MATH DEPARTMENT

Teacher: __MS WENLYN FERNANDEZ – PULA __ Time Frame: Sept. 6 -Sept. 30, 2021
Grade: ______ Math 10_ __________ Module : 1st Quarter – A.Y. 2021-2022

UNIT TITLE: UNIT I: SEQUENCES AND SERIES

Transfer Goal: The learner will be able to formulate and solve problems involving sequences in different
disciplines through appropriate and accurate representations to apply in real life context so they become
academically competent learners.

Content Standard: The learner demonstrates Performance Standards: The learner will be able to
understanding of key concepts of sequences. formulate and solve problems involving sequences in
different disciplines through appropriate and accurate
Enduring Understanding: Students will understand representations.
that there are realistic problem situations that can be
solved using the concepts of sequences. Formation Standard: The learner will be able to
academically competent learners
Essential Questions: How do you develop equations to
describe sequences and series use them to solve real-life
problems and decision making.

How will you use the concept of sequence in solving real

life problems?

TOPIC OUTLINE
Module No. Lessons Covered Learning Competencies Number of Days
1 Generating Patterns LC.A.1.1. Generates patterns 2
Arithmetic Sequence and Series LC.A.1.2. Illustrates an 1
arithmetic sequence.
LC.A.1.3. Determines
arithmetic means, nth term of 7
an arithmetic sequence and
sum of the terms of a given
arithmetic sequence
Geometric Sequence LC.A.1.4. Illustrates a 2
geometric sequence
LC.A.1.5. Differentiates a 1
geometric sequence from an
arithmetic sequence
LC.A.1.6. Determines 2
geometric means, nth term of a
geometric sequence.
Finite and Infinite Geometric Series LC.A.1.7. Determines the 3
sum of the terms of a given
finite or infinite geometric
sequence.
Word Problems On Sequences and Series LC.A.1.8. Solves problem 2
involving sequences
 MODULE NO. 1: Sequences and Series

Name: ___________________________________ Module #: ______ Inclusive Dates: ____________

Grade & Section: __________________ Teacher: Ms. Rene Rose S. Astorga

LC.A.1.1. Generates patterns 1. I can generate patterns.

LC.A.1.2. Illustrates an arithmetic sequence. 2. I can illustrate arithmetic sequence.
LC.A.1.3. Determines arithmetic means, nth term of 3. I can determine arithmetic means, nth term of an
an arithmetic sequence and sum of the terms of a arithmetic sequence and sum of the terms of a given
given arithmetic sequence arithmetic sequence
LC.A.1.4. Illustrates a geometric sequence 4. I can illustrate geometric sequence.
LC.A.1.5. Differentiates a geometric sequence from 5. I can differentiate geometric sequence from an
an arithmetic sequence arithmetic sequence.
LC.A.1.6. Determines geometric means, nth term of a 6. I can determine geometric means, nth term of a
geometric sequence. geometric sequence.
LC.A.1.7. Determines the sum of the terms of a given
7. I can find the sum of the terms of a given finite or
finite or infinite geometric sequence.
infinite geometric sequence.
LC.A.1.8. Solves problem involving sequences
8. I can solve problem involving sequences

Book
 Antonio, J., Bruce, R., Melasantos, L.A., Robles, S., Sacluti, J., (2015). Math Connection in Digital
Age 10. Quezon City. Sibs Publishing House, Inc. pp.15-20
 Eden, R., Eniego, A., Lundag,L., Rosario, J., (2018). Our world of math 10. Quezon City. Vibal
Publishing House, Inc. pp.11-13
 Lim, Y., Nocon, R., Nocon, E., Ruivivar, L., (2017). Math Ideas and Life Application. Quezon City.
Abiva Publishing House, Inc. pp. 14-18
Online Sites
 Don’t Memorise. What is a sequence?.
Website 1: https://youtu.be/7EmWdysUk0c
 Dina Yagodich. Using the summation symbol
Website 2: https://youtu.be/KbvD6FlIJGU?list=TLPQMTYwODIwMjA4vrgCDzKDYg
 Website 3: https://youtu.be/3ykw96XroNE
Math Eihs. Grade 10 Math Sequence: Arithmetic Sequence.
 Website 4: https://youtu.be/CJHPxJPtr7Q
Math Eihs. Grade 10 Math Sequence: Arithmetic Means
 Website 5: https://youtu.be/8vztPWOkQgA
Math Eihs. Grade 10 Math Sequence: Arithmetic Series
 Website 6: https://youtu.be/t9lX8W1fCrw
Math Eihs. Grade 10 Math Sequence: Geometric Sequence.
 Website 7: https://youtu.be/uYtmHcdXpl8
Math Eihs. Grade 10 Math Sequence: Sequences Differentiates A Geometric Sequence From An
Arithmetic Sequence
 Website 8: https://youtu.be/o1Y8jCW8Pdw
Math Eihs. Grade 10 Math Sequence: Geometric Means
 Website 9: https://youtu.be/tNoy4X_pD3E
Math Eihs. Grade 10 Math Sequence: Sum of Geometric Sequence.
 Website 10: https://youtu.be/R0UIqkscKqE
The Organic Chemistry Tutor: Arithmetic Sequence and Geometric Sequence Word Problems
Materials
 Book, calculator, LMS

Direction: Read and analyze the following questions. Choose the letter of the correct answer.
1. It is a logical patterns or arrangement of values defined by a general term or nth term.
a) mean b) series c) sequence d) whole number
2. It is the result when you add all the terms in sequence.
a) mean b) series c) sequence d) whole number
3. It is a term or a number of terms that lie between two non - consecutive terms of an
arithmetic sequence.
a) arithmetic mean b) arithmetic series c) arithmetic sequence d) arithmetic terms
4. It is an expression formed by adding the terms in an arithmetic sequence.
a) arithmetic mean b) arithmetic series c) arithmetic sequence d) arithmetic terms
5. It is a sequence whose succeeding terms are produced by constantly adding the same number.
a) arithmetic sequence b) geometric sequence c) Fibonacci sequence d)harmonic
sequence
6. What is the common difference in the arithmetic sequence 5, 13, 21, 29, ...?
a) 5 b) 7 c) 8 d) 9
7. What is the arithmetic mean between 4 and 76?
a) 28 b) 40 c) 52 d) 60
8. In an arithmetic sequence, the 4th term is 3 and the 10th term is 15. What is the 20th term?
a) 35 b) 38 c) 41 d) 43
9. What is the sum of the first 14 terms of the sequence 1, 5, 9, 13, ...?
a) 287 b) 371 c) 378 d) 478
10. The sum of the first n terms of an arithmetic sequence is 66. if a_1=9a1=9  and d = 5, what is  n?
a) 4 b) 6 c) 8 d) 10
 “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 oneSaturday community clean-up which the
principal called “Kilos Kabataan Project.” Volunteers have to sign up until 5 p.m. for the project. Accepting
the principal’s challenge, 10 students immediately signed up for the cleanup. 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 by the
students’ response to the challenge, the principal became confident that the youth could be mobilized to
create positive change.
The above scenario illustrates a sequence. In this learning module, you will know more about
sequences, and how the concept of a sequence is utilized in our daily lives.

