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Illustrating Arithmetic Sequence: For MATHEMATICS Grade 10 Quarter 1/week 1.b

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Venice Gwyn Chavez
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4K views11 pages

Illustrating Arithmetic Sequence: For MATHEMATICS Grade 10 Quarter 1/week 1.b

Uploaded by

Venice Gwyn Chavez
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ILLUSTRATING ARITHMETIC

SEQUENCE
For MATHEMATICS Grade 10

Quarter 1/Week 1.b


FOREWORD

This Self Learning Kit will serve as your guide in


identifying arithmetic sequence and in filling out missing
terms in a given arithmetic sequence. It can help you
learn new concepts and develop your existing skills in
arithmetic sequence.

In this Learning Kit students will learn how to identify


an arithmetic sequence and fill out missing terms of a
given arithmetic sequence.

This kit includes the following salient features:

A. What Happened The students demonstrate what


they remember on patterns and sequence.

B. What You Need to Know This is the part where


students learned new concepts on patterns and
sequences.

C. What Have I Learned This is the part where


students evaluate what they have learned on patterns
and sequences.

In this learning kit, the learners will gain knowledge


and develop their mathematical thinking skills.

2
OBJECTIVES:
Defines and illustrates an arithmetic sequence.
Supplies the missing terms of an arithmetic sequence
and finds its common difference.
Develops the value of accuracy.

LEARNING COMPETENCIES:

Illustrates an arithmetic sequence.


M10AL-Ib-1

I. WHAT HAPPENED

What do we have in common?

(Note: Continue making the squares as required by the table.)


1. Below are squares formed by match sticks.

2. Count the number of matchsticks in each figure and


3. record the results in a table.

Number of squares 1 2 3 4 5 6 7 8 9 10
Number of
matchsticks

3
Guide Questions:

1. Is there a pattern in the number of matchsticks? If


there is, describe it.
2. How is each term (number of matchsticks) found?
3. What is the difference between any two consecutive
terms?

PRE-ACTIVITIES/PRE-TEST:

A. Supply the missing terms in each arithmetic sequence:


1. 2, 8, 14, _, _
a. 10, 22 b. 8, 22 c. 20, 26 d. 22, 36
2. 3, 14, _, _, 47
a. 17, 31 b. 17, 25 c. 25, 38 d. 25, 36
3. __, __, 1, 5, 9
a. -7, -3 b. -3, -7 c. -2, -6 d. -6, -2

B. Choose a letter from the box that corresponds to your answer


writes it on a separate sheet of paper and write letter A if the
sequence is an arithmetic sequence and B if it is not.

____ 1. 1, 3, 9, 27, 81
____ 2. 2, 4, 6, 8, 10 A. Arithmetic sequence
____ 3. -9, -6, -3, 0, 3 B. no
____ 4. 2, 3, 5, 8, 13
____ 5. -21, -15, -9, -3, 3

4
II. What You Need To Know

How was the activity? What new thing did you learn from
the activity?

The above activity illustrates a sequence where the


difference between any two consecutive terms is a constant.
This constant is called the common difference and the said
sequence is called an arithmetic sequence.

An arithmetic sequence is a sequence where every term


after the first is obtained by adding a constant called the
common difference.

The sequences 1, 4, 7, 10, … and 15, 11, 7, 3, … are


examples of arithmetic sequences since each one has a
common difference of 3 and -4 respectively.

DISCUSSION:

There are two main types of sequences. These are the


arithmetic sequences and the geometric sequences. This lesson
will show what arithmetic sequences are. The more detailed
lesson on arithmetic sequences will be discussed in the next
module.
Look at the following sequences.
1. 4, 7, 10, 13,…
2. 33, 38, 43, 48,…
3. -2, -6, -10, -14,…
4. 100, 98, 96, 94,…
1 1
5. , 1, 1 , 2, …
2 2

