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Grade 10 • Unit 1: Arithmetic Sequences and Series

LESSON 1.2
Arithmetic Sequences
Table of Contents

Learning Competencies 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice & Feedback 10
Performance Assessment 19
Worksheet Answer Key 20
Synthesis 23
Bibliography 24
 Grade 10 • Unit 1: Arithmetic Sequences and Series

Unit 1 | Arithmetic Sequences and Series

Lesson 1: Arithmetic Sequences

Learning Competencies
At the end of the lesson, the learners should be able to do the following:

● Illustrate an arithmetic sequence (M10AL-Ib-1).

● Determine the 𝑛th term of an arithmetic sequence.

● Solve problems involving sequences (M10AL-If-2).

Learning Objectives
At the end of the lesson, the learners should be able to do the following:

● Find the common difference and the 𝑛th term of an arithmetic sequence.

● Solve problems involving arithmetic sequence.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Essential Questions

At the end of this lesson, the student should be able to answer the following questions:

• How do you compute for the common difference of an arithmetic sequence?

• How do you find the 𝑛th term of an arithmetic sequence?

Prerequisite Skills and Topics

Skills:
● Evaluating algebraic expressions
● Solving system of linear equations
● Generating patterns

Topics:
● Math 7 Unit 6: Algebraic Expressions | Lesson 2: Evaluating Algebraic Expressions
● Math 8 Unit 4: System of Linear Equations | Lesson 4: Solving Systems of Linear
Equations in Two Variables: Elimination
● Math 10 Unit 1: Arithmetic Sequences and Series | Lesson 1: Patterns and Sequences

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Lesson Proper

A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of the previous lesson or introduce the lesson and not already
used in the study guide.

Activity 1: How High Is Our Building?

In this activity, the students will find the height of the building by estimating the height
of each floor.

Duration: 5 minutes

Materials Needed: graphing paper, pencil

Methodology:
1. Ask the students look for the tallest building inside the campus.
2. Tell the students that the objective of this activity is to approximate the height of
the selected tallest building. Instruct them to assume that the ground floor is 6
meters high and each floor above it has a height of 4 meters.
3. Ask the students to tabulate their data. Record the height of the building at each
floor until the top floor. Using a graphing paper, let them illustrate the building
using the established pattern in the height of the floor levels.
4. Ask the students to establish a pattern of the height of the building based on the
number of floor levels.
5. Afterward, ask the students to answer the guide questions that follow.
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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Expected Results:
1st floor – 6 m
2nd floor – 4 m
3rd floor – 4 m
4th floor – 4 m
5th floor – 4 m
Thus, the sequence is 6, 10, 14, 18, 22, 26, ...

Guide Questions:
1. What is the important information provided in the problem, and how are they
helpful in achieving your goal of finding the total height of the building?
2. How did you come up with your illustration?
3. What can you notice about the height of the building as the number of floor
levels increases? How can we find the height using the number of floor levels?

Activity 2: How Many Balloons Should There Be?

This activity will enable the students to visualize and analyze patterns that will lead
them to generate the next figure.

Duration: 10 minutes

Materials Needed: graphing paper, pencil, crayons

Methodology:
1. Group the class into five members each.
2. Let each group count the steps in one landing of a staircase.
3. Ask the groups that the staircase will be decorated with small balloons given
the following instructions:

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

a. The top step should have 4 balloons.

b. The number of balloons increases by two each step downward.
4. Let each group illustrate the given problem in a graphing paper.
5. Ask the group to present the total number of balloons needed.
6. Each group will report to class after the given time.
7. Ask each group to answer the guide questions below.

Expected Results:
This depends on the number of steps in each landing.
A table may represent their output.

Number of
1 2 3 4 5 6
steps
Number of
4 6 8 10 12 14
balloons

Guide Questions:
1. How was the working relationship of the group?
2. How were you able to determine the total number of balloons needed for
the decoration?
3. What strategy did you use in determining the number of balloons?

Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

B. Discussion
1. Define and Discover

Teacher’s Notes
You may use Learn about It! slides in the presentation file to discuss the following key
concepts and examples. Make sure to address student questions before jumping from
one concept to another.

