WEEKLY TASK GUIDE

Hi student! Hi parents/guardians! We would like to help you manage the schedules of

your child. The table below is called the Weekly Task Guide. We included the prescribed
activity that must be finished for a day. You can ask your adviser for more
clarifications. We hope this helps.

Wee Day Activity Pag Date Parent’s Signature

k e Accomplished
1
(M) Activity , 2 4-75

2
1 (T) Activity 3, 4 9

3
(W) Activity 5 9

To be accomplished by the teacher:

LESSON 1
Activity Score

Mathematics 10 |Quarter 1 |Week1 | Page 2 of 10

 INFORMATION PAGE
Bible Theme:

Competencies:
M10AL-Ia-b-1: Generates patterns.

Learning Objectives
At the end of the lesson, the learner should be able to:

Expressive Objectives
1)
2)
3)
4)

Instructional Objectives

1) generate pattern from a given succession of objects, numbers, letters,

or symbols;
2) find the nth term of a sequence; and

3) write the rule for the nth term of a sequence.

Memory Verse: “

Assessment:

Materials Needed: Pen, Paper & Other Art Materials

Page 3 of 10 |Mathematics 8 |Quarter 1 |Week 1

LESSON 1: GENERATING PATTERNS
When you were in grade 8, you learned about concepts related to
generating patterns like Inductive Reasoning. The knowledge and skills you
acquired are very important for you to understand how to generate patterns
and sequences. Recognizing and extending patterns are important skills needed
for learning concepts related to an arithmetic sequence.

ENGAGE
Some profession follows patterns and sequences in accomplishing their duties.
Policemen, for example, are following a certain pattern in investigating and solving a
crime. During this time of pandemic they are considered as one of the front-liners to
secure the safety of the people.

ACTIVITY 1: LET’S INVESTIGATE!

Why are Policemen Strong?

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

256 164 25 47 19 85 164 44 24 16 6 25 47 162

24 14 13 10 19 17 4 52 47 26 26 48 25
4

A 2, 5, 11, 23, ___ N 2, 6, 18, 54, ___

B 2, 4, 16, ___ O 20, 19, 17, ___
C 7, 13, 19, ___ P 2, 3, 5, 7, 9, 11, 13, 15, ___
D 19, 16, 13, ___ R 13, 26, 39, ___
E 4, 8, 20, 56, ___ S 5, 7, 13, 31, ____
F 2, 2, 4, 6, 10, 16, ___ T 1, 1, 2, 4, 7, 13, 24, ___
H 1, 1, 2, 4, 7, 13, ____ U 1, 1, 1, 2, 3, 4, 6, 9, 13, ___
L 10, 11, 9, 12, 8, ___

Were you able to find patterns and get the next number in the
sequence?

Mathematics 10 |Quarter 1 |Week1 | Page 4 of 10

EXPLORE
At this point of the module, you are about to learn the Introduction to
Sequences and Patterns. To understand better how to generate patterns, you will
have to perform the simple activity below.

Activity 2. Let’s Discover!

Direction: Read, understand, and perform the given instructions below then
answer the questions asked.

Materials: string, pair of scissors

1) Prepare five (5) strings with equal lengths.

2) Cut the first string once. (a)How many pieces are there? _____
Cut the second string twice. (b) How many pieces are there?_____
Cut the third string thrice. (c) How many pieces are there?_____
Cut the fourth string four times. (d) How many pieces are there?_____
Cut the fifth string five times. (e) How many pieces are there?_____

3) Based from your answers, complete the table below.

4) Without cutting a string 6 times, how many pieces are there? _____

5) Have you seen a pattern? If yes, describe the pattern and state your conjecture. Use
a
formula or equation in your conjecture, where y is the number of pieces and x is the
number of cuts.

6) Using your conjecture, how many pieces of strings can be made from (a)12 cuts?
(b) 24 cuts? (c) 35 cuts? and (d) 42 cuts? Show your solutions.

Page 5 of 10 |Mathematics 8 |Quarter 1 |Week 1

 Were you able to complete the task? If yes, you may proceed to the next page. If
no, take time to finish for you to better understand the next discussions.

