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Name of Subject: MATHEMATICS

Topic/Grade: GRADE X - PATTERN

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included in this book are owned by their respective copyright holders.

Sir. Francis Kenneth L. Beriña

TEACHER

____________________________________________
STUDENT’S NAME

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Name of subject: MATHEMATICS
Grade Level: Grade 10
Subject Teacher: Francis Kenneth L. Berina
Duration: Week 1-2

MODULE
(Week 1-2)

PATTERN AND SEQUENCES

CONTENT STANDARDS:

You must demonstrate understanding of key concepts of sequences, polynomials ang polynomial
equations.

PERFORMANCE STANDARDS:

You must be able to formulate and solve problems involving sequences, polynomials and
polynomial equations in different disciplines through appropriate and accurate representations.

LEARNING COMPETENCY:

1. Generates patterns (M10AL-Ia-1)

2. Illustrates an arithmetic sequence (M10AL-Ib-1)
3. Determines arithmetic means, nth term of an arithmetic sequence and sum of the terms f a
given arithmetics sequence.

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 LESSON 1

PATTERN

WHAT TO KNOW?

Start Lesson 1 of this module by assessing your knowledge of the different mathematics concepts
previously studied and your skills in performing mathematical operations. These knowledge and skill will
help you understand patterns. As you go through this lesson, think of this important question: “How does a
pattern become a sequence?” To find the answer, perform each activity. If you find difficulties in answering
the exercises, seek the assistance of your Teacher and you may check your work with your teacher.

LET’S REVIEW!!!

 ACTIVITY 1: What’s Next?

Each question below shows a pattern. Answer the given questions.

1. What is the next shape?

2. What is the 10th number?

1, 3, 5, 7 ....

3. What is the next term?

AB1, CD7, EF13 ...

 ACTIVITY 2: Patter or Sequence?

Questions

1. Does the number of dots in the figure illustrate a pattern?

2. What pattern of numbers do you observe?
3. How many dots will appear in the next figure?
4. Can you derive a rule on how to determine the number of dots in the next figure?

How did you find the preceding activities? Are you ready to learn about PATTERNS? I’m sure you are! From
the activities done, you were able to draw the preceding term or shape of a pattern. You were able to distinguish
pattern from sequence. But how pattern used in solving real-life problems and in making decisions? You will
find these out in the activities in the next section. Before doing these activities, read and understand first some
important notes on pattern and sequence and the examples presented.
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 LET’S BEGIN!!!

A sequence, denoted by {a n}, is a function whose domain is the set of positive integers or a
finite subset of positive integers. It is an ordered set of numbers according to some pattern or rule. The
pattern is based on how each number affects the previous number.

The elements of sequences are called terms. The nth term of a sequence is represented by a n, such that
the first term is denoted by a 1, second term is a 2, and so on and so forth.

Study the following examples.

Example 1

a. Find the a 5, and a 6 of the sequence described by { 2, 7, 12, 17 …}

b. Given the sequence {1, 8, 27, …}, find a 4 and a 7

Solution:

a. Observe that f (n) is a positive set of even integers. Given that a 1 = 2, a 2 = 7, a 3 = 12, and a 4 =17,
observe that we add 5 in every preceding term. Therefore, a 5 = 22 and a 6 is equal to 27.

b. List all the terms in the sequence.

Term a1 a2 a3 a4 a5

Value of term 1 8 27 ? ?

Notice that the terms in sequence are perfect cube. Hence, you can establish a rule that the sequence is a function
whose terms are cube of the elements in the set of positive integers. So,
a 4=64

a 5=12

Example 2

Generate the first 5 terms defined by j ( n ) = {31n }

Solution:

This time, the rule or pattern is given. In order to generate the terms of the sequence, simply substitute
the first 5 numbers in the domain or n={ 1 ,2 , 3 , 4 , 5 } . So,

1 1 1
a 1= = =
3 n 3(1) 3

1 1 1
a 2= = =
3 n 3(2) 6

1 1 1
a 3= = =
3 n 3(3) 9

1 1 1
a 4= = =
3 n 3(4 ) 12
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 1 1 1
a 5= = =
3 n 3(5) 15

1
∧1
Therefore, the first 5 terms of the sequence are 1 1 1 12
, , ,
3 6 9 15

LET’S DO THIS!!!

Your goal in this section is to apply the key concepts of pattern. Use the mathematical
ideas and the examples presented in the preceding section to answer the activities provided.

 ACTIVITY 3: Finding Term

Do what is asked in each item.