• Arithmetic sequence (also known as an arithmetic progression) - a

sequence where each term after the first is obtained by adding a constant
(called the common difference) to the preceding term
Example:
a. 4, 8, 12, 16, ⋯
b. −5, −2, 1, 4, ⋯

• Term – each value in a sequence

Example:
4, 8, 12, 16, ⋯
The 1st term is 4, 2nd term is 8, 3rd term is 12, 4th term is 16, and so on.

• General term of a sequence – the formula used to find the 𝑛th term of a
sequence, which is 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
Example:
In the sequence 4, 8, 12, 16, …, the 10th term can be found by substituting the
values to the general term formula.
𝑎10 = 4 + (10 − 1)4
𝑎10 = 40
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 Grade 10 • Unit 1: Arithmetic Sequences and Series

2. Develop and Demonstrate

Example 1
Find the 20th term in the sequence 6, 13, 20, 27, ⋯.

Solution:
To find the 20th term of the sequence, follow the steps below.

1. Identify the common difference of the sequence.

13 − 6 = 7
20 − 13 = 7
27 − 20 = 7

Thus, the common difference is 7.

2. List all information needed to use the formula for the general term and
substitute them to the formula.

𝑎1 = 6, 𝑑 = 7, 𝑛 = 20

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎20 = 6 + (20 − 1)7
𝑎20 = 6 + (19)7
𝑎20 = 6 + 133
𝑎20 = 139

Therefore, the 20th term of the given sequence is 139.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Example 2
Find the 30th term of an arithmetic sequence if the 5th term is −10 and the common
difference is 6.

Solution:
Use the formula for arithmetic sequence, then substitute the given information.

Solve the first term by substituting 𝑛 = 5, 𝑎5 = −10, and 𝑑 = 6 to the formula.

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎5 = 𝑎1 + (5 − 1)6
−10 = 𝑎1 + (4)6
−10 = 𝑎1 + 24
𝑎1 = −10 − 24
𝑎1 = −34

Using 𝑎1 = −34, solve for the 30th term of the sequence.

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎30 = −34 + (30 − 1)6
𝑎30 = −34 + (29)6
𝑎30 = −34 + 174
𝑎30 = 140

Therefore, the 30th term of the sequence is 140.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Example 3
In the arithmetic sequence, the 4th term is 30 and the 10th term is 66. Find the 8th
term.

Solution:
Use the general formula to produce two equations from the given.
𝑎4 = 𝑎1 + (4 − 1)𝑑
30 = 𝑎1 + 3𝑑 equation 1

𝑎10 = 𝑎1 + (10 − 1)𝑑

66 = 𝑎1 + 9𝑑 equation 2

To find the value of d, solve the system of linear equation.

30 = 𝑎1 + 3𝑑
−1(66 = 𝑎1 + 9𝑑)
̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
−36 = 0 − 6𝑑
−36 = −6𝑑
6=𝑑

To find the value of 𝑎1 , choose only one from the generated equations and substitute
𝑑 = 6.
𝑎4 = 𝑎1 + 3𝑑
30 = 𝑎1 + 3(6)
30 − 18 = 𝑎1
12 = 𝑎1

Substitute the computed values of 𝑎1 = 12 and 𝑑 = 6 to the general formula to solve

for 𝑎8 .

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

𝑎8 = 𝑎1 + (8 − 1)𝑑
𝑎8 = 12 + 7(6)
𝑎8 = 54

Hence, the 8th term of the arithmetic sequence is 54.

C. Practice & Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using pen
and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his or her answer and solution, and in the
case when there is some sort of misconception, lead the student to the right
direction to find the correct answer.

Problem 1
Given the arithmetic sequence 2𝑥 + 2, 3𝑥 + 5, 4𝑥 + 8, 5𝑥 + 11, ⋯, find the 10th term.

Solution:
To find the 10th term of the sequence, follow the steps below.

1. Find the common difference.

𝑑 = (3𝑥 + 5) − (2𝑥 + 2)
𝑑 = 3𝑥 + 5 − 2𝑥 − 2
𝑑 =𝑥+3

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

2. Solve for the 10th term.

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎10 = (2𝑥 + 2) + (10 − 1)(𝑥 + 3)
𝑎10 = (2𝑥 + 2) + 9(𝑥 + 3)
𝑎10 = 2𝑥 + 2 + 9𝑥 + 27
𝑎10 = 11𝑥 + 29

Therefore, the 10th term of the sequence is 𝟏𝟏𝒙 + 𝟐𝟗.

