Pre Calculus

Quarter 1 – Module 13:

Series and Sequence
Pre Calculus
Alternative Delivery Mode
Quarter 1 – Module 13: Series and Sequence
First Edition, 2020

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 Pre Calculus
Quarter 1 – Module 13:
Series and Sequence
Introductory Message
For the facilitator:

Welcome to the Pre Calculus 11 Alternative Delivery Mode (ADM) Module on Series
and Sequence!

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Pre Calculus 11 Alternative Delivery Mode (ADM) Module on Series
and Sequence!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

iii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

iv
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand sequence and series. Particularly, this will provide you guide on how to
differentiate sequence from series. Enjoy as you observe, investigate and discover
patterns and formulate appropriate mathematical statements.

The module is composed of one lesson, namely:

 Lesson 1 – Sequence and Series

After going through this module, you are expected to:

1. Discover and investigate patterns.
2. Differentiate sequence and series.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is a sequence?

a. 0, 1, 2, 3, 4 c. { 0, 1, 2, 3, 4 }
b. 0 + 1 + 2 + 3 + 4 d. { 0 + 1 + 2 + 3 + 4 }

2. Which of the following is a series?

a. 1, -2, 4, -8, 16, c. ( 2, 5, 8, 11, 14, 17 )
1 1 1 1
b. − + ∙∙∙ − d. ( 25 + 20 + 15 + 10 + 5 )
2 4 8 256

3. Which of the following is not related with sequence?

a. List of numbers c. Succession of numbers
b. Arrangement of numbers d. Disarray of numbers

4. What term is associated with series?

a. summation c. succession
b. reciprocal d. factor

5. In the given 6 + 3 + 0 – 3 – 6 , which of the following statement is true?

a. It is a sequence.

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 b. It is series.
c. It is both a sequence and a series.
d. It is neither a sequence nor a series.

6. Which of the following is a list of numbers with common difference?

a. Arithmetic sequence c. Geometric sequence
b. Fibonacci sequence d. Harmonic sequence

7. What do you call with the sum of the list of numbers having common ratio?
a. Arithmetic series c. Geometric series
b. Fibonacci series d. Harmonic series

8. Which sequence is formed by comprising the two terms to get the preceding
terms?
a. Arithmetic series c. Geometric series
b. Fibonacci series d. Harmonic series

9. Which of the following is an arithmetic sequence?

1 1 1 1
a. 3, 6, 12, 24 c. 1, 5, 9, ,
13 17
b. 18, 15, 12, 9, 6 d. 2, 3, 5, 8, 13

10. Which of the following is not a Fibonacci sequence?

a. 1, 3, 4, 7, 11 c. 1, 2, 3, 5, 8
b. 2, 4, 6, 10, 16 d. 2, 4, 6, 8, 10

11. 1, 0.1, 0.001, 0.0001 is what type of sequence?

a. Arithmetic sequence c. Geometric sequence
b. Fibonacci sequence d. Harmonic sequence

12. Which of the following shows a geometric series?

a. 1 - 2 + 6 – 24 + 120 c. -2 + 0 + 2 + 4 + 6 + 8
b. 1 - 4 + 8 – 16 + 32 d. 1 + 4 + 8 + 13 + 19

13. 1 + 5 + 9 + ∙ ∙ ∙ + 33 is what kind of series?

a. Arithmetic series c. Geometric series
b. Fibonacci series d. Harmonic series

14. Which of the following is not true with series?

a. Series is the sum of the sequence.
b. Series is a list of terms.
c. Series is the sum of a list of terms.
d. Series, which is not a list of terms, is the sum of the terms in a
sequence.

15. In the given 5, 15, 45, 135, 405 which statement is true?
a. 5, 15, 45, 135, 405 is a sequence.

2
 b. 5 + 15 + 45 + 135 + 405 is a sequence.
c. 5 + 15 - 45 + 135 - 405 is its series.
d. 5, 15, 45, 135, 405 is its series.

Lesson

1 Series and Sequence

Many situations in our real life involves sequence and series such as looking
at the time, weekly visitation of the collector of the money, number of Covid cases,
days of distributuion of relief goods(ayuda) and more. Understanding the pattern
formed is what important to enable us develop formulae for these.