Direction: Identify what is next object or number.

Questions Answers Points
Blue square
1.
2. 25, 21, 17, 13, 9, … 5
3. 13, 16, 19, 22, 25, … 28
4. 35, 37, 41, 47, 55, … 63
5. 2, 4, 16, 256, …

A pattern is any group of objects or numbers that follow a rule.

Example:
2, 5, 8, 11, 14, … (The pattern is adding the first number by three)
1,2, 4, 8, 16, … (The pattern is multiplying the first number by two)
1, 3, 6, 10, 15, … (What is the pattern of this numbers?)

A mathematical sequence is a set of numbers that are governed by a certain rule or that follow a
certain pattern. Each element of a sequence is called a term of the sequence. A sequence is an ordered set of
numbers that follows a rule. If “a” is a sequence, its general term is its function value a(n) usually denoted by
a n (read as “a sub n”). The subscript indicates the position of the term in the sequence.
a 1 , a2 , a3 , … an .
a 1−first term
a 2−second term
a n−nth term
A sequence is a function whose domain is the finite set or the infinite set.
2 Types of Sequence
 Finite Set Infinite Set
a 1 , a2 , a3 , … an . a 1 , a2 , a3 , …
{1, 2, 3,…, n} {1, 2, 3,…}
3, 6, 9, 12,15 4, 7, 10, 13, …
This finite sequence has 5 terms. The above sequence is an infinite
We may use the notation sequence wherea n=3 n+1.
a 1 , a2 , a3 , … anto denote a(1), a(2),
a(3), …, a(n) respectively.

(A sequence is finite if it has a finite number of terms;

that is, if the last term of the sequence may be
identified. Infinite use ⋯ (three dots) to identify that the
number is infinity and it is called “ellipsis.)

Aside from the listing or roster form, a sequence may also be represented by its nth term formula.

Explicit Formula of a Sequence

An explicit formula is the rule or equation that determines the terms in the sequence based on their
position in the sequence. Given the explicit formula of a sequence, we can generate the terms of the sequence.
Example:
Questions Solution Final Answer
A. Find an explicit formula 1. The pattern is multiplying each number of 24, 28;
and solve for the next two terms by 4 or a n=4 n
terms a 1=1(4 )=4
1. 4,8,12,16, 20, ___, ___, a 2=2(4 )=8
… a 3=3(4)=12
a 4=4( 4)=16
a 5=5( 4)=20
a 6=6(4)=24
a 7=7(4)=28
2. 48, 42,36, 30, ___, ___, 2. The pattern is subtracting 6 from the 24, 18
… previous term or a 1=48 ; a n=a n−1 −6
a 1=48 ,
a 2=48−6=42
a 3=42−6=36
a 4=36−6=30
a 5=30−6=24
a 6=240−k , , MLllll kiiiiiuuuuuukkghllll ;. ggg ;−6=18

Recursive Formula of a Sequence

A recursive formula is one where a given terms is defined in terms of a previous term. The nth term
of a sequence may depend on its first term, or the first few terms, or all the terms preceding it. Thus, any
recursive formula starts by identifying the first few terms of the sequence. This is followed by an equation
that describes how the succeeding terms are generated.
B. Find the 1st 3 terms of the 3. Substitute the value of n. 1 1 1
, ,
sequence given the nth term. 1 1 2 4 6
a 1= =
1 2(1) 2
3. a n=
2n 1 1
a 2= =
2( 2) 4
1 1
a 3= =
2( 3) 6
a
4. n =¿ 4. Substitute the value of n. 2,4,8
1
a 1=(2) =2
2
a 2=(2) =4
 a 3=(2)3=8
5. a 1=2; an=3 a n−1 5. Substitute the value of n. 3,6,18
Since a 1=2 is already a given, proceed
to a 2.
a 2=3 a2−1=3 a 1
*Substitute a 1 to find a 2
a 2=3 a2−1=3 a 1=3 ( 2 )=6
*Repeat the step to find a 3
a 3=3 a3−1=3 a 2
*This time, substitute a 2 to find a 3
a 3=3 a3−1=3 a 2=3 ( 6 )=18

Please refer to your reference book on pages 3-8 for more

examples. Or use the link for additional information.
Don’t Memorise. What is a sequence?.
Website 1: https://youtu.be/7EmWdysUk0c

In applications, it is sometimes helpful to find the sum of the first n terms of a sequence. Take, for
example, a sequence having the nth terma n=2 n. The first 10 terms of the sequence are 2, 4, 6, 8, 10, 12, 14,
16, 18 and 20. The sum of these first 10 terms is 2+ 4+6+ 8+10+12+14+16 +18+20=110 .
A series is the sum of the terms of a given sequence. To indicate this sum without having to write
down the ten numbers, you can use the summation notation. The sum of the first k terms of a sequence with
k
nth term a n is written in summation notation as ∑ an and read as “Summation of a_k where k ranges from 1
n =1
k
to n" or “The summation as k goes from 1 to n of a sub k" that is, ∑ an= a 1+ a2+ …+a k. The symbol
n =1

∑ (sigma) denotes the uppercase letter sigma in the Greek alphabet. It is commonly used to indicate the sum
of a given numbers. The sum of the first n terms of a sequence is denoted by Sn .

Consider the following illustration.

1. ¿ a1 + a2+ a3 +a 4

2. ¿ 2 a3 +2 a4 + 2a 5+ 2 a6 +2 a7

3. ¿ b5 +b 6 +b7 + …

The sum is the same as even if they use different variables; the first uses n while the their
uses i. To evaluate the given sum, substitute the variable (index summation) from the given lower limit to the given
upper limit.
Evaluate

¿ ( 2 ∙1 ) + ( 2 ∙2 ) + ( 2 ∙3 )+ ( 2∙ 4 ) +(2 ∙ 5)
1. ¿ 2+4 +6+ 8+10
¿ 30

¿ ( 2 ∙1+3 ) + ( 2 ∙2+3 )+ ( 2∙ 3+3 ) + ( 2 ∙ 4+3 )+ ( 2∙ 5+3 ) +(2∙ 6+3)

2. ¿ 5+7+ 9+11+13+15
¿ 60

( )( )( )
1 2 3
2 2 2
¿ + +
3 3 3
3.
2 4 8
¿ + +
3 3 3
14
¿
3

Please refer to your reference book on pages 10-13 for

more examples. Or use the link for additional information.
Dina Yagodich. Using the summation symbol
Website2: https://youtu.be/KbvD6FlIJGU?
list=TLPQMTYwODIwMjA4vrgCDzKDYg

LEARNING COMPETENCY: “Students are able to generate patterns.”