Problem 2
In an arithmetic sequence, the fifth term is 24 and the eleventh term is 60. What is
the common difference?

Solution:
Use the formula for arithmetic sequence for the 5th and the 11th terms.

a. 5th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎5 = 𝑎1 + (5 − 1)𝑑
24 = 𝑎1 + 4𝑑, or
𝑎1 + 4𝑑 = 24 equation 1

b. 11th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎11 = 𝑎1 + (11 − 1)𝑑
60 = 𝑎1 + 10𝑑, or
𝑎1 + 10𝑑 = 60 equation 2

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Solve the system of equation by elimination.

𝑎1 + 4𝑑 = 24
−(𝑎1 + 10𝑑 = 60)
̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
−6𝑑 = −36
𝑑=6

Thus, the common difference is 6.

Problem 3
The 4th term of an arithmetic sequence is −1 and the 6th term is 9. Write the first
eight terms of the sequence.

Solution:
Use the formula for arithmetic sequence for the 4th and the 6th terms.
a. 4th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎4 = 𝑎1 + (4 − 1)𝑑
−1 = 𝑎1 + 3𝑑, or
𝑎1 + 3𝑑 = −1 equation 1

b. 6th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎6 = 𝑎1 + (6 − 1)𝑑
9 = 𝑎1 + 5𝑑, or
𝑎1 + 5𝑑 = 9 equation 1

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Find the value of 𝑎1 and 𝑑 using elimination method.

𝑎1 + 3𝑑 = −1
𝑎1 + 5𝑑 = 9

Multiply the first equation by −1.

−𝑎1 − 3𝑑 = 1
𝑎1 + 5𝑑 = 9
̅̅̅̅̅̅̅̅̅̅̅
2𝑑 = 10
𝑑=5

Find the value of 𝑎1 by substituting the value of 𝑑 to any of the two equations.

𝑎1 + 3𝑑 = −1
𝑎1 + 3(5) = −1
𝑎1 + 15 = −1
𝑎1 = −1 − 15
𝑎1 = −16

Therefore, the first 8 terms of the sequence are −𝟏𝟔, −𝟏𝟏, −𝟔, −𝟏, 𝟒, 𝟗, 𝟏𝟒, 𝟏𝟗, ⋯.

For Group Practice

1. Ask the students to form a minimum of two groups to a maximum of five groups.
2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

5. Inform the student the accuracy of his or her answer and solution, and in the case
when there is some sort of misconception, give the student opportunity to work
with his or her peers to re-analyze the problem, and then lead them to the right
direction to find the correct answer.

Problem 4
Patricio decided to join a gym’s weight loss program. One week after joining, Patricio
starts losing a constant amount of weight. Five weeks after joining the gym, he weighs
165kg. Ten weeks after joining the gym, he weighs 150 kg. Assuming that the pattern
continues, find his weight before joining the gym and the amount of weight he lost
per week. Is a weight loss program a good application for an arithmetic sequence?
Explain your answer.

Solution:
The problem may be solved in two ways.

1. By tabulation

To solve this problem, we can tabulate the weight of Patricio with respect to the
number of weeks. Use the given weights in the 10th week and 5th week to
establish a pattern.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series
Number of Weeks (end) Patricio’s Weight
10 150
9
8
7
6
5 165
4
3
2
1

By comparing the two given weights, notice that Patricio lost 15 kg in the span of
five weeks. Thus, assuming a constant change per week, the decrease in Patricio’s
weights per week can be solved by dividing 15 kg with 5 weeks. Thus, Patricio is
losing 3 kg per week. The next step is to complete the table.

Number of Weeks (end) Patricio’s Weight

10 150
9 153
8 156
7 159
6 162
5 165
4 168
3 171
2 174
1 177

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

2. By using the general term formula

a. 5th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎5 = 𝑎1 + (5 − 1)𝑑
165 = 𝑎1 + 4𝑑

b. 10th term
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎10 = 𝑎1 + (10 − 1)𝑑
150 = 𝑎1 + 9𝑑

Solve the two equations simultaneously to get the value of 𝑑.

165 = 𝑎1 + 4𝑑
150 = 𝑎1 + 9𝑑

Multiply the first equation by −1.