Describe the pattern. How do you see it growing?

Series are similar to sequences. Actually, the main difference between a series and a
sequence is that a sequence is an arrangement of numbers in a particular order,
while series is the sum of the elements of a sequence. Let’s explore more of series
here together with sequences.

What’s In

Identify whether the given is a series or a sequence. Arrange them in the

table below.
a. 1, 3, 5, 7, 9
b. 1 + 4 + 7 + 10 + 13
c. 2 - 4 + 8 – 16 + 32
1 1 1 1 1
d. 2 , 3 , 4 , 5 , 6
1 3 5 7 9
e. 2 + 2 + 2 + 2 + 2
f. 1, 3, 4, 7, 11, 18

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 Series Sequence

Guided Questions:
1. What do you consider in identifying a series? A sequence?
2. How does series and sequence differ?
3. What pattern did you observe in each series?
4. Can you rewrite series in sequence and vice versa? Why?

Notes to the Teacher

Solutions should be provided for exercises which will not be
successfully answered by the learners especially for “Additional
Activities” Part.

What’s New

One morning (day 1) two people start a chain letter via email. Each of them
sends a message to four other people with the instructions that the receiver must
forward the message to other four people the following morning. Assume this
process continues each morning without any repetition of recipients.
Work on these.
1. Calculate the number of new recipients to the message on day 2, day 3,
day 4 and day 5.
2. 2. Identify the pattern in the sequence of numbers generated in the
activity i.e. come up with the ‘common ratio’
3. Can you come up with the formula for the nth term of the sequence
and use it to calculate the number of new recipients on the 7th day.
4. Calculate the total number of people who have received the message in
the first 5 days.

4
 What is It

Definition:
A sequence is a function whose domain is the set of positive integers
or the set {1, 2, 3, . . . ,n}.
A series represents the sum of the terms of a sequence.

Types of Sequence and Series

An arithmetic sequence is a sequence in which each term after the first
is obtained by adding a constant (called the common difference) to the
preceding term. a, a+d, a+2d, a+3d, …

Arithmetic series is the sum of an arithmetic sequence.

a+ (a+d) + (a+2d) + (a+3d) + …
𝑛
Associated sum: 𝑺n = 2 [ 𝟐𝒂1 + (𝒏 − 𝟏)𝒅]

where S = the sum

n = the number of terms
a1 = the first term
d = common difference

Example 1. Given the sequence 5, 8, 11, 14, 17, …

By observing ang looking at the pattern formed by the sequence, we can see
that the preceding term is obtained by adding 3 (common difference) to each terms.
5, 8, 11, 14, 17, … is an arithmetic sequence
5 + 8 + 11 + 14 + 17 + … is its arithmetic series
𝑛 6
Associated sum: 𝑺n = 2 [ 𝟐𝒂𝟏 + (𝒏 − 𝟏)𝒅] = 2[ 𝟐(5) + (6 − 𝟏)3]

= 3{10+ 15}
= 3(25)
S6= 75

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 A geometric sequence is a sequence in which each term after the first is
obtained by multiplying the preceding term by a constant (called the
common ratio). a, ar, ar2, ar2, …

Geometric series is the sum of an geometric sequence.

a + ar + ar2 + ar2 + …
Geometric sum
𝑎 −𝑎 𝑟 𝑛
𝑺n = 1 1−𝑟1 , r = ≠ 1
where S = sum
𝑎1 = first term
n = number of terms
r = common ratio

Example 2. Given the sequence 3, -6, 12, -24 … -384

Each term in the sequence is obtain by multiplying -2 (common ratio) to its

preceding term.
3, -6, 12, -24 … -384 is an geometric sequence
3 - 6 + 12 - 24 … - 384 is its geometric series
𝑎1 −𝑎1 𝑟 𝑛 3−3( −26 ) 3−3(128) −381
𝑺n = 1−𝑟
= 1−(−2)
= 1−(−2)
= 3
= -127

1
If { an } is an arithmetic sequence, then the sequence with nth term bn = 𝑎𝑛
is a harmonic sequence, and its sum is harmonic series.

Given the above sequence 5, 8, 11, 14, 17, …, by applying its definition
1
bn = 𝑎𝑛
, we can transform this into new sequence.

