10

Mathematics
Quarter 1 – Module 1:
Generating Patterns

CO_Q1_Mathematics 10_ Module 1

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Generates Patterns
First Edition, 2020

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Reviewer’s Name: Bryan A. Hidalgo, Heather G. Banagui, Selalyn B. Maguilao, Jim
Alberto
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 10

Mathematics
Quarter 1 – Module 1:
Generating Patterns

0
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need To Know

This module was designed and written with you in mind. It is here to indulge you in
discovering and generating patterns. The scope of this module permits it to be used
in many different learning situations. Recognizing and extending patterns are
important skills needed to the learning of concepts related to sequences. The
arrangement of the lessons follows the standard sequence of the course. But the
pacing in which you read and answer this module is dependent on your ability.

Primarily, the scope of this module is to develop your skill in generating patterns.
While going through this module, you are expected to:
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.

What I Know

Let us determine how much you already know about generating patterns. If you
answer all the test items correctly in this pretest, then you may skip studying this
learning material and proceed to the next learning module.

DIRECTION: Read and understand each item, then choose the letter of your answer
and write it on your answer sheet.

1. Which of the following does not show a sequence?

A) K to 12 Curriculum C) Body temperature
B) Months of a year D) Counting numbers
2. Which of the following is a finite sequence?
A) negative even numbers C) even numbers greater than 1
B) even numbers below 100 D) even numbers between 10 and 50
3. What is the 9th term in the sequence −1, 4, −9, 16, −25, …?
A) 64 B) −81 C) −64 D) 81
4. Find the first four terms of the sequence 𝑎𝑛 = 5𝑛 − 1.
A) 5, 10, 15, 20 C) 4, 9, 14, 19
B) 6, 11, 16, 21 D) 5, 9, 13, 17

CO_Q1_Mathematics 10_ Module 1

 (−1)𝑛
5. What is the 20th term of the sequence 𝑎𝑛 = 𝑛2
?
1 1 20 20
A) B) − C) D) −
400 400 400 400

6. What rule will correctly describe the sequence: 2, 5, 10, 17, 26, 37, …?
A) 𝑛 + 1 B) 2𝑛 C) 2𝑛 + 1 D) 𝑛2 + 1

1 1 1 1 1
7. Find the nth term of the sequence − 2 , 4 , − 6 , 8 , − 10 , . ..
(−1)n −1
A) 𝑎n = 2n
C) 𝑎n = 2n
(−1)n 1
B) 𝑎n = 2 D) 𝑎n = − 2n

8. What are the next four terms of the sequence 2, 3, 5, 8, ....?

A) 12, 17, 23, 30 C) 13, 21, 34, 55
B) 12, 20, 33, 54 D) 13, 18, 23, 28
9. Consider the figures below, what is the nth term of the sequence?

𝑛+1 𝑛(𝑛+1) 2𝑛 𝑛2 +1
A) B) C) D)
𝑛 2 𝑛+1 2

10. Which numerical pattern follows the rule “the next term is obtained by
alternately subtracting 2 and multiplying by 3”, when starting with 5?
A) 5, 7, 21, 69 C) 5, 9, 14, 36
B) 5, 3, 6, 4, 12 D) 5, 3, 9, 7, 21

11. Which is the next ordered pair in the pattern (1, 6), (3, 18), (5, 30)?
A) (7, 49) B) (7, 42) C) (8, 56) D) (8, 64)
(−1)𝑛+1 (𝑛−1)(𝑛+2)
12. In the sequence, 𝑎𝑛 = 𝑛
, what is 𝑎5 ?
28 24 30 26
A) 5
B) − 5
C) 5
D) − 5

13. If x represents the number of terms, what is the rule for this pattern?
1st term: 32, 2nd term: 36, 3rd term: 40
A) 4𝑥 B) 𝑥 + 4 C) 4𝑥 + 28 D) 4𝑥 + 32

14. Which of the following patterns shows infinite sequence?

A) 6, 12, 18, 24, 30 C) First 20 whole numbers
B) English Alphabets D) 100, 50, 25, 12.5, . ..

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CO_Q1_Mathematics 10_ Module 1
15. Madison has the number pattern {5, 3, 8, 6, 11} for a homework problem. She says
that the number pattern is alternately adding 5 and subtracting 2. Did Madison
correctly describe the pattern?
A) No, the pattern is alternately adding 5 and subtracting 2.
B) No, the pattern is alternately subtracting 2 and adding 5.
C) No, the pattern is alternately subtracting 3 and adding 4.
D) Yes, Madison's description of the pattern is correct.

Lesson Generating Patterns

What’s In

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. Hence, let us review
inductive reasoning and perform the activities that follow.
review
Inductive Reasoning is the process of observing data, recognizing patterns,
and making generalizations (conjecture) from observations. A conjecture is a
conclusion made from observing data or an educated guess based on patterns.