1. Generate the first 7 terms of the sequence defined by a n=5 n+3.

2. Find a 6in the sequence { 3, 6, 9 …}

3. Find the missing term in the sequence { 4, ___, ___, 10}

4. Generate the first 5 terms of the sequence defined by a n=4 n2−7

5. Find the a 8 of the sequence { 2, 5, 11, 23 …}

LET’S LEARN MORE!!!

You can learn more by watching on this site:

https://youtu.be/ornkj0ZAY7k

LET’S GO DEEPER!!!

 ACTIVITY 4: Dig Deeper!

Answer the following questions.

1. An auditorium has 20 seats on the first row, 24 seats on the second row and 28 seats on the third row,
how many seats are there in the seventh row?

2. A writer wrote 890 words on the first day, 760 words on the second day and 630 words on the third day.
How many words can the writer write in the fifth day if the pattern continues?

3. A lending company offers 10% rate of interest monthly for any amount to be loaned. Suppose you
borrowed Php 50 000 and you agreed to pay in the fifth month, how much would you pay in all?

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(Problem for Nos. 4-5) You are visiting Enchanted Kingdom and go on Jungle Log Jam at 11:23am. You go on
a new ride after 18 minutes.

4. At what time do you go on the fifth ride?

5. How many rides do you go on within a three hours period?

LET’S EVALUATE!!!

 ACTIVITY 5: Term after Term

Find the first 5 terms of the sequence given the nth term.

1. a n=n+6

2. a n=5 n−1

3. a n=12−2 n

4. a n=2n

n
5. a n=(−3 )

Did you find the activity challenging? Were you able to find the first 5 terms of the pattern? For sure you
were able. In the next activity, you will write quadratic equations in standard form.

 ACTIVITY 6: Getting to know You!

Generate a rule for each sequence.

1. 0.25, 0.75, 1.25, …

2. 0.1, 0.01, 0.001, …

3. 5, 10, 15, 20 ….

4. 1, 4, 9, 16, …

5. 8, 14, 20, 26, …

How was the activity you have just done? Was it easy for you to write rule or pattern of a sequence? It was
easy for sure!
In this lesson the discussion was about pattern, their forms and how they are illustrated in real life. Go back to
the previous section and compare your initial ideas with the discussion. How much your initial ideas are found in the
discussion? Which ideas are different and need revision?

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 Now that you know the important ideas about this topic, let’s go deeper by moving on to the next section.

WHAT to REFLECT and UNDERSTAND

Your goal in this section is to take a closer look at some aspects of the topic. You are going to think and test
further your understanding of quadratic equations. After doing the following activities, you should be able to
answer this important question: how are patterns used in solving real-life problems and in making decision?

In this section, the discussion was about your understanding of patterns and how they are illustrated in
real life. What new realizations do you have about patterns? How would you connect this to real life?
How will you use this in making decision?
Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next
section.

LET’S EXPAND!!!

Your goal in this section is to apply your learning to real-life situations. You will be given a practical
task which will demonstrate your understanding of patterns.

 ACTIVITY 6: Where in the Real World?

1. Create a game, puzzle or brain teaser that involves pattern. Explain how your game, puzzle or brain
teaser works.

In this section, your task was to create your own game, puzzle or brain teaser about pattern.

How did you find the performance task? How did the task help you realize the importance of the topic in real
life?

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 LESSON 2

ARITHMETIC SEQUENCE,
MEANS AND SERIES

WHAT TO KNOW?

Start Lesson 2 of this module by assessing your knowledge of the different mathematics concepts
previously studied and your skills in performing mathematical operations. These knowledge and skills will help
you in solving arithmetic sequence. As you go through this lesson, think of this important question: how does
solving arithmetic sequence, means and series facilitate in solving real-life problems and in making decisions?
To find the answer, perform each activity. If you find any difficulty in answering the exercises, seek the
assistance of your teacher and check your answer with your teacher.

LET’S REVIEW!!!

 ACTIVITY 1: What do we have in Common?

1. Below are squares formed by matchsticks.

2. Count the number of matchsticks in each figure and record the results in the table.

Number of squares 1 2 3 4 5 6 7 8 9 10
Number of matchsticks

Questions:

a. Is there a pattern in the number of matchsticks? If there is, describe it.

b. How is each term (number of matchsticks) found?
c. What is the difference between any two consecutive terms?

How was the activity? What are the new things that you learned from the activity?

LET’S BEGIN!!!