EXPLAIN
How did you find activity 2? Have you given idea on how to generate a pattern?
Let us process your answers.

1. Based from the task, the complete solution is shown in the table below:

2. From the table, notice that the number of pieces (y) of strings is one more
than the
number of cuts (x). Thus, we can state our conjecture as, “The number of
pieces (y) when a string is cut x times can be computed using the formula
y = x + 1.”

3. Using the formula y = x + 1, we can now solve the number of pieces of

strings that
can be made from 12 cuts? 24 cuts? 35 cuts? and 42 cuts?
a) 12 cuts, x = 12 y = 12 + 1 = 13
b) 24 cuts, x = 24 y = 24 + 1 = 25
c) 35 cuts, x = 35 y = 35 + 1 = 36
d) 42 cuts, x = 42 y = 42 + 1 = 43

Were you able to get the same answers? If yes, very good! If no, I hope you were
able to understand the discussions above. Based from the given activity, the number of
pieces, y = x + 1, when a string is cut x times represents a sequence. Thus, the values
of y which are 2, 3, 4, 5, 6, 7,... is an example of a sequence.
The word sequence means an order in which one thing follows another in
succession. A sequence is an ordered list. For another example, if we write x, 2x2, 3x3,
4x4, 5x5, ___?, what would the next term in the sequence be—the one where the
question mark now stands? The answer is 6x6.

Sequences are classified as finite and infinite. A finite sequence contains a

limited number of terms. This means it has an end or last term. Consider the examples
below.

a) Days of the week: {Sunday, Monday, Tuesday, …, Saturday}

b) First 10 positive perfect squares: {1, 4, 9, 16, 25, 36, 49, 64, 81, 100}

On the other hand, an infinite sequence contains a countless number of terms.

The number of terms of the sequence continues without stopping or it has no end term.

Mathematics 10 |Quarter 1 |Week1 | Page 6 of 10

The ellipsis (…) at the end of the following examples shows that the sequences are
infinite. Consider the examples below.

a) Counting numbers: {1, 2, 3, 4, 5,...}

b) Multiples of 5: {5, 10, 15, 20, 15,...}

Sometimes a pattern in the sequence can be obtained and the sequence can be
written using a general term. In the previous example x, 2x2, 3x3, 4x4, 5x5, 6x6,...,
each term has the same exponent and coefficient. We can write this sequence as an =
nxn, n = 1, 2, 3, 4, 5, 6,..., where an is called the general or nth term.

A. Finding several terms of a sequence, given the general term:

Example 1.
Find the first four terms of the sequence an = 2n − 1.

Solution: To find the first term, let n = 1

an = 2n − 1 use the given general term
an = 2(1) – 1 substitute n by 1
a1 = 2 − 1 perform the operations
a1 = 1 simplify

Repeat the same process for the second to the fourth terms.
Find the second term, n = 2 a2 = 2(2) − 1 = 4 − 1 = 3
Find the third term, n = 3 a3 = 2 (3) − 1 = 6 − 1 = 5
Find the fourth term, n = 4 a4 = 2(4) − 1 = 8 − 1 = 7

Therefore, the first four terms of the sequence are 1, 3, 5, 7.

Example 2.
n
(−1)
Find the 5th to the 8th terms of the sequence b n= .
n+1

Solution: To find the 5th term, let n = 5

n
(−1)
b n= use the given general term
n+1
5
(−1)
b 5= substitute n by 5
5+1

−1
b 5= (− 1 raised to an odd number power is always negative)
6

Repeat the same process for the 6th to the 8th terms.
6
(−1) 1
Find the 6th term, n=6 b 6= =
6+1 7
7
(−1) −1
Find the 7th term, n=7 b 7= =
7+1 8
8
(−1) 1
Find the 8th term, n=8 b 8= =
8+1 9

Page 7 of 10 |Mathematics 8 |Quarter 1 |Week 1

 −1 1 1 1
Therefore, the 5th to the 8th terms of the sequence are , ,− , .
6 7 8 9

B. Finding the general term, given several terms of the sequence:

Example 3.

