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Mathematics
Quarter 1 – Module 1:
PATTERN AND SEQUENCE
(M10ALIa-1)
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on Patterns and

Sequences!

This module was collaboratively designed, developed and reviewed by educators both
from public and private 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.

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For the learner:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on Patterns and

sequences !

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.

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.

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 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.

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 master
the Patterns and Sequences. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into three lessons, namely:

The module is divided into four lessons, namely:

 Lesson 1 – Patterns and Sequence
 Lesson 2 – Explicit Form of Sequence
 Lesson 3 – Recursive form of Sequence

After going through this module, you are expected to:

1. solve and generate patterns;
2. solve sequence using explicit form of sequence;
3. solve sequence using recursive form of sequence.

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 What I Know

Let us check your prior knowledge about patterns by answering the problems
below.
A. Complete the sequence B. See the pattern below. Can
you
tell what comes last?

Picture sequence

Very Good! You did a great job. You’re now ready for the
next set of activities.

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 Lesson

1 Patterns and Sequences

Congratulations! You are now ready to start with another module. Do you know that
sequences are used to model and solve many mathematical ideas and real-life
situations? After Using this module, the learner is able to solve and generate
patterns. (M10AL-Ia-1)

What’s In

In your previous years, patterns is perceived by simply looking at the similarity/ies

of object/s or thing/s.

A pattern is an arrangement of things repeated in an orderly, recognizable fashion.

Example
1. What is the next figure in the pattern below?

Solution:
It can be observed that the pattern above is made up of two geometric
figures – circle and a triangle. The pattern begins with a circle, then a triangle, then

two figures alternate. Logically, the geometric figure that should follow is .

Numbers in a problem that are not given can be found by using established
pattern.
Example

2. What number comes next in 1,3,5,7,9, ____?

Solution

Looking at the given numbers, the sequence is increasing, with each term being
two more than the previous term: 3= 1+ 2, 5 = 3+2 , 7= 5+2 , and 9= 7+2. Therefore,
the next term should be 11 since 11 =9+2.

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 We are familiar with the sunflower. This flower demonstrates how nature works
to optimize the available space. This arrangement allows the sunflower seeds to
occupy the flower head in a way that maximizes their access to light and necessary
nutrients.

PICTURE OF A SUN FLOWER

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 What’s New

Now we are ready to learn about sequence. Are you ready???

Sequence
An ordered list of numbers such as 2, 5, 8, 11,14,… is called a sequence. The
numbers in a sequence, that are separated by commas, are the terms of the
sequence. In the above example, 2 is the first term, 5 is the second term, 8 is the
third term, 11 is the fourth term and 14 is the fifth term. The three dots “… ” indicate
that the sequence continues beyond 14, which is the last written.

It is customary to use the notation an to designate the nth sequence. Where,

represents the first term of a sequence.

Sn = a1, a2, a3, a4, a5 ,… where a1 represent the first term of the
sequence a2 represents the second term of a sequence.
a3 represents the third term of a sequence.
an represents the nth term of a sequence.

Example
3. What is the 10th term in the sequence 2, 6, 12, 20, 30, n2 + n…?

Solution

From the sequence, a1=2, a2=6, a3=12, a4=20, a5=30, and an = n2 + n

Hence, the 10th term is a10 = 102+10 = 110.

This type of sequence is known as Explicit Form of Sequence.

Another way of examining the next term of a sequence and determining

the nth term formula is by constructing a difference table. A difference
table shows the differences between successive terms of the sequence.

4. Use a difference table to determine the next term of the previous

sequence 2,5,8,11,14, ____.
Solution
sequence: 2 5 8 11 14…

first difference 3 3 3 3 (1)

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 Thus, if we use the above difference table, we can predict the next
term in the sequence is 14 + 3 = 17.
This method is also known as Recursive Form of a Sequence.
Example
5. Use recursive form to determine the next term of the previous
sequence.