Activity 1. Complete Me!

Direction: Make a conjecture about each pattern. Then use your conjecture to draw
or write the next term in the pattern.
A) Complete the puzzle below by providing the needed term/s in each pattern.

ACROSS
3) 1, 8, 27, 64, 125, ___
5) 4, 20, 100, 500, ___
7) 1, 1, 2, 3, 5, 8, ___
8) J, F, M, A, M, J, J, A, __, __, __, __

DOWN
1) 2, 4, 6, 8 10, ___
2) 128, 64, 32, ___
4) 1, 10, 100, 1000, ___
5) 3, 9, 27, 81, ___
6) 1A, 2B, 3C, ____
9) O, T, T, F, F, S, S, E, ___, ___
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CO_Q1_Mathematics 10_ Module 1
B) Draw the next object in each picture pattern.

1) 4)

2) 5)

3) 6)

What’s New

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.

Number of cuts (x) 1 2 3 4 5

Number of pieces (y)

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.

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CO_Q1_Mathematics 10_ Module 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.

What Is It

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:

Number of cuts (𝑥) 1 2 3 4 5 6

Number of pieces (y) 2 3 4 5 6 7

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, 2𝑥 2 , 3𝑥 3 , 4𝑥 4 , 5𝑥 5 ,
?, what would the next term in the sequence be - the one where the question mark
now stands? The answer is 6𝑥 6 .
definition

A sequence is a set of objects which is listed in a specific order, one after

another. Each member or element in the sequence is called term. The terms in
a sequence can be written as 𝒂𝟏 , 𝒂𝟐 , 𝒂𝟑 , 𝒂𝟒 , . . . , 𝒂𝒏 , . .. which means 𝑎1 is the first
term, 𝑎2 is the second term, 𝑎3 is the third term, …, 𝑎𝑛 is the nth term, and so
on.

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CO_Q1_Mathematics 10_ Module 1
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. 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, 2𝑥 2 , 3𝑥 3 , 4𝑥 4 , 5𝑥 5 , 6𝑥 6 , . . .,
each term has the same exponent and coefficient. We can write this sequence as
𝑎𝑛 = 𝑛𝑥 𝑛 where 𝑛 = 1, 2, 3, 4, 5, 6, . .., and 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

𝑎𝟏 = 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.
(−1)𝑛
Find the 5th to the 8th terms of the sequence 𝑏𝑛 = .
𝑛+1

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

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CO_Q1_Mathematics 10_ Module 1
 (−1)𝑛
𝑏𝑛 = use the given general term
𝑛+1

(−1)5
𝑏5 = substitute 𝑛 by 5
5+1
−1 1
𝑏5 = =− simplify (−1 raised to an odd number power is always negative)
6 6

Repeat the same process for the 6th to the 8th terms.
(−1)6 1
Find the 6th term, 𝑛 = 6 𝑏6 = =
6+1 7

(−1)7 −1 1
Find the 7th term, 𝑛 = 7 𝑏7 = = =−
7+1 8 8

(−1)8 1
Find the 8th term, 𝑛 = 8 𝑏8 = =
8+1 9

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.

Term Given Pattern

1 5 5 5 + 7(0)
2 12 5 + 7 5 + 7(1)
3 19 5 + 7 + 7 5 + 7(2)
4 26 5 + 7 + 7+7 5 + 7(3)
5 33 5 + 7 + 7+7+7 5 + 7(4)
n an 5 + 7 + 7 + 7 + 7 +…+ 7 5 + 7(n – 1)

In the pattern, the number of times that 7 is added to 5 is one less

than the nth 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, . ..

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CO_Q1_Mathematics 10_ Module 1
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.
Term Given Pattern
1 2 2 21
2 4 2(2) 22
3 8 2(2)(2) 23
4 16 2(2)(2)(2) 24
5 32 2(2)(2)(2)(2) 25
n an 2(2)(2)(2)(2)…(2) 2n

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

1 1 1 1 1 1
Solution: , , , , , . .. write 1 as
1 4 9 16 25 1

1 1 1 1 1 1
, , , , ,..., notice each denominator is an integer squared
12 22 32 42 52 𝑛2

𝟏
Therefore, the nth term of the sequence is 𝒂𝒏 = , where 𝑛 = 1, 2, 3, 4, 5, . ..
𝒏𝟐

What’s More

Now, it’s your turn to apply the concepts on sequences and patterns to find the
specified terms of a sequence when given its general term and vice versa.

Activity 3. Your Turn!

Direction: Answer what is asked in each set of exercises on a separate sheet of paper

• In Exercises 1 – 4, write the first four terms of each sequence. Assume 𝑛 starts
at 1.