1 1 1 1 1
5
+ 8
+ 11
+ 14
+ 17
is now a harmonic series.

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 What’s More

Activity 13.1. Better Know Me!

Write SEQ if the given item ia s sequence , and write SER if it a series. If possible,
identify also their types.
1. 1+ 2 + 4 + 8 + 16
2. 2, 8, 10, 18, . . .
1 1 1 1 1
3. , , , , ,...
2 4 6 8 10
1 1 1 1
4. + + + + ...
4 16 64 256
5. 1 + 2 + 22 + 23 + 24
6. 0.1, 0.01, 0.001, 0.0001, . . .
7. 3 + 5 + 7 + 9 + 11
8. 4, 6, 10, 16, 26, . . .
9. 81 + 72 + 63 + ∙ ∙ ∙ -9
10. 1, 3, 6, 10, 15, ∙ ∙ ∙ , 55

Activity 13.2. Write My MATCH!

Determine whether the given is a sequence or series. If it is a sequence write its

corresponding series, and if it’s a series write its corresponding sequence.
1. 4 + 9 + 14 + ∙ ∙ ∙ + 64 _____________________________
1
2. 81, 27, 9 , ∙ ∙ ∙ , 81
_____________________________
3. 1 + 3 + 6 + 10 + 15 + 21 + ∙ ∙ ∙ + 55 _____________________________
4. -10, – 2, 6, ∙ ∙ ∙ 46 _____________________________
5. 10 + 2 + 0.4 + 0.08 + ∙ ∙ ∙ _____________________________

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 What I Have Learned

Every man is made unique and special. So as You!

Give 3 special characteristics of Series and Sequence. Below give real life situations
where you can apply the two.

___ ___
__ ___

Series Sequence

What I Can Do

My Snowflake.
A very popular song has risen from this movie. As popular as its movie, a season 2
was released. It is from the Disney animated film “Frozen”. One of my favorite song
includes the phrase “frozen fractals all around”. Look for the lyrics, and find this
phrase also.
For this module, we are going to explore a fractal called the “Koch Snowflake”,
sound familiar? Yes? No? Well, this activity will let you explore more on it.

“Koch Snowflake”

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Direction: Construct a sequence and series of figures T0, T1, T2, T3, . . ., Tn.
Condition: T0 is an equilateral triangle of side length 1 cm. (See stage 1)
T1 is to obtain from T0 by replacing the middle third of each edge
1
of T0 by an outward equilateral triangle whose side length is 3cm

of the side length of the triangle T0. (See stage 1)

Now, T2 is obtained from T1 by replacing the middle third of each edge
1
of T1 by an outward facing triangle whose side length is 3cm of the

side length of the triangles T1,, and so on. (See stage 3 and 4)
Task: Write the first five terms of sequence and find the value of its series.
a. side length of { Tn }
b. number of sides of { Tn }
c. perimeters of { Tn }

*Use a short bond paper for this output. Draw the picture for better understanding
of lesson.

Rubrics:
Criteria Excellent Very Satisfactory Needs
Satisfactory Improvement
Content (15) Complete 2-3 parts are 4-5 parts are 6-7 parts are
parts are missing. (13) missing. (11) missing. (9)
written. (15)

Presentation Output is Output is Output is Output is

of Output exceptionally attractive in acceptably distractingly
(10) attractive in terms of attractive messy and not
terms of design, layout though it may attractive (4)
design, layout and neatness be a bit messy
and neatness (8) (6)
(10)
Complete Substantial Partial Limited
Mathematical understanding understanding understanding understanding
Content/ of the of the of the of the
Reasoning mathematical mathematical mathematical mathematical
(10) concepts is concepts is concepts is concepts is
evident in the applied. (8) applied. (6) applied. (4)
presentation.
(10)

3
 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Which of the following is a sequence?

a. { 5 + 15 + 25 + 35 + 45 } c. { 2, 4, 8, 16, 32 }
b. 0 + 3 + 6 + 9 + 12 d. 3, 5, 7, 9, 11

2. Which of the following is a series?

1 1 1 1
a. , ,
2 4 6
∙∙∙ 20
c. ( 1, 8, 8, 11, 14, 17 )
1 1 1
b. ( 25 + 20 + 15 + 10 + 5 ) d. 1 − 2 + 4
∙ ∙ ∙ − 128

3. How do you define sequence?

a. List of numbers c. Succession of numbers
b. Arrangement of numbers d. Disarray of numbers

4. Which of the following is not true with series?

a. Series is the sum of the sequence.
b. Series is a list of terms.
c. Series is the sum of a list of terms.
d. Series, which is not a list of terms, is the sum of the terms in a
sequence.

