MATH 10 | WEEK 2

COMMISION ON DIOCESAN SCHOOLS OF LA UNION

MODULE FOR GRADE 10 MATHEMATICS
S.Y. 2020-2021

MATHEMATICS 10
FIRST QUARTER

MODULE 2
ARITHMETIC SEQUENCE

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GRADE 10 MATH LEARNING MODULE

Unit 1:
PATTERNS AND ALGEBRA

LESSON 1.1.2
 Arithmetic Sequences

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

EXPLORE
 In this lesson, you will learn what an arithmetic sequence is. You will also
learn the parts of an arithmetic sequence, as well as its uses in everyday
life.

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?

4. Can you expect this pattern to continue infinitely? Explain.

5. How can outcomes of certain real-life problems be predicted?

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Activity 2: Anticipation-Reaction Guide

Write your response for each statement in the BEFORE LESSON column only.

Write A if you agree with the statement.

Write B if you disagree with the statement.

END OF EXPLORE:
 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.

FIRM UP
 Your goal in this section is to understand key concepts of arithmetic sequence and
will be able to illustrate patterns and give own examples of arithmetic sequence.
You will also apply these concepts in solving real-life problems.

An arithmetic sequence is a sequence whose consecutive terms have common difference

d.

The first term of an arithmetic sequence is denoted by a 1, 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,…

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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 - a 1 = 3 a3 – a2 = 3 a4 – a3 = 3

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

ACTIVITY 3: 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
 In this section, you were able to define arithmetic sequence and identify
whether a given sequence is an arithmetic or not.
 Now that you know the important ideas about the topic, let’s go deeper
by moving on on the next section by answering your activity.

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

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Activity 4: “Think Deeper”

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, writ 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

10. -2, 5, -8, 11, -14,…

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

ACTIVITY 5: SYNTHESIS JOURNAL TRANSFER

Write a synthesis journal by answering and reflecting on the following  Your goal in this
questions. section is to apply
1. HOW DID YOU FIND THE TASK? your learnings to
_____________________________________________________________________________
real life by
_____________________________________________________________________________
_____________________________________________________________________________ making a
Activity3: SYNTESIS JOURNAL
_______________ synthesis journal.
2. HOW DID THE TASK HELP YOU SEE THE REAL WORLD USE OF
ARITHMETICSEQUENCE? Give concrete examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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References:

Grade 10 Mathematics : Patterns and Practicalties ( Revised Ed.) Pages 17 – 27

Integrative Mathematics though the Experiential Approach : ( Carmelita U. Cruz Ph. D.)

Pages 5 – 12

https://www.katesmathlessons.com/arithmetic-sequences.html