𝑛
1) 𝑎𝑛 = 𝑛 2) 𝑎𝑛 =
𝑛+1

𝑛(𝑛+1)
3) 𝑎𝑛 = (−1)𝑛+1 𝑛2 4) 𝑎𝑛 = 2

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CO_Q1_Mathematics 10_ Module 1
 • In Exercises 5 – 8, find the indicated term of each sequence given.

1 𝑛 (𝑛+1)2
5) 𝑎𝑛 = ( ) 𝑎9 = ? 6) 𝑎𝑛 = 𝑎14 = ?
2 𝑛−9

(−1)𝑛+1 (𝑛−1)(𝑛+2) 𝑛 𝑛
7) 𝑎𝑛 = 𝑛
𝑎7 = ? 8) 𝑎𝑛 = ( 9 − 12) 𝑎99 = ?

• In Exercises 9 – 12, write an expression for the nth term of the given sequence.
Assume 𝑛 starts at 1.

9) 2, 4, 6, 8, 10, . .. 10) 1, −1, 1, −1, 1, . ..

1 1 1 1 1
11) 3, 9, 27, 81, . .. 12) , , , , , . ..
2∙1 3∙2 4∙3 5∙4 6∙5

What I Have Learned

Great! You have reached this part of the module. To ensure your full understanding
on the concepts related to generating patterns, it’s important that you are able to
complete each statement below.

1) A sequence is ________________________________________________________
2) A term is ____________________________________________________________
3) A finite sequence contains _______________________ while infinite sequence
contains ______________________.
4) To find the specified term/s of a sequence when given the general term,
______________________________________________________________.
5) To write the general term of a sequence when given some terms,
______________________________________________________________.

What I Can Do

Generating patterns is a vital concept in performing any mathematical investigation.

Similar to the previous activity on the number of pieces when a string is cut x times,
a sequence is formed when a repeated process following a certain rule is employed.
To perform a simple mathematical investigation, perform the task below.

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CO_Q1_Mathematics 10_ Module 1
Activity 4. Let’s Investigate!

Direction: Given the figures below, perform a mathematical investigation by following

the given steps.

Figure 1 Figure 2 Figure 3 Figure 4

Step 1. To investigate, you are going to make your own problem to solve. Based from
the figures above, what do you think could be a probable problem to
investigate?

Step 2. Identify your variables (dependent and independent variables). For example,
number of pieces of strings, 𝑎𝑛 , and number of cuts 𝑛. Then list your data.
Step 3. Present your data in a tabular form.

Term Sequence Pattern

1
2
3
4
𝑛 𝑎𝑛

Step 4. State your conjecture using a general or nth term.

Step 5. Test your conjecture. Using your derived formula or general term, find the
first four terms of your sequence if it matches.

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CO_Q1_Mathematics 10_ Module 1
 Assessment

Let us determine how much you have learned from this module. Read and
understand each item, then choose the letter of your answer and write it on your
answer sheet.

1. Which of the following shows a pattern?

A) 3, 2, 3, 2, 3, 2 C) A, G, M, T, 0, 9
B) 5, 7, 2, T, 6, Y D) smooth, long, wall, sing
2. Which of the following defines infinite sequence?
A) days of the week C) every other day
B) teenage life D) first Fridays of July 2020

3. What are the next three terms of the sequence 1, 11, 22, 34, . . ..?
A) 46, 60, 75 B) 47, 61, 76 C) 42, 54, 66 D) 44, 60, 74

(−1)𝑛
4. What is the 25th term of the sequence 𝑎𝑛 = ?
𝑛2
1 1 25 25
A) 625
B) − 625 C) 625
D) − 625

5. What is the 11th term in the sequence −1, 4, −9, 16, −25, ..?
A) 100 B) −100 C) 121 D) −121

6. Find the first four terms of the sequence 𝑎𝑛 = 3𝑛 + 2.

A) 5, 7, 11, 14 B) 5, 8, 11, 15 C) 5, 8, 11, 14 D) 5, 9, 13, 17

7. Which numerical pattern follows the rule “the next term is obtained by alternately
subtracting 3 and multiplying by 2”, when starting with 5?
A) 5, 10, 20, 40, 50 C) 5, 2, −1, −4, −7
B) 5, 2, 4, 1, 2 D) 5, 8, 16, 19, 38

8. What rule will correctly describe the sequence: 2, 6, 12, 20, 30,…?
A) 𝑛 + 1 B) 𝑛2 + 1 C) 2𝑛 + 1 D) 𝑛2 + 𝑛

1 1 1 1 1
9. Find the nth term of the sequence , − , , − , ,…
2 4 6 8 10

−1 (−1)(n+1) (−1)(n+1) 1
A) an = 2n
B) an = 2
C) an = 2n
D) an = − 2n

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CO_Q1_Mathematics 10_ Module 1
10. Which is the next ordered pair in the pattern (2, 1), (4, 4), (6, 9)?
A) (8, 12) B) (7, 16) C) (8, 16) D) (7, 12)