A. KNOW-SHOW
KNOW SHOW
Direction: Here is what I know about patterns. Direction: I can show what I know about different
illustration of patterns, by doing the following in the
space below:

Explain how you come up with the patterns and give

examples of any illustration of the pattern.
E.g. Pattern sequenced in shape

B. BOOK ACTIVITY
Please open your book for your activity.
Answer page 8 Work it Up! Test I nos. 1-5
Page 14 Test III nos. 1-5
Please write your answer on the given space below.
p. 8 Test I nos. 1-5 p. 14 Test III nos. 1-5
 1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

An arithmetic sequence is a sequence where every term after the first is obtained by adding a
constant called the common difference, denoted by d. That is, for any value of n , an −an−1=d .
The sequences 1, 4, 7, 10, ... and 15, 11, 7, 3, ... are examples of arithmetic sequences since each
one has a common difference of 3 and -4, respectively.

Is there a pattern
in the number of
matchsticks?

___ ___ ____ ____ ___ ___

The table shows the pattern of arithmetic sequence. In general, the first n terms of an arithmetic
sequence with a 1 as the first term and d as the common difference are
a 1 , a1 +d , a1 +2 d , a1+ 3 d … , a 1+ ( n−1 ) d .

An arithmetic sequence or arithmetic progression is a sequence of the form

a 1 , a1 +d , a1 +2 d , a1+ 3 d … , a 1+ ( n−1 ) d .
 *Ifa 1∧d are known,
a n=a1 + ( n−1 ) d
a n= nth term
a 1= first term
n= number of terms
d= common difference

Example1: What is the tenth term of the sequence 5, 12, 19, 26, . . .?
Given: Solution:
a n= ? a n=a1 + ( n−1 ) d
a 1=5 a 10 =5+ ( 10−1 ) 7
n=10 a 10=5+63
d=12-5=7 a 10=68
Answer: The tenth term of the sequence 5, 12, 19, 26, … is a 10=68.

Example2: What is the 64th term of the sequence -3, 3, 9, 15, 21,...?
Given: Solution:
a n= ? a n=a1 + ( n−1 ) d
a 1=-3 a 64=−3+ ( 64−1 ) 6
n=64 a 64=−3+378
d=3-(-3)=6 a 64=375
Answer: The tenth term of the sequence -3, 3, 9, 15, 21, … is a 64=375 .

Always identify the given first before proceeding in solving

arithmetic sequence.
Here is the link of video tutorial for you to master
arithmetic sequence.
 Website3: https://youtu.be/3ykw96XroNE
Math Eihs. Grade 10 Math Sequence: Arithmetic
Sequence.

A. BOOK ACTIVITY
Questions are on your book. (Write the answers on the spaces provided below)
Answer Page 21, Work it Up!
Test II, nos. 1-5
Answers
1.

2.

3.

4.

5.
 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.

Anne will have her front yard fenced to add some

beauty to the house. The fence has a length of 48
feet where 13 posts will be equally placed.
 How far is each post from the first?

Example1: Insert 4 arithmetic means between 5 and 25.

Solution: Since we are required to insert four terms, then there will be 6 terms in all.
Let a 1=5 and a 6=25. We will insert a 2, a 3, a 4, a 5 as shown below.
Given: a n=a1 + ( n−1 ) d
5, a 2, a 3, a 4, a 5 , 25 25=5+ ( 6−1 ) d
a 1=5 25=5+5 d
a n=25 20=5 d
n=6 4=d
d=?
The common difference is d=4. Using the value of d, we can now get the values of a 2, a 3,
a 4, a 5 . Thus,
a 2= 5+ ( 2−1 ) 4=9
a 3= 5+ ( 3−1 ) 4=13
a 4= 5+ ( 4−1 ) 4=17
a 5= 5+ ( 5−1 ) 4=21
0r simply add the common difference to the first term.
a 2= 5+4= 9
a 3= 9+4= 13
a 4= 13+4= 17
 a 5= 17+4= 21
Answer: The 4 arithmetic means between 5 and 25 are 9,13,17 and 21
Example2: Find 3 arithmetic means between 19 and 35.
Solution: Since we are required to insert three terms, then there will be 5 terms in all.
Let a 1=19 and a 5=35. We will insert a 2, a 3, a 4 as shown below.
Given: a n=a1 + ( n−1 ) d
19, a 2, a 3, a 4, 35 35=19+ ( 5−1 ) d
a 1=19 35=19+4 d
a n=35 16=4 d
n=5 4=d
d=?
The common difference is d=4. Using the value of d, we can now get the values of a 2, a 3,
a 4 . Thus,
a 2= 19+ ( 2−1 ) 4=23
a 3= 19+ ( 3−1 ) 4=27
a 4= 19+ ( 4−1 ) 4=31
0r simply add the common difference to the previous term.
a 2= 19+4= 23
a 3= 23+4= 27
a 4= 27+4= 17
Answer: The 4 arit
metic
means between 19 and 35 are 23, 27, 31.

Always identify the given first before proceeding in solving

arithmetic means.
Here is the link of video tutorial for you to master
arithmetic means.
 Website 4: https://youtu.be/CJHPxJPtr7Q
Math Eihs. Grade 10 Math Sequence: Arithmetic Means

Arithmetic Series is the sum of the terms of an arithmetic sequence.

The sum of the 1st n terms of an arithmetic sequence, denoted by Sn , is given by the following formula.

n
Sn= ( a1 +a n )
2
Where:
a 1−1 st term
a n−last term
n−number of the terms∈the ∑ ¿

This formula is used when there is a given last term. If there’s no last term, use the formula below.
 Questions Answers
1. What is 1+2+3+ … + 50+51+… +98+99+100? SERIES
2. What is the sum of each of the pairs 1 and 100, 2 and 101
99, 3 and 98, ..., 50 and 51?
3. How many pairs are there in #2? 4

4. From your answers in #2 and #3, how do you get the

sum of the integers from 1 to 100? Show your answer.

Example 1: Find S6 of the sequence 13, 21, 29, 37, …

Given: n =6 Solution:
a 1=13 6
S6 =
2
[ 2(13)+ ( 6−1 ) 8 ]
d =8
S6 =3 [ 26+ 40 ]
Since the given are n, a 1, d the formula to S6 =198
n
be used is Sn= [ 2 a1+ ( n−1 ) d ]
2
Answer: Therefore, 6 terms of the sequence will yield a sum of 198.

Example 2: Find S10 of the sequence 5, 16, 27, 38, ...