5
Can you give the next two terms of the above
sequences? How did you get the next two terms?
If you get 16 and 19 for a, then you are correct. Notice
that a constant number, 3, is added to each term to get the
next term. In b, 5 is added to the preceding term after the first,
while in c, -4 is added to get the next term, in d, -2 is added to
the preceding term and in e, ½ is added to get the next term.
Notice that a constant or common number is added to
the preceding term to get the next term in each of the
sequences above. All these sequences are called arithmetic
sequences. The constant number is called the common
difference and is represented as d.
To find the common difference, d, simply subtract the first
term from the second term, a2 – a1, or the second term from the
third term, a3 – a2, or the third term from the fourth term, a 4 – a3;
or in general,
d = an – an – 1
Examples:
1. Determine if the sequence is arithmetic or not. If it is, find
the common difference and the next three terms.
Then draw the graph.
-11, -4, 3, 10, …
Solution:
To find out if the sequence is arithmetic, there must
be a common difference between any two terms in the
sequence. So that,
d = a2 – a1 = -4 – (-11) = 7
= a3 – a2 = 3 – (-4) = 7

6
= a4 – a3 = 10 – 3 = 7
The sequence is arithmetic and the common
difference is 7. The next three terms are obtained by
adding 7 to the preceding term, so that
a5 = a4 + 7 = 10 + 7 = 17
a6 = a5 + 7 = 17 + 7 = 24
a7 = a6 + 7 = 24 + 7 = 31

2. Write the first five terms of the arithmetic sequence with


0
first term 5 and common difference -2.
Solution:
The second term is found by adding -2 to the first
term 5, getting 3. For the next term, add -2 to 3, and so on.
The first five terms are
5, 3, 1, -1, -3.
Remarks: There is another way of finding the specified term of
an arithmetic sequence but it will be discussed in the next
module. The same thing is true for the general term of any
arithmetic sequence.

7
III. What Have I Learned

EVALUATION/POST TEST:

A. Determine whether the sequence is arithmetic or not. If it is,


find the common difference and the next three terms.
1. 2, 5, 8, 11…
2. 2, -4, 6, -8, 10,…
3. -6, -10, -14, -18…
4. 40, 42, 44, 46…
5. 1.2, 1.8, 2.4…
6. 1, 5, 9, 13…
1 1 1 1
7. , , , ,...
2 3 4 5
8. 5, 6 , 7 , 8,...
9. 98, 95, 92, 89…
4 5
10. 1, , , 2,…
3 3

B. Find the common difference and the next three terms of


the given arithmetic sequence.

1. 1, 10, 19, 28… 3. 1, 3, 5, 7…


2. 5.5, 7, 8.5, 10… 4. 43, 39, 35 …

8
DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V


Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.


OIC - Assistant Schools Division Superintendent
Acting CID Chief

ADOLF P. AGUILAR
OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY, Ed.D.


OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)

ARNOLD R. JUNGCO
Education Program Supervisor – (SCIENCE & MATH)

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

MA. REALENE SIGLOS BALDADO


Writer/Illustrator

MARIE CRESH V. SANTERO


Lay-out Artist
____________________________
ALPHA QA TEAM
CLAUDETH S. MERCADO
JAMES D. RODRIGUEZ
JEROME Y. SILORIO
MARICEL T. TROPEZADO

BETA QA TEAM
ELIZABETH A. ALAP-AP VRENDIE P. SYGACO
EPIFANIA Q. CUEVAS MELBA S. TOMARONG
NIDA BARBARA S. SUASIN HANNAHLY I. UMALI

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright
and may not be reproduced in any form without expressed written consent from the division.

9
REFERENCES

Books

Callanta Melvin M., et.al. K to 12 Mathematics


10 Learner’s Manual. Department of
Education, Philippines: REX Book Store,
2015.

Callanta Melvin M., et.al. K to 12 Mathematics


10 Teacher’s Guide. Department of
Education, Philippines: REX Book Store,
2015.

EASE Modules Year 2, Module 6: Searching For


Patterns in Sequences, Arithmetic,
Geometric and Others

10
SYNOPSIS
ANSWER KEY
This Self Learning Kit focused on
the learning competency illustrating an
arithmetic sequence.
-
The students are expected to
define and illustrate an arithmetic
sequence, supply the missing terms of
an arithmetic sequence and find its
common difference and observe the
value of accuracy.

Have fun and enjoy as you learn


illustrating an arithmetic sequence
while doing the activities.

ABOUT THE AUTHOR

MA. REALENE SIGLOS BALDADO. Finished her Bachelor in


Secondary Education major in Mathematics in Central
Visayas Polytechnic College now (NORSU) in 1998. Currently
teaching at San Jose Provincial High School, San Jose District,
Division of Negros Oriental, handling Mathematics Grade 10
and a School and District Math Coordinator, School
Personnel In-Charge, School Testing Coordinator and
member of the School Selection Team.

11

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