Write the general term of the sequence 5, 12, 19, 26, 33,...

Solution: Notice that each term is 7 more than the previous term. We can search the
pattern
using a tabular form.

In the pattern, the number of times that 7 is added to 5 is one less than the n th
term
(n – 1). Thus,
an = 5+ 7(n – 1) equate an and 5 + 7(n – 1)
an = 5 + 7n − 7 apply distributive property of multiplication
an = 7n - 2 combine similar terms

Therefore, the nth term of the sequence is an= 7n - 2, where n = 1, 2, 3, 4, 5,...

Example 4.
Write the general term of the sequence 2, 4, 8, 16, 32, ...

Solution: Notice that each term is 2 times the previous term. We can search the
pattern using
a tabular form.

Therefore, the nth term of the sequence is an = 2n, where n = 1, 2, 3, 4, 5,...

Example 5.
1 1 1 1
Find the general term of the sequence 1 , , , , ,…
4 9 16 25

Solution:

Mathematics 10 |Quarter 1 |Week1 | Page 8 of 10

 1 1 1 1 1 1
, , , , write 1 as
1 4 9 16 25 1

1 1 1 1 1
2
, 2, 2, 2 , 2 notice each denominator is an integer squared
1 2 3 4 5

1
Therefore, the nth term of the sequence is a n= 2 , where n = 1, 2, 3, 4, 5,...
n

ELABORATE
Activity 3: Term after Term!
Find the first 5 terms of the sequence given the nth term.
1. a n=n+ 4
2. a n=2 n−1
3.a n=12−3 n
4. a n=3n
5. a n=(−2)n

Activity 4: Getting to Know You

What is the nth term for each sequence below?
1. 3, 10, 17, 24,…
2. 5, 9, 13, 17,…
3. 5, 10, 15, 20,…
4. 3, 9, 27, 12, 81,…
5. ½, ¾, 5/6. 7/8, …

EVALUATE
ACTIVITY 5: Let’s Apply!
Answer the following problems.
1. The table below shows the cost of renting the Hall at Gatioan Hotel & Resort in
Santiago City depending on the number of attendees.

Number of Persons Rental Cost in Peso

20 6200
25 6500
30 6800
35 7100

Jose booked the hall for a birthday party for 40 persons. How much will he pay?

2. A rabbit population grew in the following pattern: 2, 4, 8, 16...if all the rabbits
live
and the pattern continues, how many rabbits will be in the 8 th generation?

3. Observe the things around you. Take a picture of objects forming a sequence.

Page 9 of 10 |Mathematics 8 |Quarter 1 |Week 1

 ANSWER KEY

ACTIVITY 1: LET’S INVESTIGATE!

- BECAUSE THEY CAN HOLD UP TRAFFIC

Activity 3: Term after Term!

1. 5, 6, 7, 8, 9
2. 1, 3, 5, 7, 9
3. 9, 6, 3, 0, -3
4. 3, 9, 27, 81, 243
5. -2, 4, -8, 16, -32

Activity 4: Getting to Know You

1. an = 7n - 4
2. an = 4n + 1
3. an = 5n
4. an = 3n
1
5, a n=
2n

ACTIVITY 5: Let’s Apply!

1. 7400
2. 32
3. Outputs may vary

REFERENCE
Ulep, S.A., et.al (2015). Mathematics 10 Learner’s Module
Villareal, A.A. and Gestoso, G. S. (2017). Mathematics for Grade 10 A Spiral Approach.
Quezon City. Educational Resources Corporation
Ticag, M. B., (2020). Mathematics – Grade 10, Alternative Delivery Mode
Quarter 1 – Module 1: Generating Patterns
https://www.slideshare.net/JSSagario/grade-10-math-module-1-searching-for-patterns-
sequence-and-series
https://pdfcoffee.com/lesson-plan-in-math-10-sequence-pdf-free.html

Mathematics 10 |Quarter 1 |Week1 | Page 10 of 10