Solution
sequence: 5 14 27 44 65 …

first difference 9 13 17 21… (1)

Second difference 4 4. 4 …. (2)

In this difference table, the first differences (row 1) of the sequence are not all
the same. In such situation, it is helpful to compute the successive differences
of the previous differences until having all differences of the same constant. In
the above example, the second differences are all 4. If the pattern continues,
then a 4 would also be added to the first difference, 21 to produce the second
difference, 25. That is, 21 + 4 = 25 . We then add this difference to the fifth
term of the sequence, 65, to predict that 90 is the next term of the sequence
as shown above.
.
Questions:

1.) Find the next two terms in the given sequence, then write it in
recursive form.

a.) {7, 12, 17, 22, 27,…} b.){3, 7, 15, 31, 63,…}

2.) Determine the next two terms in the given sequence. Then write the
explicit form of the sequence.

a.) {1, 4, 9, 16, 25,…} b.) {3, 5, 9, 17, 33,…}

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 What is It

Below are important terminologies, notations and symbols that you

must learn and remember about patterns.
Sequence is a succession of numbers in specific orders. Each number
in a sequence is called term. The terms are formed according to some fixed
rule or property. They are arranged as the first term, the second term, the
third term, and so on. A sequence with a definite number of terms is a finite
sequence. In a finite sequence, the first and the last are clearly identified.

The following sequences are finite:

Sequence First Term Last Term Number of Terms

1, 2, 3, 4, 5 1 5 5
-2, 4,-8, …-2048,4096 -2 4096 12

Some other examples of number sequences are:

Number Sequence Pattern

3, 6, 9, 12, ... add 3
12, 17, 22, 27, ... add 5
70, 65, 60, 55, ... subtract 5
15, 19, 23, 27, … add 4
81, 27, 9, 3, … divide by 3
How to Complete Missing Terms In A Number Sequence?

Each of the number in the sequence is called a term.

In order to find the missing terms in a number sequence, we must first find
the pattern of the number sequence.

Example :

Find the missing term in the following sequence:

8, ______, 16, ______, 24, 28, 32

Solution:

To find the pattern, look closely at 24, 28 and 32. Each term in the number
sequence is formed by adding 4 to the preceding number.

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So, the missing terms are 8 + 4 =12 and 16 + 4 = 20. Check that the pattern
is correct for the whole sequence from 8 to 32.

Example :

What is the value of n in the following number sequence? 16, 21, n, 31, 36

Solution:

We find that the number pattern of the sequence is “add 5” to the preceding
number. So, n = 21 + 5 = 26

Explicit Form of a Sequence is sequence that can be expressed in a

form in which a preceding term is not necessary to find the succeeding terms.
This explicit form can be used can be used to find term of the sequence by
determining its position.
Example:
Write the explicit form for the sequence 5, 8, 11, 14,.. then determine
the next two sequence.
Solution:
a1 = 5 = 3(1) + 2
a2 = 8 = 3(2) + 2
a3 = 11 = 3(3) + 2
a4= 14 = 3(4) + 2
The explicit for of the sequence is an = 3n + 2 ; The next two terms are:
a5 = 3(5) +2 = 15 + 2 = 17
a6 = 3(6) +2 = 18 + 2 = 20

Recursive Form of a Sequence is a sequence if the first term and a

recursive formula are given. A recursive formula is an expression used to
determine the nth term of the sequence by using the term that precedes it.
Example:
Write the recursive formula for the sequence 5, 9, 13, 17…, then determine
the next two terms

Solution:
a2 = 5 + 4 = 9 a2 = a1 + 4
a3 = 9 + 4 = 13 a3 = a2 + 4
a4 = 13 + 4 = 17 a4 = a3 + 4

From the pattern, the recursive formula can be written as a n= an-1 + 4

So, the next two terms are 21 and 25.

Drill:

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Write the explicit formula for the sequence.

1) , , , , , ... 2) , , , , , ...

3)  /  ,  /  ,  /  ,  / ,  / , ... 4) , , , , ,

...

Write the recursive formula for the sequence.

5) , , , , , ... 6) , , , , , ...

7) , , , , , ... 8) , , , , , ...

