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Math 10 Common Difference

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51 views

Math 10 Common Difference

Uploaded by

Mark Cristopher Munar
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING

MODULE
MATHEMATICS Gr.10│Q1 W2

PATTERNS AND ALGEBRA


MODULE IN MATHEMATICS 10

FIRST QUARTER
WEEK 2

Unit 1:
PATTERNS AND ALGEBRA

LESSON 1.1.2
 Arithmetic Sequences

LEARNING OBJECTIVE:
 Define an arithmetic sequence
 Identify arithmetic sequences
 Illustrate arithmetic sequences

EXPLORE

u will learn what an arithmetic sequence is. You will also learn the parts of an arithmetic sequence, as well as its uses i

There are 20 seats in the


front row of a theatre. Each
successive row contains two more
seats than the previous row. If there
are 18 rows, how many seats are
there in the last row of the theatre?

Activity 1: Guiding Questions

1. What pattern do the seats of the theater make?

2. How can you find the number of seats in the succeeding rows?

3. How many seats are there in next 4 rows?


3
s of arithmetic sequence and will be able to illustrate patterns and give own examples of arithmetic sequence. You will
FIRM UP
You gave your initial answers to the questions and statements given above.
Let’s find out how others would answer the above and compare their ideas to our own.
As you compare, you will find out if your ideas are in line with the standard. You will
also learn other concepts which will help you understand more about the lesson.
END OF EXPLORE:
Write B if you disagree with the statement.
Write A if you agree with the statement.
Write your response for each statement in the BEFORE LESSON column only.
Activity 2: Anticipation-Reaction Guide
5. How can outcomes of certain real-life problems be predicted?
4. Can you expect this pattern to continue infinitely? Explain.
An arithmetic sequence is a sequence whose consecutive terms have common difference
d.

The first term of an arithmetic sequence is denoted by a1, while the nth term is denoted
by an. For a sequence to be considered as an arithmetic sequence, the differences between all
pairs of consecutive terms have to be equal. Such difference is called common difference d.
Study the example below.

Example 1: Determine whether each sequence is an arithmetic sequence or not.


a. -2, -5, 3, 4, 7, 11, 19, 1, -0.3,…
b. 2, 5, 8, 11,…

Solutions:
a. to determine whether the sequence is an arithmetic sequence or not, check whether the
difference between consecutive terms are constant. First find the difference between the second
term and the first term.
-5-(-2)=-3
Then, find the difference between the third term and the second term.
3-(-5)=8

Since the differences are not the same (that is -3 and 8), the sequence is not an arithmetic
sequence.

b. In the given sequence , a1=2, a2= 5, a3=8, and a4=11.

Find the difference between each pair of consecutive terms.


a2 - a1= 3 a3 – a2 = 3 a4 – a3= 3

The common difference d is 3. Therefore the given sequence is an arithmetic sequence.

Check Your Progress!

1. Is the sequence 2, 5, 8, 11, 15,… an arithmetic sequence? Why or Why not?

−3 −1 1 3
2. Show that , , , ,… forms an arithmetic sequence.
2 2 2 2

END OF FIRM UP

on on the next section by answering your activity.


Now that you know the important ideas about the topic, let’s go deeper by moving
a given sequence is an arithmetic or not.
In this section, you were able to define arithmetic sequence and identify whether

4
DEEPEN

“Think Deeper”.
the concepts you’ve learned to think critically by answering the activity
this lesson, let us now look on the different examples on how are you going to apply
Using the knowledge and skills that you acquired in the explore and firm-up part of
giving examples of arithmetic sequence.
thinking skills/critical thinking skills on identifying arithmetic sequence and
Your goal in this section is to take a closer look on how deeper is your

A. Write 5 examples of arithmetic sequences and explain why it is considered an


arithmetic sequence.

1.____________________________________________________________________________
___________

2.____________________________________________________________________________
___________

3.____________________________________________________________________________
___________

4.____________________________________________________________________________
___________

5.____________________________________________________________________________
___________

B. Determine which of the following are in arithmetic sequence. If they are, write
the common difference.

1. 1, 5, 9, 13,…

2. 2, 4, 8, 16,…

3. -1, -7, -13, -19,…

4. 8, 5, 2, -1,…

5. 2, 6, 18, 54,…

6. -1, 5, 11, 17,…

7. 20, 23, 26, 29,…

1 1 1 1
8. , , , ,…
2 3 4 5

1 5 7
9. , 1, , ,…
3 3 3

5
10. -2, 5, -8, 11, -14,

END OF DEEPEN

next section.
a deeper understanding of the topic, you are now ready to do the task in the
arithmetic sequence to be able to use it in real life world. Now that you have
it, using the concepts of arithmetic sequence specifically on illustrating
In this section, the discussion was about arithmetic sequence and illustrating

SYNTESIS JOURNAL

Write a synthesis journal by answering and reflecting on the following questions.


1. HOW DID YOU FIND THE TASK?
__________________________________________________________________________________________________
Activity3: SYNTESIS JOURNAL
TRANSFER
__________________________________________________________________________________________________
__________________________________________________
Write a synthesis journal by answering and reflecting on the following
2. HOW DID THE TASK HELP YOU SEE THE REAL WORLD USE
questions.
OFARITHMETICSEQUENCE?
1. HOW DID YOU FIND THE TASK? Give concrete examples.
__________________________________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________
__________________________________________________
___________________________________________________________________________
_____________________
2. HOW DID THE TASK HELP YOU SEE THE REAL WORLD USE OF
TRANSFORMING QUADRATIC EQUATION INTO VERTEX FORM? CITE REAL
LIFE EXAMPLE.
ply your learnings to real life by making a synthesis journal.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________

TRANSFER End of Transfer


 You have completed this lesson. You’ve learned enough about transforming
quadratic equation into vertex form and its useful to real life. Congratulations!
real life by making a synthesis journal.
Your goal in this section is to apply your learnings to

End of Transfer
 You have completed this lesson. You’ve learned enough about arithmetic
sequences and illustrating arithmetic sequences and its useful to real life.
Congratulations!

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