11. What is the 8th term in the sequence 9, 4, −1, −6, −11, …?
A) −21 B) −26 C) −31 D) −36
(−1)𝑛+1 (𝑛−1)(𝑛+2)
12. In the sequence, 𝑎𝑛 = , what is 𝑎10 ?
𝑛
108 54 52 104
A) 10
B) − 5
C) 5
D) − 10

13. Which of the following patterns shows finite sequence?

A) 6, 12, 18, 24, 30, … C) First 20 whole numbers
B) multiples of 6 D) 100, 50, 25, 12.5, …

14. Find the general term of the sequence 3, 9, 27, 81, …

A) 3𝑛 B) 𝑛3 C) 3𝑛 D) 𝑛 + 3

15. Write the first four terms of the sequence 𝑎𝑛 = 𝑛2 − 1.

A) 0, 3, 8, 15 B) 1, 3, 5, 7 C) 1, 5, 10, 16 D) 0, 2, 7, 12

Additional Activities

Awesome! Before we end this module, let me introduce a puzzle game called Tower
of Hanoi. Are you familiar with this game? If not, allow me to introduce it to you.

In the Tower of Hanoi puzzle a

player attempts to move a large pile of
disks, known as the Tower, from the
leftmost peg to the rightmost on the
puzzle board. The rules of the puzzle
state that the player can only move one
disk per turn and can never place a
larger disk onto a smaller one at any
time.

If you are interested to play the puzzle, you can search it on the internet. For
the meantime, I just want to use the puzzle game for the purpose of applying
sequences and generating patterns.

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CO_Q1_Mathematics 10_ Module 1
Situation: In playing the game, you can choose the number of disks of your tower
and play with the least possible moves. The least number of moves when
playing the puzzle with respect to the number of disks are as follows:

Number of Disks Number of Moves Number of Disks Number of Moves

1 1 5 31
2 3 6 63
3 7 7 127
4 15 9 255

Task: Based on the above data, find the general term in finding the number of moves
with respect to the number of disks in playing the tower of Hanoi.

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CO_Q1_Mathematics 10_ Module 1
CO_Q1_Mathematics 10_ Module 1
14
What I Know (1) C (4) C (7) A (10) D (13) C
(2) D (5) A (8) A (11) B (14) D
(3) B (6) D (9) B (12) A (15) B
What’s In (Activity 1)
What’s More (Activity 3)
54
1) 1, 2, 3, 4 4) 1, 3, 6, 10 7) 10) 𝑎𝑛 = (−1)𝑛+1
7
1 2 3 4 1
2) , , , 5) 8) −1 11) 𝑎𝑛 = 3𝑛
2 3 4 5 512
1
3) 1, −4, 9, −16 6) 45 9) 𝑎𝑛 = 2𝑛 12) 𝑎𝑛 =
(𝑛+1)∙𝑛
What I Have Learned
1) a set of objects which is listed in a specific order. 4) answer may vary
2) each member or element in the sequence. 5) answer may vary
3) limited number of terms; countless number of terms
What Can I Do (Activity 4)
No. of Hexagons (n) No. of Triangles (an) Pattern
1 6 6 6 + 4(0)
2 10 6+4 6 + 4(1)
3 14 6+4+4 6 + 4(2)
4 18 6 + 4 + 4 +4 6 + 4(3)
N an 6+4+4+4+…+4 6 + 4( n-1) or 4n + 2
Conjecture:
The total number of triangles, 𝑎𝑛 , used in the nth term hexagonal sequence is 𝟒𝒏 + 𝟐.
(A)
Assessment (1) A (4) B (7) B (10) C (13) C
(2) C (5) D (8) D (11) B (14) C
(3) B (6) C (9) C (12) B (15) A
Additional Activities
The least possible number of moves, 𝑎𝑛 , with respect to the number of disks (𝑛) can be computed using the
general term 𝒂𝒏 = 𝟐𝒏 − 𝟏.
Answer Key
References
Jaap’s Puzzle Page (2012). Tower of Hanoi. Retrieved from
http://nozdr.ru/puzzles/hanoi.htm
Oronce, Orlando and Mendoza, Marilyn (2010). Logical Reasoning. E-math
III Geometry – Revised Edition
SureSwift Capital (2020). Patterns Questions. Help Teaching. Retrieved from
https://www.helpteaching.com/questions/Patterns
Young, Cynthia (2010). Sequences and Series. Precalculus

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CO_Q1_Mathematics 10_ Module 1
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CO_Q1_Mathematics10_ Module
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