Given: n =10 Solution:
a 1=5 10
S10 =
2
[ 2(5)+ ( 10−1 ) 11 ]
d =11
S10 =5 [ 10+99 ]
Since the given are n, a 1, d the formula to S10 =545
n
be used is Sn= [ 2 a1+ ( n−1 ) d ]
2
Answer: Therefore, 10 terms of the sequence will yield a sum of 545.

Example 3: What is the sum of the 10 terms of the arithmetic sequence 34, 39, 44, 49, 54, . . . 79 ?
Given: n =10 Solution:
a 1=34 10
S10= ( 34 +79 )
d =5 2
a
* n=79 S 10 =5 ( 34+ 113 )
S10 =565
a a
Since the given are n, 1, d and n the
formula to be used is
 n
Sn= ( a1 +a n )
2
Answer: Therefore, 10 terms of the sequence will yield a sum of 565.

Always identify the given first before proceeding in solving

arithmetic series.
Here is the link of video tutorial for you to master
arithmetic series.
 Website 5: https://youtu.be/8vztPWOkQgA
Math Eihs. Grade 10 Math Sequence: Arithmetic
Series

A. BOOK ACTIVITY
Questions are on your book. (Write the answers on the spaces provided below)
Answer Page 22, Work it Up!
Test III, nos. 1-5
Answers Points
1.

2.

3.

4.

5.

A geometric sequence or geometric progression is a sequence of the form

a 1 , a1 r , a1 r 2 , a1 r 3 , … , a1 r n−1 where a 1 is the first term, r is the nonzero real number called the common ratio,
and the nth term of the sequence is given by a n=a1 r n−1. The common ratio r of a geometric sequence can be
an
obtained by dividing any term a n , n>1 , by its preceding term .That is , r= , *where n is any positive
a n−1
integer greater than 1.
The common ratio, r, can be determined by dividing any term in the sequence by the term that
1 16 1
precedes it. Thus, in the geometric sequence 32, 16, 8, 4, 2, ... , the common ratio is since = .
2 32 2
Recall that, in an arithmetic sequence, the terms are generated by repeatedly adding the common
difference to the first term. In geometric sequence, the terms are generated by repeatedly multiplying the
common ratio to the first term.
The general term for any geometric sequence is given by the formula:

GEOMETRIC SEQUENCE
*Ifa 1∧r are known,
n−1
a n=a1 r
a n= last term of the sequence
a 1= first term of the sequence
n= number of terms in the sequence
r= common ratio

Example1: What is the 8th term of the geometric sequence 1, 2, 4, 8, ...?

Solution:
n−1
Given: a n=a1 r
a n= ? a 8=1(2)
8−1

a 1=1 a 8=(2)7
n=8 a 8=128
r=2/1=2
The eighth term of the sequence 1, 2, 4, 8,
… is a 8=128.

Example2: Use the formula to find the 7th term of the sequence 8 ,−40 , 200 , …
Solution:
Given: a n=a1 r n−1
a n= ? a 7=8(−5)
7 −1

a 1=8 a 7=(8)∙(−5)6
n=7 a 7=125,000
r=−40/8=−5
The seventh term of the sequence 8, -40,
200, … is a 7=125,000.

Example3: Use the formula to find the 7th term of the sequence 4 , 4 /5 , 4/25 , …
Solution:
Given: a n=a1 r n−1
a n= ?
()
7−1
1
a 1=4 a 7=( 4)
5
n=7
r=
4 /5 1
4
=
5
a 7 =( ()
4) ∙
1 6
5
4
a 7=
15625
The seventh term of the sequence
4
4 , 4 /5 , 4/25 , … is a 7= .
15625

Note: When the exponential term is extremely large, such as 2100, it is

conventionally acceptable to leave your answer in exponential form.
Please open your book on page 23 for more information.
Here is the link of video tutorial for you to master arithmetic sequence.
 Website 6: https://youtu.be/t9lX8W1fCrw
Math Eihs. Grade 10 Math Sequence: Geometric Sequence.
A. BOOK ACTIVITY
Questions are on your book. (Write the answers on the spaces provided below)
Answer Page 26, Work it Up!
Test II, nos. 1-5
Answers Points
1.

2.

3.

4.

5.

TYPES OF SEQUENCE Definition Examples

Arithmetic Sequence An arithmetic sequence is a d=an−an−1
sequence where every term after 5 , 13 ,21 , 29 ,37 ,…
the first is obtained by adding a d=an−an−1
constant called the common d=13−5
difference. d=8
Geometric Sequence A geometric sequence is a an
sequence where every term after r=
an−1
the first is obtained by 2 , 6 ,18 , 54 , …
multiplying a constant called the an
common ratio. r=
an−1
6
r=
2
r =3

OTHER TYPES OF Definition Examples

SEQUENCE
 Harmonic Sequence Harmonic Sequence is a 1 1 1 1
 , , , ,.. .
sequence such that the reciprocals 2 4 6 8
of the terms form an arithmetic
sequence. 1 1 1 1
 ,− ,− ,− ,.. .
42 32 22 12

Fibonacci Sequence Fibonacci Sequence is a  1 ,1 , 2 ,3 , 5 , 8 , .. .

sequence where its first two
 5 , 8 ,13,21,34 , .. .
terms are either both 1, or 0 and
1; each term , thereafter, is
obtained by adding the two
preceding terms.

Here is the link of video tutorial for you to understand more about the
difference of geometric sequence from arithmetic mean.

Website 7: https://youtu.be/uYtmHcdXpl8
Math Eihs. Grade 10 Math Sequence: Sequences Differentiates
A Geometric Sequence From An Arithmetic Sequence

Determine whether or not the following sequences are geometric, If it is geometric, give the common ratio.
Otherwise, write NG.
Questions Answers Points
1. 2, 4, 6, …
2. 2, 6, 18, …
3. 7, 14, 21, …
4. 5, -10, 20, …
5. 2, 6, 18, 54, 162, …

Geometric Means are terms between any two terms of a geometric sequence.
 Ben had the following pair of numbers in the game. He asked
the guests to:

