correct answer in column B. Write the letter of your answer in the box
corresponding to the item number to answer the trivia.

“Who was the first woman to win a Nobel Prize (in 1903)?”

Column A Column B

1. -33, -28, -23, -18, -13 U. 5

2. 19, 26, 33, 40, 47 A. 7

3. 13, 32, 51, 70, 89 E. 19

4. 28, 19, 10, 1, -8 I. -9

5. 45, 32, 19, 6, -7 M. -13

6. -21, -6, 9, 24, 39 C. 15

7. 98, 77, 56, 35, 14 R. -21

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Don Bosco Press, INC.
Patterns and Practicalities (2015) by Gladys C. Nivera ,Ph.D , Salesiana BOOKS by
Nivera, Gladys C. Ph.D., Lapinid Minie Rose C. Ph.D. , Grade 10 Mathematics
House, Inc. Valenzuela City
Ulpina, Jisela N., Razon Lerida-M E., Math Builders 10 (2015) JO-ES Publishing
Reference/s
What I Know What’s New What’s More
Reference/s
1. B6. D11. A 1.Yes, the number of squares is Activity 1
2. C7. A12. A two more than the preceding 1. arithmetic, d = 2
3. A8. B13. D 2. arithmetic , d =5
number of squares
4.C9. D14. A 3. not
2. by adding 2 4. arithmetic , d = -7
5. B10. D15. C
3. 2 5. not
What’s In 6. arithmetic , 12
1. – 23, -28 7. not
2. 36, 43 8. not
3. 70, 103 9. arithmetic, ¼
4. 18, 21 10. arithmetic, -11
5. Assessment 1
1.8,12,16,20
2. -7,-1,5,11
3. 53,48,43,38
4. -13,-10,-7,-4
5 10, 21/2,11, 23/2
What I can Do What I Have Learned Additional Activity
Does it form sequence? 1. Arithmetic sequence, constant
YES number Activity 1
If it does, how is the 2. Common difference, d
Item number 1, 3, 6, 7, and 9
sequence formed? are arithmetic sequences
The sequence is formed Assessment
by adding a constant 1.C 11. C Activity 2
number which is -15 to 2.B 12. D
the preceding term. 3.A 13. A MARIE CURIE
4.D 14. B
5.C 15. D
6. A
7. B
8. A
9. C
10. B
Answer Key
3 4 7 1 6 3 4 7 2 5
Federizo , Rogel H. , Federico Rona Lynne A. Federico, Math for Today’s Generation
10 , Philippine (2015) Bright House Publishing , Quezon City

Orines, Fernando B.,Mercado, Jesus., Next Century Mathematics (2015) Phoenix

Publishing House, Inc. Quezon City

LRMDS Portal
Grade 10 Mathematics Learner’s Module
https://www.khanacademy.org/math/algebra

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