4

GENERATES PATTERNS
AND ILLUSTRATING
ARITHMETIC SEQUENCE
for Mathematics Grade 10
Quarter 1/Week 1
 FOREWORD

This Self Learning Kit will serve as your guide in

generating patterns, finding the next few terms of a
sequence, and identifying arithmetic sequence. It
can help you learn new concepts and develop
your existing skills in sequences.

In this Learning Kit students will learn how to

generate, describe patterns, finding the next few
terms and identifying arithmetic sequence.

This kit includes the following salient features:

A. What Happened The students demonstrate

what they remember on patterns and sequence.

B. What You Need to Know This is the part

where students learned new concepts on patterns
and sequences.

C. What Have I Learned This is the part where

students evaluate what they have learned on
generating patterns and sequences.

In this learning kit, the learners will gain knowledge

and develop their mathematical thinking skills.
 OBJECTIVES:
Generate and describe patterns.
Defines and illustrates an arithmetic sequence.
Finds the next few terms of general or nth term of a
sequence and missing terms of an arithmetic
sequence.
Develops the value of accuracy.

LEARNING COMPETENCIES:

Generates patterns.
M10AL-Ia-1
Illustrates an arithmetic sequence.
M10AL-Ib-1

I. What Happened

PRE-ACTIVITIES/PRE-TEST:

A. Each item below shows a pattern. Answer the given

questions.

1. What is the next shape?

2. What is the next number? What is the 10th

number?
0, 4, 8, 12, 16, ___

3. What is the next number? What is the 8th number?

9, 4, -1, -6, -11
 4. What is the next number? What is the 12th
number?
1, 3, 9, 27, 81

5. What is the next number? What is the 7th number?

160, 80, 40, 20, 10, ____

B. Supply the missing terms in each arithmetic sequence:

1. 2, 8, 14, _, _
a. 10, 22 b. 8, 22 c. 20, 26 d. 22, 36
2. 3, 14, _, _, 47
a. 17, 31 b. 17, 25 c. 25, 38 d. 25, 36
3. __, __, 1, 5, 9
a. -7, -3 b. -3, -7 c. -2, -6 d. -6, -2

I. What You Need to Know

DISCUSSION:

The set of shapes and the sets of numbers in the

above activity are called sequences

Were you able to find patterns and get the next

number in the sequence? Let us now give the formal
definition of a sequence.

What is a sequence?

A sequence is a function whose domain is the finite set

1, 2, 3, … , n or the infinite set 1, 2, 3, …

In general:
A sequence is a set of numbers written in a specific
order:
a1, a2, a3, a4, a5, a6, …, an
 The number a1 is called the 1st term, a2 is the 2nd
term, and in general, an, is the nth term. Note that
each term of the sequence is paired with a natural
number.
Given at least the first 3 terms of a sequence, you
can easily find the next term in that sequence by
simply discovering a pattern as to how the 3 rd term is
derived from the 2nd term, and the 2nd from the 1st
term. You will find that either a constant number is
added or subtracted or multiplied or divided to get
the next term or a certain series of operations is
performed to get the next term. This may seem hard
at first but with practice and patience in getting them,
you will find that it’s very exciting
Examples:
Find the next term in each sequence.
1. 17, 22, 27, 32, …

2. …
3. 5, 10, 20, 40,…
4. 3, -3, 3, -3,…

Solutions:
1. Notice that 5 is added to 17 to get 22, the same is
added to 22 to get 27, and the same (5) is added
to 27 to get 32. So to get the next term add 5 to the
preceding term, that is, 32 + 5 = 37. The next term is
37.
2. Notice that 1 is the numerator of all the fractions in
the sequence while the denominators 2, 5, 8,11
form a sequence. 3 is added to 2 to get 5, 3 is also
added to 5 to get 8. So that 3 is added to 11 to get
14. The next term is therefore 1/14.
 3. For this example, 2 is multiplied to 5 to get 10, 2 is
multiplied to 10 to get 20 and 2 is also multiplied to
20 to get 40. So the next term is 80, the result of
multiplying 40 by 2.

4. It is easy to just say that the next term is 3 since the

terms in the sequence is alternately positive and
negative 3. Actually the first, second, and third
terms were multiplied by -1 to get the second, third
and fourth terms respectively.

These sequences are separated into two groups. A

finite sequence contains a finite number of terms.
An infinite sequence contains an infinite number of
terms.