1. Think of a number between 3 and 75.

2. Think of three numbers between 1 and 16.
3. Think of three numbers between 5 and 3125.

Solution:
1. Think of a number between 3 and 75. 2. Think of three numbers between 3. Think of three numbers between 5
(1 geometric mean) 1 and 16. and 3125.
3, ___, 75 (3 geometric means) (3 geometric means)
a 1=3 1, ___, ___, ___, 16 5, ___, ___, ___, 3125
a n=75 a 1=1 a 1=5
n=3 a n=16 a n=3125
r =? n=5 n=5
r =? r =?
n−1
a n=a1 r
75=3 r 3−1 a n=a1 r n−1 a n=a1 r n−1
5−1 5−1
75 3 r 2 16=1r 3125=5r
= 16=r
4
3125 5 r
4
3 3 =
√4 16= √r 4
4
25=r
2
5 5
√ 25= √r 2 2=r 625=r 4
The common ratio is 2. √4 625= √r 4
4
5=r
The common ratio is 5. We can simply multiply the 5=r
We can simply multiply the common ratio by its previous The common ratio is 5.
common ratio by its previous term. We can simply multiply the
term. 1,1x2=2 ,2x2=4 ,4x2=8, 16 common ratio by its previous
3, 3x5, 75 1, 2, 4, 8, 16 term.
3, 15, 75 Or 5,5x5=25 , 25x5=125, 125x5=625,
Or Using the value of r, we can now 3125
Using the value of r, we can now get the value of a 2, a 3, a 4 . 5, 25, 125, 625, 3125
get the value of a 2. a n=a1 r n−1 Or
n−1 2−1
a 2=1(2) =2
Using the value of r, we can now
a n=a1 r
2−1 3−1 get the value of a 2, a 3, a 4 .
a 2=3(5) a 3=1(2) =4
4 −1 a n=a1 r n−1
a 2=3 ( 5 )1 a 4=1(2) =8 2−1
a 2=5(5) =25
a 2=15 3−1
The three geometric means a 3=5(5) =125
4−1
The geometric mean between 3 between 1 and 16 are 2, 4, 8. a 4=5 (5) =625
and 75 is 15.
The three geometric means
between 5 and 3125 are 25, 125,
625.

Here is the link of video tutorial for you to master arithmetic sequence.

 Website 8: https://youtu.be/o1Y8jCW8Pdw
Math Eihs. Grade 10 Math Sequence: Geometric Means
A. BOOK ACTIVITY

Questions are on your book. (Write the answers on the spaces provided below)
Answer Page 26, Work it Up!
Test II, nos. 1-5
Answers Points
1.

2.

3.

4.

5.

“FRENCH BREAD”

Ruby plans to bake the longest French bread ever. She

plans to cut them into six pieces forming a geometric
sequence, where the shortest piece is 12 inches and the
longest is 384 inches.

If she puts together each ends of the bread, how long will
the bread be?

1st bread 12 inches Hint: Use

the
2nd bread _________ formula
of
3rd bread _________ geometric
sequence
4th bread _________ to find
the
5th bread _________ common
ratio.
6th bread 384 inches

Pieces of bread: 12 in, ______, ______, ______, ______, 384 in

Pieces of bread: 12 + ___ + ___ +___ + ___ + 384 = __?_______
 The triangular array of numbers below is known as Pascal’s
Triangle, named after Blaise Pascal (1923-1662), a French
philosopher, mathematician and scientist. Blaise Pascal introduced
the Pascal’s triangle in which sums of the rows form a geometric
sequence.
In this array, every row begins and ends with 1 and each of the
numbers between them is found by adding the two numbers to the
left and right of the row immediately preceding it.

Pascal’s triangle has a number of interesting and useful patterns. One such pattern involves the row sums that
are successive integral powers of 2. For example, the seven row sums are
1 ,2 , 4 , 8 ,16 , 32 ,∧64.
This sequence of numbers is an example of a geometric sequence.
In this module, you will deal with geometric sequences that include finding the sum of the given
successive terms of a geometric sequence.

2 Types of Geometric Sequence

Finite Geometric Sequence Infinite Geometric Sequence
a 1 , a2 , a3 , … an . a 1 , a2 , a3 , …
{1, 2, 4,…, n} {1, 2, 4,…}
2, 6, 18, … , 486 2, 6, 18, 54, …
Finite Geometric Series is the sum of the terms in a geometric sequence, denoted by Sn .
Infinite Geometric Series is the sum of the terms in a geometric sequence, denoted by S∞ .
Questions are on your book. (Write the answers on the spaces provided below)
Answer Page 31, Work it Up! (Answers Only)
Test I, nos 1-5
Answer Points
1.

2.

3.
 4.

5.

Problem solving consists of moving from a given initial situation to a desired goal situation. That is, problem
solving is the process of designing and carrying out a set of steps to reach a goal. Usually the term problem is
used to refer to a situation where it is not immediately obvious how to reach the goal.
To solve such a problem, understand the problem by identifying the given and what is required.
Problem solving using the GRESA method
G - Given
R - Required
E - Equation
S - Solution
A - Answer
Word Problem Involving Arithmetic Sequences
Some problems make use of arithmetic sequences. To solve a problem, understand the problem by
identifying the given and what is required to find, be it the first term, the common difference, the number of
terms, a specific term, or the sum of the first n terms.

Example 1: To help her parents pay for her tuition fee, Jean saves ₱5.00 more each week than she does the
preceding week. Her savings on the first week was ₱15.00.
a. How much will she save on the twenty-four week?
b. How much will she have in all by the end of the twenty-fourth week?
a. Given: n=24; a 1=15; d=5 b. Given: n=24; a 1=15; d=5
Required: a 24 Required: S24
Equation: a n=a1 + ( n−1 ) d n
Equation: Sn= ( a1+ an )
2
Solution: a 24=a1 + ( 24−1 ) ( 5 ) 24
Solution: S24= (15+ 130)
a 24 =15+ ( 23 ) ( 5 ) 2
a 24=130 S24=12( 145)
S24 =1740
Answer: Jean’s savings on the twenty-fourth week Answer: At the end of the twenty-fourth week, Jean
amounted to saves ₱130.00 had ₱1740.00

Example 2: An auditorium has 15 rows of seats with 14 seats in the first row, 17 seats in the second row, 20
seats in the third row, and so on. Find the total capacity of the auditorium.
Given: a 1=14 ; a2 =17 ; a 3=20; d=3; n=15
Required: S15
n
Equation: Sn= [2 a1 + ( n−1 ) d ]
2
15
Solution: S15= [ 2 ( 14 ) + ( 15−1 ) 3 ]
2
15
S15= [28+ ( 14 ) 3]
2
 15
S15= (28+42)
2
15
S15= (70)
2
S15=525
Answer. The total capacity of the auditorium is 525 seats.

A time diagram can be used in solving word problems involving arithmetic sequences. For instance,
the beginning of the first year coincides with 0 in a time diagram while the end of the first year coincides with
1; the beginning of the second year coincides with 1 and the end of the second year coincide with 2; and so
on. Refer to the figure below.

Example3: Due to wear and tear, a machine that is originally valued at ₱12,500 decrease in value by ₱1200
every year. What is its value at the end of the tenth year from the year it was brought?
Finding the first term.
At the end of the first year, the machine is worth
₱12,500 - ₱1200 = ₱11,300.
Since its value decreases by ₱1200 every year, its value at the end of each year can be found using
arithmetic sequence.
Given: a 1=11,300; d=−1200
Required: a 10
Equation: a n=a1 + ( n−1 ) d
Solution: a 10=11300+ ( 10−1 ) (−1200 )
a 10=11300+ ( 9 ) (−1200 )
a 10=11300−10800
a 10 =500
Answer: The value of the machine at the end of the tenth year is ₱500.