Find the tenth term in each sequence.

9) an ()n 10) an ( /) n

What’s More

Try to answer more challenging set of problems and activities about

the patterns/ sequence.

A. Write the next three terms for each sequence.

1. 4x-5, 7x-3, 10x-1, …
2. 7,11, 18, 29, 47, …
3. 2, 3, 5, 7, 11, …

B. Problem Solving

4. The first four triangular numbered are shown below represented by

a dot.

n: 1 2 3 4

Triangular number T(n): 1, 3, 6, 9, …

Complete the table of triangular numbers below:

n 1 2 3 4 5 6 7 8
T(n) 1 3 6 9

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 What I Have Learned

Here is another activity that lets you apply what you learned about illustrating
patterns as one of the very important concepts in many branches of
Mathematics. Fill in the blanks with the correct word/s or symbol that would
make the sentence true.

_____________ is a succession of numbers in specific orders. Each number in a

sequence is called_______. The _______ are formed according to some fixed rule
or property. They are arranged as the first term, the second term, the third
term, and so on. A sequence with a definite number of terms is a _____________.
In a finite sequence, the _______ and the ________ are clearly identified.

What I Can Do

Here is another activity that lets you apply what you learned about
the Patterns or Sequences by relating it to real-life situation.
Answer the following word problem:
1.) In an experiment, a bump car is allowed to travel freely from one end
to another in a meter stick. When it hits one end, the car bounces
back 6 meters and then move forward again. On each bounce, it
moves back 2/3 of the distance it previously traveled.
a.) Determine the distance covered by the bump car from the head
wall after 4 bounces.
b.) Solve for the total distance traveled by the car after 5 bounces.
2.) Lewis is offered P20,000 as starting salary for a job, with a raise of
P2,000at the end of each year of outstanding performance. If he
maintains continuous outstanding performance, what will his salary
be at the end of 6 years?

Great Work! You did a good job in applying what you have learned!

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 Assessment

I hope you had a good time going over this module. For you to determine how
much you’ve learned, please answer the following questions. Give what is
being asked.
I. Determine what comes next in the given patterns. Encircle the correct
letter.
1. A, C, E, G, I, ___
A. J B. K C. B D. L
2. 15, 10, 14, 10, 13, 10, ___
A. 10 B. 11 C. 12 D. 13
3. 3, 6, 12, 24, 48, 96, ___
A.190 B. 120 C. 192 D. 182
4. 27, 30, 33, 36, 39, ___
A. 40 B. 42 C. 32 D. 30
5. 41, 39, 37, 35, 33, ___
A.31 B. 32 C. 33 D. 34
6. ____, 5, ____, 9, 11
A. 2,6 B. 3, 7 C. 2,8 D. 3, 6
7. What is the next number in the series 720, 720, 360, ____ 30, 6?
A. 180 B. 120 C. 90 D. 60
8. Find the next number in the sequence: 1, -1, 3, -5, 11, -23, …
A. 47 B. -34 C. -47 D. 34
9. What number replaces the circle in this sequence? 4, 6, 10,16, 26, 42, 68,
A. 102 B. 126 C. 94 D. 110
10. ABC = 28, A, B, and C are distinct integers. Which of the following could
be
equal to A + B + C?
A.11 B. 30 C. 17 D. 24
II. Write the recursive formula for each sequence. Then determine the next
two
terms:
11. 8, 14, 26, 50,… 12. 2, 6, -18, -54,… 13.
3,10,24,52,…

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III. Write the explicit form for each sequence. Then, determine the next two
terms.
14. 5, 8, 11, 14 15. -1,3,7,11,… 16.) 1/3,1/4, 1/5, 1/6,…
IV. Challenge Problem.
17-20. The first 4 square numbers are shown below represented by dots.

n:
Square Number S(n): 1 4 9 16
Complete the table square numbers below.

n 1 2 3 4 5 6 7 8
S(n) 1 4 9 16

Additional Activities

Encourage the students to create their own video presentation of a specific method
of solving problems involving sequence and series as part of wrapping up activities.

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