5. In the given 6 + 3 + 0 – 3 – 6 , which of the following statement is true?

a. It is a sequence.
b. It is series.
c. It is both a sequence and a series.
d. It is neither a sequence nor a series.

6. What do you call with the sequence of numbers having common ratio?
a. Arithmetic sequence c. Geometric sequence
b. Fibonacci sequence d. Harmonic sequence

7. What do you call with the sum a sequence obtained by adding a constant
number to its preceding?
a. Harmonic series c. Fibonacci series
b. Geometric series d. Arithmetic series

8. Which is the sum of a sequence obtained by multiplying a constant number

to its preceding?
a. Harmonic series c. Fibonacci series
b. Geometric series d. Arithmetic series

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 9. Which of the following is an arithmetic sequence?
a. 1, 1, 2, 3, 5, 8 c. 4, 8, 12, 16, 20
1 1 1 1 1
b. 2, -10, 50, -250, 1250 d. 4, 8, , ,
12 16 20

10. Which of the following is not a Fibonacci sequence?

a. 1, 3, 4, 7, 11 c. 1, 4, 5, 9, 14
b. 4, 5, 7, 10, 14 d. 2, 4, 6, 10, 16

11. 2, 6, 18, 54 is what type of sequence?

a. Arithmetic sequence c. Geometric sequence
b. Fibonacci sequence d. Harmonic sequence

12. Which of the following shows a geometric series?

2 2
a. 18 + 6 + 2 + 3
+ 9
c. 2 + 7 + 13 + 20 + 28
2 1
b. 40 – 8 + 2 - + d. 4 + 8 + 15 + 25 + 33
3 3

13. 1 + 8 + 15 + . . . + 57 is what kind of series?

a. Arithmetic series c. Geometric series
b. Fibonacci series d. Harmonic series

14. What term is associated with series?

a. summation c. succession
b. reciprocal d. factor

15. In the given 3, 5, 7, 9, 11 which statement is true?

a. 3, 5, 7, 9, 11 is a sequence while 3 + 5 + 7 + 9 + 11 is its series
b. 3 + 5 + 7 + 9 + 11 is a sequence while 3, 5, 7, 9, 11 is its series.
c. 5, 15, 45, 135, 405 is a sequence while 3 + 5 - 7 + 9 - 11 is its series.
d. 3 + 5 - 7 + 9 – 11 is a sequence while 3, 5, 7, 9, 11 is its series.

Additional Activities

Look around your house.

List at least 5 patterns you see. Construct a sequence and series.

5
 6
pp. 651- 689.
Stitz, C & Zeager J. 2013. PRECALCULUS. Lorraine County Community College.
793 – 825.
Sullivan, Michael. 1983. PRECALCULUS 9th Edition. Chicago State University. pp.
Publishing House, Inc. pp 85- 89.
Department of Education. Pre-Calculus learners’ materials. Sunshine Interlinks
References
What I Know Whats More Assessment
1. A Activity 12.1 1. D
2. B 2. D
3. D 1. SER – GEOMETRIC 3. A
4. A 2. SEQ- NONE 4. B
5. A 3. SEQ- HARMONIC 5. B
6. A 4. SER- GEOMETRIC 6. A
7. C 5. SER- GEOMETRIC 7. D
8. B 6. SEQ-GEOMETRIC 8. C
9. B 7. SER-ARITHMETIC 9. C
10.D 8. SEQ-FIBONACCI 10.B
11. C 9. SER-ARITHMETIC 11.C
12.B 10. SEQ- NONE 12.A
13.A 13.A
14.B 14.A
Activity 12.2
15.A 15.A
1. 4,9,14, …, 64
2. 81+27+9+ …
+1/81
3. 1,3,6,10,15,21,
…, 55
4. -10-2+6+ … + 46
5. 10,2,0.4, 0.08,
…
Answer Key
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