Word Problem Involving Geometric Sequences

One of the applications of geometric sequences involves depreciation, the loss in the value physical
asset such as machine or a car because of the usage.

Example 1: A brand new machine costs ₱75,000. Its value depreciates each year at the rate of 6% of the
original value. Find its value at the end of its eighth year.
Finding the first term and common ratio.
The initial value of the machine costs ₱75,000. At the end of the first year, its value depreciates by 6% or
by ₱4,500. Thus, its value at the end of the first year is
₱ 75,000−₱ 4500=₱ 70,500 or
₱ 75,000 × (1−0.06 ) =₱ 75,000 ×0.94=₱ 70,500
At the end of the second year, its value will be
₱ 70,500−0.06(₱ 70,500)=₱ 66,270 or
₱ 70,500 × 0.94=₱ 66,270
The successive values of machine at the end of every year form a geometric sequence in which a 1=70,500
and r=0.94.
Given: a 1=70,500; r =0.94 and : n=8
Required: a 8
Equation: a n=a1 r n−1
8 −1
Solution: a 8=70500 ( 0.94 )
7
a 8=70500(0.94 )
a 8=45,717.67
Answer: The answer is rounded off to two decimal places. Thus the value of the machine at the end of the
eight year is ₱ 45,717.67

Example 2: Frank’s starting annual salary in 2004 was ₱ 240,000 . If the company gives an annual salary
increase of 4% and assuming that he stays with the company up to 2015, what will be his annual salary that
year?
 Frank’s salaries throughout the years from a geometric sequence whose first term is a 1=240,000 and
whose common ratio is r =1.04 (increases of 4%). The number of years from 2004 to 2015 is
( 2015−2004 ) +1=12
a
Given: 1 =240,000 ; r =1.04; n=¿12
a
Required: 12
Equation: a n=a1 r n−1
12−1
Solution: a 12=240000 ( 1.04 )
11
a 12=240000(1.04)
a 12=369469
Answer: Rounded off to the nearest whole number. Thus, his annual salary in 2015 will be ₱ 369,469 .

Example 3: Initially, a pendulum swings through an arc of 18 inches. On each successive swing, the length of
the arc is two-thirds of the previous length. When it stops, what is the total arc length traveled by the
pendulum.
The length of the arc traveled by the pendulum on the first swing is 18 inches, 12 inches on the second
swing, 8 inches on the third swing, and so on. Thus, the total arc length S (in inches) traveled by the
pendulum as it stops S=18+ 12+ 8+…. This is an infinite geometric series.
2
Given: a 1=18; r =
3
Required: S∞
a
Equation: S∞ = 1
1−r
18
S∞ =
Solution: 2
1−
3
18
S∞ =
1
3
S∞ =54
Answer: Therefore, the pendulum traveled the total arc length of 54 inches.

Please open your book on page 33-34 for more information.

Here is the link of video tutorial for you to master how to solve problems
involving sequence and series.

Website 10: https://youtu.be/R0UIqkscKqE

The Organic Chemistry Tutor: Arithmetic Sequence and
Geometric Sequence Word Problems

A. BOOK ACTIVITY
Questions are on your book. (Write the GRESA on the spaces provided below)
Answer Page 36, Work it Up! Nos. 2-6
Answer Points
2.

3.

4.

5.

6.
 Written Work – 1
A. Identification: Answer the following completely.
LEARNING COMPETENCY: Generates Pattern.
1. Find the next term. 9 , 21 ,36 , 48 , …
2. Find the 7th term. x−4 , 2 x +1 ,3 x +6 , 4 x+11 , …
3. Find the 60th term. a n=2 n+5
4. Find the 3rd term. a 1=3 , an=2 a n−1 +5
5. Find the seventy-sixth term of the sequence 5, 9, 13, 17, …
6. Insert four arithmetic means between 29 and 59.
7. Find the S26 of an arithmetic sequence whose a 1=4 and d=3.
8. The 1st term of an arithmetic sequence is 13. If the common difference is 18, what is the sum of
the 1st 12 terms of the sequence.

B. CLAIM-EVIDENCE-REASONING STRUCTURED CONSTRUCTED RESPONSE TEST ITEM:

LEARNING COMPETENCY: Illustrate arithmetic sequence.

ARTICLE/PROBLEM: Ben is a very athletic person. He usually

joins fun runs and marathons. Unfortunately, he got injured in one of
his events when his ankle twisted. He was told to take some rest and
was advised to return to his jogging program slowly.
In his program, he needs to jog for 15 minutes each day for the first
week, then an increase of 7 minutes on the succeeding weeks. For the
2nd week, he will jog for 22 minutes. Then on the 3rd week, he will jog
for 29 minutes.

INSTRUCTIONS: Read the given situation. Then, answer the following:

QUESTION: How many minutes does Ben have to jog on the 6th week of the program?
YOUR CLAIM:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
 Explain how your evidences support your claim.
REASONING:

C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M) Determines arithmetic means, nth term of an arithmetic sequence and
sum of the terms of a given arithmetic’s sequence.

ARTICLE: “Kilos Kabataan”

In her first public address, the principal mentioned 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 which the principal called
“Kilos Kabataan Project.” Volunteers have to sign up until 5 p.m. for the project.
Accepting the principal’s challenge, 10 students immediately signed up for the cleanup.
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 by the students’ response to the challenge, the
principal became confident that the youth could be mobilized to create positive change.

TIC TAC TOE ASSESSMENT BOARD

LEARNING COMPETENCY: (M) Solves problems involving sequences.

DIRECTIONS: Read the article “Kilos Kabataan”. Then answer 3 questions on the Tic Tac Toe
Board below.

1. How many minutes do the 2. When does the registration 3. How will you get the
students sign up if the number start if the total number of common difference in a given
of volunteers is 70? volunteers is 160? sequence?

4. If the registration starts at 5. How many total volunteers 6. How many minutes do the
12pm, how many volunteers will sign up after 1 hour? students sign up if the number
signed up? of volunteers is 120?

7. How can you say that the 8. How will you integrate 9. When does the registration
“Kilos-Kabataan” Program is a sequence to the youth to start if the total number of
success? develop confidence? volunteers is 220?