Finite sequence Infinite sequence

1, 1, 2, 3, 5, 8 1, 3, 5, 7, …

1, 2, 3, 4, 5, …, 8 1, …
1, -1, 1, -1 1, 1, 2, 3, 5, 8, …
There are two main types of sequences. These are the
arithmetic sequences and the geometric sequences. This lesson will
show what arithmetic sequences are. The more detailed lesson on
arithmetic sequences will be discussed in the next module.
Look at the following sequences.
1. 4, 7, 10, 13,…
2. 33, 38, 43, 48,…
3. -2, -6, -10, -14,…
4. 100, 98, 96, 94,…
1 1
5. , 1, 1 , 2, …
2 2
 Can you give the next two terms of the above sequences? How
did you get the next two terms?
If you get 16 and 19 for a, then you are correct. Notice that a
constant number, 3, is added to each term to get the next term. In
b, 5 is added to the preceding term after the first, while in c, -4 is
added to get the next term, in d, -2 is added to the preceding term
and in e, ½ is added to get the next term.
Notice that a constant or common number is added to the
preceding term to get the next term in each of the sequences
above. All these sequences are called arithmetic sequences. The
constant number is called the common difference and is
represented as d.
To find the common difference, d, simply subtract the first term
from the second term, a2 – a1, or the second term from the third
term, a3 – a2, or the third term from the fourth term, a 4 – a3; or in
general,
d = an – an – 1
Examples:
1. Determine if the sequence is arithmetic or not. If it is, find the
common difference and the next three terms. Then
draw the graph.
-11, -4, 3, 10, …
Solution:
To find out if the sequence is arithmetic, there must be a
common difference between any two terms in the sequence.
So that,
d = a2 – a1 = -4 – (-11) = 7
= a3 – a2 = 3 – (-4) = 7
= a4 – a3 = 10 – 3 = 7
The sequence is arithmetic and the common difference
is 7. The next three terms are obtained by adding 7 to the
preceding term, so that
 a5 = a4 + 7 = 10 + 7 = 17
a6 = a5 + 7 = 17 + 7 = 24
a7 = a6 + 7 = 24 + 7 = 31

2. Write the first five terms of the arithmetic sequence with first
term 5 and common difference -2.
Solution:
The second term is found by adding -2 to the first term 5,
getting 3. For the next term, add -2 to 3, and so on. The first
five terms are
5, 3, 1, -1, -3.
Remarks: There is another way of finding the specified term of an
arithmetic sequence but it will be discussed in the next module. The
same thing is true for the general term of any arithmetic sequence.

III. What Have I Learned

EVALUATION/POST TEST:

A. Write F if the sequence is finite or I if the sequence is infinite.

1. 2, 3, 4, 5, ….., 10
2. 7, 10, 13, 16, 19, 22, 25
3. 4, 9, 14, 19, …
 4. 2, 6, 18, 54
5. 3, 9, 27, 81, …., 729, …
6. -2, 4, -8, 16, …..
7. 100, 97, 94, 91, …, -2

8.
9. 1, 4, 9, 16, 25, …., 144

10.
B. Answer the puzzle.

Why are Policemen Strong?

Find the next number in the sequences and exchange it for
the letter which correspond each sequence with numbers inside
the box to decode the answer to the puzzle.

A 2, 5, 11, 23, __ R 13, 26, 39, __

B 2, 4, 16, __ S 5, 7, 13, 31, __
C 7, 13, 19, __ T 1, 1, 2, 4, 7, 13, 22, __
D 19, 16, 13, __ U 1, 1, 1, 2, 3, 4, 6, 9, 13, __
E 4, 8, 20, 56, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __
F 2, 2, 4, 6,10, 16, __
H 1, 1, 2, 4, 6, 9, 12, 16, __
I 3, 6, 12, 24, __
L 10, 11, 9, 12, 8, __
N 2, 6, 18, 54, __
O 20, 19, 17, __
P 2, 3, 5, 7, 9, 11, 13, 15, __

256 164 25 47 18 85 164 34 20 164 6 25 47 162

20 14 13 10 18 17 34 52 47 26 26 48 25
C. Determine whether the sequence is arithmetic or not. If it is, find
the common difference and the next three terms.
1. 2, 5, 8, 11…
2. 2, -4, 6, -8, 10,…
3. -6, -10, -14, -18…
4. 40, 42, 44, 46…
5. 1.2, 1.8, 2.4…
6. 1, 5, 9, 13…
1 1 1 1
7. , , , ,...
2 3 4 5
8. 5 , 6 , 7 , 8 ,...
9. 98, 95, 92, 89…
4 5
10. 1, , , 2,…
3 3
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
Division Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

MA. REALENE SIGLOS BALDADO

Writer/Illustrator

MA. LOUANIE I. SASTRE

Lay-out Artist
_________________________________
ALPHA QA TEAM
CLAUDETH S. MERCADO
JAMES D. RODRIGUEZ
JEROME Y. SILORIO, EdD
MARICEL T. TROPEZADO

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI

ENHANCEMENT TEAM
CLAUDETH S. MERCADO
JAMES D. RODRIGUEZ
MARIA FATIMA M. EMPERADO
LEONARDO M. GASO, JR.

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.
 REFERENCES

Books

Callanta Melvin M., et.al. K to 12 Mathematics

10 Learner’s Manual. Department of
Education, Philippines: REX Book Store,
2015.

Callanta Melvin M., et.al. K to 12 Mathematics

10 Teacher’s Guide. Department of
Education, Philippines: REX Book Store,
2015.

EASE Modules Year 2, Module 6: Searching For

Patterns in Sequences, Arithmetic,
Geometric and Others
SYNOPSIS
ANSWER KEY
This Self Learning Kit focused on
the learning competency
generating patterns and illustrating
arithmetic sequence.

The students are expected to

generate, describe patterns,
illustrate an arithmetic sequence,
find the next few terms of a
sequence and general or nth term
of a sequence and arithmetic
sequence by observing the value of
accuracy.

Have fun and enjoy as you

learn generating patterns and
illustrating an arithmetic sequence
while doing the activities.

ABOUT THE AUTHOR

MA. REALENE SIGLOS BALDADO. Finished her Bachelor in
Secondary Education major in Mathematics in Central
Visayas Polytechnic College now (NORSU) in 1998. Currently
teaching at San Jose Provincial High School, San Jose District,
Division of Negros Oriental, handling Mathematics Grade 10
and a School and District Math Coordinator, School
Personnel In-Charge, School Testing Coordinator and
member of the School Selction Team.