−165 = −𝑎1 − 4𝑑
150 = 𝑎1 + 9𝑑
−15 = 5𝑑
𝑑 = −3

To get Patricio’s weight before joining the program, solve for 𝑎1 by using the 10th
term or the 5th term. In this solution, use the 10th term.

𝑎10 = 𝑎1 + (10 − 1)𝑑

150 = 𝑎1 + 9(−3)
150 = 𝑎1 − 27
𝑎1 = 177

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Therefore, Patricio weighed 177 kg before joining the program.

Weight loss program is a good application of arithmetic sequence as long as you

have a constant weight to lose each period. In this way, you can plan the time you
need for workout.

Problem 5
In January 2010, a new car was valued at ₱800 000. From then on, it depreciated in
value by a regular amount each year. By January 2019, its market value is only ₱102
500. Show that the value of the car could follow an arithmetic sequence. How many
terms are there in this sequence? By how much did it depreciate each year?

Solution:
You can either draw the situation or create a table of values.

Compute first for the common difference.

Use the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑, where 𝑎𝑛 is the term under consideration, 𝑎1 is

the first term, 𝑛 is the number of terms, and 𝑑 is the common difference.

Substitute all the given values to the formula.

𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
102 500 = 800 000 + (10 − 1)𝑑
102 500 = 800 000 + 9𝑑
102 500 − 800 000 = 9𝑑
9𝑑 = −697 500
−697 500
𝑑=
9
𝑑 = −77 500

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Add −77 500 to each year.

Year Value of Car (in Php)

2010 800 000
2011 722 500
2012 645 000
2013 567 500
2014 490 000
2015 412 500
2016 335 000
2017 257 500
2018 180 000
2019 102 500

From the given table, the value of the car could follow an arithmetic sequence, with a
common difference of −77 500. The value of the car depreciated by ₱77 500 each
year. Also, note that there are 10 terms, which follows that 𝑛 = 10. Therefore, there
are 10 terms in the sequence.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.

● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)

Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Worksheet Answer Key

Worksheet I

A.
1. −11, −14, −17, −20
2. 12, 8, 4, 0
3. 3, 1, −1, −3
4. −5, 2, 9, 16
5. −8, 4, 16, 28
6. 9, 1, −7, −15

B.
1. 202
2. 132
25
3. 6

4. 73.5
5. 13𝑥 + 19

C.
1. 22 minutes
2. 26 days

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Worksheet II
A.
1. 12, 6, 0, −6, −12
2. −6, −1, 4, 9, 14
3. 9, 5, 1, −3, −7
4. −7, 2, 11, 20, 29
5. 14, 4, −6, −16, −26

B.
1. 70
2. 153
3. 58
4. 93
5. 43

C.
1. 168
2. 20, 17, 14, 11
3. −3, −6, −9, −12, −15, −18
4. 39
5. May 27

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Worksheet III

1. −3, 0, 3, 6, 9, 12, 15, 18, 21, 24

2. 𝑎1 = 74, 𝑑 = −4
3. −13, −10, −7, −4
4. 48
5. ₱580
6. 780 m
7. 275
8. 30 cm
9. ₱16 000
10. ₱2 000

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Synthesis

Wrap-up To summarize the lesson, ask students the following questions:

1. How do you find the 𝑛th term of an arithmetic series?
2. How do you solve for common difference and the nth term
given two non-consecutive terms?

Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. What are the difficulties you encounter while dealing with
finding the 𝑛th term of an arithmetic series?
2. How important is the knowledge of arithmetic sequences
in your daily life as a student?

Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. How do we solve for the sum of the terms in an arithmetic
sequence?
2. Are there any more sequence that you know?

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 Grade 10 • Unit 1: Arithmetic Sequences and Series

Bibliography

Abramson, Jay. “Arithmetic Sequences.” Precalculus. OpenStax, February 20, 2014.

https://opentextbc.ca/precalculusopenstax/chapter/arithmetic-sequences/.

Boundless.com. “Arithmetic Sequences and Series.” Lumen. Accessed November 4, 2021.

https://courses.lumenlearning.com/boundless-algebra/chapter/arithmetic-
sequences-and-series/.

Marecek, Lynn. “Arithmetic Sequences.” Intermediate Algebra. OpenStax, January 24, 2017.
https://pressbooks.bccampus.ca/algebraintermediate/chapter/arithmetic-sequences/.

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