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a Tic Tac Toe game (e.g., horizontal for Questions 4, 5 and 6; vertical
for Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.
QUESTION NO. ___
CLAIM:
EVIDENCE:
 REASONING:
QUESTION NO. ___
CLAIM:
EVIDENCE:
REASONING:
QUESTION NO. ___
CLAIM:
EVIDENCE:
REASONING:

Written Work -2
A. Identification: Identify the type of sequence and give the next term of the sequence.
LEARNING COMPETENCY(A): Differentiates a geometric sequence from an arithmetic sequence
Given: Type of Sequence Next Term Points
1.) 49, 43, 37, …
2.) ½, ¼, 1/8, …
3.) 4, -12, 36, …
4.) 6, 8, 14, …
5.) 1/3, 1/6, 1/9, …

B. CLAIM-EVIDENCE-REASONING STRUCTURED CONSTRUCTED RESPONSE TEST ITEM:

LEARNING COMPETENCY: Illustrate geometric sequence
ARTICLE/PROBLEM: Train to Busan
At the moment when the KTX train prepares to leave for Busan, an
uncontrolled young woman boards the train with an enormous bite
wound on her leg, she attacked the train attendant and every person in
their path until it creates a huge number of zombies. The zombies race
towards the upper compartments and infect everyone in their path.
If the population of zombie at 12:00 noon doubles every minute, and at
exactly 12:05 noon, the train is already full of zombies.
Given that the population of zombie doubles every minute.

INSTRUCTIONS: Read the given situation. Then, answer the following:

QUESTION: How many zombies at exactly 12:05 noon?

YOUR CLAIM:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidences support your claim.
REASONING:

C. ERROR CORRECTION TEST ITEM:

LEARNING COMPETENCY: (M) Determines geometric means, nth term of a geometric sequence and
sum of the terms of a given geometric sequence.

DIRECTIONS:
The entire test has been answered for you. Your job is to check the answers for errors. If there are errors, do
the following in the table after the test sample:
1. Correct the answer.
2. Explain why the answer is wrong.
3. Then explain why your correction is right.

ANSWERED TEST WITH ERRORS:

PROBLEM: A basketball bounces back up to ¾ of the distance of its previous fall. Suppose the ball is
dropped from a height of 100 meters. How high will it bounce back the 8th time?

GIVEN: SOLUTION:
n
a n=a1 r
a 1=100 3 8
a 8=100( )
r =3/4 4

n=8 a 8=10.01

ANSWER: The basketball bounce back by 10.01

meters for the 8th time.

IDENTIFIED ERROR CORRECTION OF ERROR EXPLANATION OF

CORRECTION

D. Solving: Answer the following and show your solution completely.

LEARNING COMPETENCY: (M) Determines the sum of the terms of a given finite or infinite geometric
sequence.
Questions Answers Points
Find the sum given the following geometric sequence.
1. 5 , 10 ,20 , 40 , … S10 Solution:

2. 960 , 240 , 60 ,15 , … 5

4 4 4
3. 4 ,− , ,− , … S 6
3 9 27

4. 5 ,−5 , 5 ,−5 … S100

1 1 1
5. 2 , , , , … S ∞
2 8 32
6. −3 , 3 ,−3 , 3 ,−3 … S79

E. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M) Solves problems involving sequences.

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are paragraphs about “Sequences in Daily Life”. Read the selections and
select which gives the best illustration of a sequence. After the third paragraph, write your answer
in the given table
You are allowed to refer to your module or available references (e.g., textbook) and the Internet.
You are NOT allowed to ask help from your classmates, parents, guardians, relatives or any other
adult. Before submitting, make sure you have followed the instructions on how to answer.

Problem 1: Stacking cups, chairs, bowls etc. (Stacking anything works, but the situations are different
when one thing fits inside the other.) The idea is comparing the number of objects to the height of the
object.
 Problem 2: Seating around tables. Think about a restaurant. A square table fits 4 people. When two
square tables are put together, now 6 people are seated. Put 3 square tables together and now 8 people are
seated. I really love this example. You can use a rectangular table as well and start off with 6 seats.
Problem 3: Pyramid-like patterns, where objects are increasing or decreasing in a constant manner. Ideas
for this are seats in a stadium or an auditorium. A situation might be that seats in each row are decreasing
by 4 from the previous row. We can still look for some fun, everyday sequences or series that without
much context give us an idea of what those sequences are.
DIRECTIONS: Read the illustrated problems about sequences in daily life and select which gives the
best illustration of a sequence.
ANSWER:
Problem no. ______ about the _________________ is the best because…
 
 
 
 

CHECKLIST
D. Concept Development
Pre-Test HPS=10; 1pt each correct answer
Learning Engagement HPS=5; 1pt each correct answer
E. Activities
Act 1.1 HPS=15
A. Know-Show HPS=4; Holistic Rubric
B. Book Activity HPS=10; 1pt each correct answer
Act 1.2 Book Activity HPS=5; 1pt each correct answer
Act 1.3 Book Activity HPS=5; 1pt each correct answer
Act 1.4 Book Activity HPS=5; 1pt each correct answer
Act 1.5 Identification HPS=5; 1pt each correct answer
Act 1.6 Book Activity HPS=5; 1pt each correct answer
Act 1.7 Book Activity HPS=5; 1pt each correct answer
Act 1.8 Book Activity HPS=5; 1pt each correct answer

F. Assessment
WW-1: HPS=30
A. Identification HPS=8; 1pt each correct answer
B. CER HPS=4; Holistic Rubric
C. Tic-Tac-Toe CER HPS=18; Analytic Rubric

WW-2: HPS=30
CER HPS=4; Holistic Rubric
Identification HPS=10; 1pt each correct answer
Error Correction HPS=6; Analytic Rubric
Solving HPS=6; 1pt each correct answer
Open Book HPS=4; Holistic Rubric

RUBRICS
What is the sequence of life? _______________________________

Along with the mathematical ideas and concepts, I have learned the value of ______________________
through
_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____

Exit Card: 3-2-1

Three things I learned today.

Two interesting things in the

discussion.
One question I want to ask.

Dear parents,
Greetings of peace.
Have your child’s calculator handy.
Remind them about the submission date.
Use the links for additional reference.

Teachers E-mail address: [email protected] Please Submit Due On or Before: ____________

 PERFORMANCE TASK – GRADE 10 MATHEMATICS

NAME: _____________________________ DATE: ____________________

SECTION: __________________________

Major Performance Activity.: 1.1

Activity Title: Salary Scheme

Standard: The learner will be able to formulate and solve problems involving sequences in
different disciplines through appropriate and accurate representations.

Goal : Make use of all the concepts you learned on arithmetic/geometric sequences.

Role : Human Resource Personnel

Audience : Company’s human resource administrative officers

Situation : Imagine that you were one of the people in the Human Resource group of a fast-growing company
in the Philippines. All of you were asked by the management to create a salary scheme for a very important job
that the company would offer to the best IT graduates this year. The management gave the salary range good for
5 years, telling everyone in your group that whoever could give a salary scheme that would best benefit both the
employer and the would-be employees would be given incentives.
1. Form groups of 4. In your respective groups, make use of all the concepts you learned on
arithmetic/geometric sequences considering the starting salary, the rate of increase, the time frame, etc.
in making different salary schemes and in deciding which one will be the best for both the employer and
the would-be employees.
2. Prepare a visual presentation of your chosen salary scheme with the different data that were used,
together with the formulas and all the computations done. You may include one or two salary schemes
that you have prepared in your group for comparison.
 3. In a simulated board meeting, show your visual presentation to your classmates who will act as the
company’s human resource administrative officers.