The above activity illustrates a sequence where the difference

between any two consecutive terms is constant. The constant
Carl Gauss
number in the arithmetic sequence is called the common
difference (d)
In symbols,
Carl Gauss was born in 1777in Germany
d=an−an−1 created the formula for solving the sum of
arithmetic sequence.

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 The nth term of an arithmetic sequence can be expressed
generally, as

a n=an −1 +d

Examples:

1. 17, 15, 13, 11 ….

Each pattern of the sequence 17, 15, 11, 13 … is obtained by subtracting 2 (or adding negative 2) from
the preceding term.

a 1=17 a 2−a1=−2
a 2=15 a 3−a2=−2
a 3=13 a 4−a3=−2
a 4=11
Thus, the sequence has a common difference of -2, which makes it an arithmetic sequence.

2 6 10 14
2. , , , …
5 5 5 5
Check if there exists a common difference:
6 2 4
a 2−a1= − =
5 5 5
10 6 4
a 3−a2= − =
5 5 5
14 10 4
a 4−a3= − =
5 5 5

4
The difference between any two consecutive term is a constant, or d= . Hence the sequence is an
5
arithmetic sequence.

1 1 1
3. , , …
3 6 9

Check if there exists a common difference:

1 1 −1
a 2−a1= − =
6 3 6
1 1 −1
a 3−a2= − =
9 6 18
There is no common difference between any two consecutive terms. Therefore the sequence is not
arithmetic.

1
4. a n=
n2
Solve for the first 5 terms of the sequence. Substitute n with the first 5 terms ( 1, 2, 3, 4, 5)

1 1 1
a 1= =1 a 2= =
12 4 16
2

1 1 1 1
a 2= = a 2= =
22 4 5 2 25
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 1 1
a 2= =
32 3
1 1 1 1
The first 5 terms of the sequence are 1 , , , , … The common difference between 2
4 3 16 25
consecutive terms could not be established. Therefore, it is not an arithmetic sequence
Using the formula of finding the nth term of an arithmetic sequence, find the missing term in the following.
General Formula: a n=a1 + ( n−1 ) d where;
a n=nthterm
a 1=first term
d=common difference

Examples:

1. Find the 8th term of the arithmetic sequence if the 1st term is 5 and second term is 8.

2. The common difference in an arithmetic sequence is -2 and the 8th term is 12. What is the first term?

Solution:

1. Let a 8 be the 8th term of the arithmetic sequence 5, 8, …, a 8.

 Solve for the common difference first by subtracting the first term a 1 from the second term a 2.
a 2−a1=d
a 1=5∧a2=8, then
d=8−5=3

 Use the general rule. a n=a1 + ( n−1 ) d

a 1=5 d=3 n=8

a 8=5+ ( 8−1 ) 3
a 8=5+ ( 7 ) 3
a 8=5+21
a 8=26 th
Therefore, the 8 term is 26.

2. Given that d=−2, a 8=12, n=8, you can use the general rule to find the first term a 1.

a n=an −( n−1 ) d a 1=26

a 1=12−( 8−1 )−2 Therefore, the first term is 26.
a 1=12−( 7 ) −2
a 1=12−(−14)

The terms found between two extremes of an arithmetic sequence is called Arithmetic Means, this are
denoted by m1 ,m 2 , m3 , … mn

Examples

1. Insert an arithmetic mean between 5 and 9

2. Insert two arithmetic means between 5 and 20
3. Insert five arithmetic means between 3 and 12

Solution

1. The arithmetic sequence can be written as 5, m1, 9. This indicates that there are only three terms in the sequence
where a 1=5∧a3=9 .

To find the arithmetic mean, simply get the average of the two given terms since only one arithmetic mean is to
be inserted.
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 5+9 14
= =7 m1=7
2 2

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 2. The arithmetic sequence can be written as 5, m 1, m 2, 20. Based on the sequence there are only 4 terms. Assume
that a 1=5 and a 4=20 . Using the general rule, find the common difference d by substituting the known values of
a 1 and a 4.

a 4=a1+ ( 4−1 ) d
20=5+3 d
20−5=3 d
15=3 d
d=5

To find m 1 simply add the common difference to a 1.

m1=a 1+ d=5+5=10

Then to find m 2, add the common difference d to m 1.

m2=m1 +d=10+5=15

3. The arithmetic sequence can be written as 3, m 1, m 2,m3, m 4 , m5, 21. Using the general rule, find the common
difference d by substituting the known values of a 1 and a 7.