Based on your understanding of arithmetic/geometric sequences, You will be evaluated based on the
following criteria: accuracy of content, presentation of solution/computation, layout, organization, and
completion.

Product : Salary Scheme

Standard : You will be evaluated based on the following criteria: accuracy of content, presentation of
solution/computation, layout and modelling.

Rubrics For Assessment: Please indicate the rubrics to be used for the performance task.

OUTSTANDIN SATISFACTOR DEVELOPING BEGINNING

CRITERIA SCORE
G(4) Y (3) (2) (1)

Accurate and Completely Generally

extends all accurate with all accurate with 1-2 Wrong content
Accuracy Of
concepts and concepts and minor errors in related to concept /4
Content
processes applied processes applied concept and and process.
correctly. correctly. process.

Answer is
Presentation Of Answer is Answer is correct
Answer is incorrect with a
Solution/ correct, labelled, but not labelled
correct, labelled little /4
appropriate and and inappropriate
Computation and appropriate. understanding
well-organized. solution.
shown.

Product looks Product shows

professionally some structure Product is
done. The layout but appears extremely
Product is
is visually cluttered or difficult to
visually pleasing
pleasing and distracting. The follow. The
and is formatted
contributes to the overall layout is
Layout well. Headings, /4
overall message. readability is confusing and the
fonts, colors, and
Product uses difficult with use of headings,
text are used
headings, fonts, inappropriate use fonts, colors, and
appropriately
colors, and text of headings, text are
that enhance fonts, colors, and ineffective.
readability. text.

Information Information Information

Information
about the content about the content about the content
Modelling about the content /4
is adequate is limited is poor
is well-organized.
organization. organization organization.

Total         /16
 SUMMATIVE TEST – GRADE 10 MATHEMATICS

NAME: _____________________________ DATE: ____________________

SECTION: __________________________

SELECTED RESPONSE TEST ITEM

Direction: Read, understand and choose the correct answer.

_________ 1. What do you call the numbers in a sequence?

A. finite B. infinite C. nth terms D. terms
2
_________2. What is s5 in the given a n=n ?
A. 50 B. 55 C. 60 D. 65
_________3. What is the 10th term of the arithmetic sequence49 , 43 ,37 , 31 , …?
A .−10 B. −5 C. 1 D. 7

_________4. What is the next term in the geometric sequence 4 ,−12 , 36 , …?

A . 108 B. −108 C. 100 D. −100
_________5. Which of the following statements is true?
A. All infinite geometric sequences have a sum.
B. Some infinite geometric sequences have a sum.
C. No infinite geometric sequence has a sum.
D. Every infinite geometric sequence has a sum.
_________6. What kind of sequence has a common difference?
A. Arithmetic C. Geometric
B. Fibonacci D. Harmonic

CONSTRUCTED RESPONSE TEST ITEM

Direction: Read, understand and write the correct answer completely.

_________7. Martin is a very athletic person. He usually joins fun runs and marathons. Unfortunately, he got
injured in one of his events when his ankle twisted. He was told to take some rest and was advised to return to
his jogging program slowly.
In his program, he needs to jog for 15 minutes each day for the first week, then an increase of 7 minutes on the
succeeding weeks. For the 2nd week, he will jog for 22 minutes. Then on the 3rd week, he will jog for 29
minutes. How many minutes does Martin have to jog on the 8th week of the program?
For nos. 8-9. “Kilos Kabataan”
In her first public address, the principal mentioned 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 which the principal called
“Kilos Kabataan Project.” Volunteers have to sign up until 5 p.m. for the project. Accepting the principal’s
challenge, 10 students immediately signed up for the cleanup. 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 by the students’ response to
the challenge, the principal became confident that the youth could be mobilized to create positive change.
_________8. How many total volunteers will sign up after 1 hour?
_________9. How many minutes do the students sign up if the number of volunteers is 70?

For nos. 10-11. The Dance Club is planning to conduct a charity concert at the theatre hall. The theatre hall is
composed of 30 rows of a seats. The first row has 22 seats, the second has 24 seats, the third has 26 seats, and
so on.
_________10. How many seats are there in the theatre hall?
_________11. How much will they be able to raise if they sell the ticket for Php 150.00 each provided that all
seats are occupied?

For nos. 12-14. During a free-fall, Martin the skydiver jumps 16 feet, 32 feet and 64 feet on the first, second and
third fall, respectively. If he continues to jump at this rate,
_________12. How many feet will Martin have jumped on the next fall?
_________13. How many feet will Martin have jumped the tenth fall?
_________14. What order does Martin fall when he jumps 512 feet?

For nos. 15-16. Gabriel deposited Php 850 into the bank in July. From July to December, the amount of money
she deposited into the bank increased by 25% per month.

_________15. What is the total amount of money in his account after September? Round off your answer to
the nearest peso?

_________16. What is the total amount of money in his account after December? Round off your answer to the
nearest peso?

_________17. Read the illustrated problems about sequences in daily life, select which gives the best
illustration of a sequence and state your reason.
Problem 1: Trying to show that we actually see a lot of sequences and series everyday in our daily life. We
already found some examples such as the house numbers when you drive down a street. Stacking cups, chairs,
bowls etc. (Stacking anything works, but the situations are different when one thing fits inside the other.) The
idea is comparing the number of objects to the height of the object.
Problem 2: Seating around tables. Think about a restaurant. A square table fits 4 people. When two square
tables are put together, now 6 people are seated. Put 3 square tables together and now 8 people are seated. I
really love this example. You can use a rectangular table as well and start off with 6 seats.
Problem 3: Pyramid-like patterns, where objects are increasing or decreasing in a constant manner. Ideas for
this are seats in a stadium or an auditorium. A situation might be that seats in each row are decreasing by 4 from
the previous row. We can still look for some fun, everyday sequences or series that without much context give
us an idea of what those sequences are.
For nos. 18-22. Using the given A, B, and C. Answer the following questions.
A. B. C.

_________18. What is the quotient of A.

_________19. What is the quotient of B.
_________20. What is the quotient of C.
_________21. Which of the following gives a remainder of 0?
_________22. Which given is/are the factor/s of the polynomials?
_________23. What is R( x ) when P ( x ) =8 x3 −4 x 2 +6 x−3 is divided by D ( x ) =2 x−1?
_________24. (Use the given in no. 23) Does D ( x ) =2 x−1 considered a factor of the given polynomial? Yes or
No?
_________25. What are the roots of x 2−2 x+1?