a 7=a1 + ( 7−1 ) d
21=3+ 6 d
21−3=6 d
18=6 d
d=3

Hence the arithmetic means are

m 1=a 1+ d=3+3=6
m2=m1 +d=6 +3=9
m 3=m2 +d=9+3=12
m4 =m3+ d=12+3=15
m 5=m 4 + d=15+3=18

The sum of the terms of an arithmetic sequence is called Arithmetic Series. The formula for arithmetic
series is

n
Sn = [ 2 a1+ ( n−1 ) d ]
2

Example:

Find the sum of the first 21 terms of the arithmetic sequence 60, 54, 48, …

n
Based on the given arithmetic sequence, a 1=60, and d=54−60=−6 . Use the formula Sn= [ 2 a1+ ( n−1 ) d ] to
2
solve for the sum of first 21 terms.
21
S21= [ 2 ( 60 ) + ( 21−1 )−6 ]
2
21
S21= [ 120+ ( 20 )−6 ]
2
21
S21= [ 120−120 ]
2
21
S21= [ 0]
2
S21=0
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 Therefore, the sum of the first 21 terms is 0.

LET’S DO THIS!!!

 ACTIVITY 2: ARITHMETIC or NOT?

Identify if the following sequence is arithmetic or not.

1 1 1
1. 20, 18, 16, 14 …. 3. , , … 5. 17, 14, 11 ….
2 4 6

4 9 14 19 2
2. , , , … 4. a n=
5 5 5 5 n3

How did you find the activity? Were you able to identify if the sequence is arithmetic or not? How are you
able to identify it?

LET’S LEARN MORE!!!

You can learn more by watching on this site:

https://www.youtube.com/watch?v=bM4bsgEh7p4&feature=share

LET’S GO DEEPER!!!

1. Suppose that there is a consistent increase of Php 1.50 per liter in the price of gasoline in the market
every two weeks. Prior to the increase the price was Php50.35 per liter. How much would 10 liters of
gasoline cost after 10 weeks?

2. An arithmetic sequence has a common difference equal to 7 and its 10th term is equal to 52. Find the 17th
term.

3. Determine the four means between 1 and 10.

4. Find the sum of the first 50 positive odd numbers.

5. Find four consecutive terms of an arithmetic sequence whose sum of the terms is 130.

LET’S EVALUATE!!!

 ACTIVITY 3: What is Missing??

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 Find the indicated term of the arithmetic sequence given the conditions.

1. a 1=5 , d=3 , a4 =?
2. a 1=3 , d=−5 , a6 =?
3. a 2=3 , a5=8 , a 7=?
4. a 4=−3 ,a 10 =3 , a4 =?
5. a 5=5 , a10=15 , a15=?

How did you find the activity? Were you able to solve for the missing term of the following? Were you
able to use the formula of finding the nth term of arithmetic sequence? I’m sure you are! To check your answer,
below is the solution of the question in your recent activity.

 ACTIVITY 4: Building Up!

Find the missing term in each arithmetic sequence.

1. 3, 12, 21, ___, ___, ___

2. 8, 3, -2, ___, ___, ___
3. 5, 12, ___, 26, ___
4. 2, ___, 20, 29 ___
5. 4, 10, 16, ___
6. 17, 14, ___, ___, 5
7. 4, ___, ___, 19, 24
8. ___, ___, ___, 8, 12, 16
9. -1, ___, ___, ___, 31, 39
10. 13, ___, ___, ___, -11, -17

Were you able to find the missing term in each sequence? I know you are! In the next activity you will learn
more about finding the missing term in between two terms in an arithmetic sequence.

 ACTIVITY 5: Get the Middle!

Solve for the average of the given numbers.

1. 2 and 6
2. 15 and 17
3. 95 and 99
4. 17 and 24
5. 65 and 75

Do you still remember how to get the average of two numbers? I know you remember! In the next activity
you will learn how to find the missing terms between two terms of an arithmetic sequence.

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  ACTIVITY 6: Warm Up!

Do what is asked.
A. Insert three arithmetic means between …
1. 4 and 16
2. 7 and 15
3. 14 and -2
−8
4. -4 and
5
2 38
5. and
3 3

Were you able to find the missing term in each sequence? I know you are! In the next activity you will learn
more about finding the sum of an arithmetic sequence.

LET’S EXPAND!!!

Your goal in this section is to apply your learning to real-life situations. You will be given a practical
task which will demonstrate your understanding of patterns.

 ACTIVITY 7: DIY Sequence

Create a 10 x 10 cross number puzzle. There must be at least 5 questions for both horizontal and vertical arrangement
of numbers. The question should involve arithmetic sequences, means, and series.

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