Mathematics Arithmetic Sequences

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
SECOND YEAR - MATHEMATICS

SEARCHING PATTERNS IN SEQUENCES: ARITHMETIC, GEOMETRIC
& OTHERS
Module 12: Arithmetic Sequences: Always Come With A Flow
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit. This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Written, edited and produced by Basic Education Assistance for Mindanao, July 2009

SEARCHING PATTERNS IN SEQUENCES: ARITHMETIC, GEOMETRIC & OTHERS
MODULE 12: ARITHMETIC SEQUENCES: ALWAYS COME WITH A FLOW
INFORMATION ABOUT THIS LEARNING GUIDE

Recommended number of lessons for this Learning Guide: 7
Basic Education Curriculum Competencies

Year 8 Mathematics: ARITHMETIC SEQUENCES: ALWAYS COME WITH A FLOW
Demonstrate knowledge and skill related to arithmetic sequences and apply these in
solving problems.
List the next few terms of a sequence given several consecutive terms.
Derive, by pattern-searching, a mathematical expression (rule) for generating the
sequence.
Describe an arithmetic sequence by any of the following ways:
giving the first few terms
giving the formula for the nth term
drawing the graph
given the first few terms of an arithmetic sequence, find the:
common difference
nth term
Given two terms of an arithmetic sequence, find the first term, the common difference
or a specified nth term.
Solve problems involving arithmetic means.

Derive the formula for the sum of the n terms of an arithmetic sequence.
Define the sum of an arithmetic sequence.
Solve problems involving arithmetic sequences.
Objectives
Determine and draw the next figure given the first three terms.
Form a sequence from the given figures and describe its terms.
Derive, by pattern-searching, a mathematical expression (rule) for generating a sequence.
Describe an arithmetic sequence by: (1) giving the first few terms; (2) giving the formula
for the nth term; and (3) drawing the graph.
Find the common difference and the nth term of an arithmetic sequence given the first few
terms.
Find the first term, the common difference or a specified nth term given the two terms of
an arithmetic sequence.
Derive the formula for the sum of the n terms of an arithmetic sequence.
Define the sum of an arithmetic sequence.
Solve problems involving arithmetic sequence, series and means.
List different series of whole numbers to prove/disprove the given assumption.
Basic Education Assistance for Mindanao

Learning Guide, July 2009

Essential concepts, knowledge and understandings targeted

An arithmetic sequence is any sequence in which each term after the first is obtained by
adding a fixed number d, called the common difference, to the preceding term.
The terms between two given terms in an arithmetic sequence are called arithmetic
means. A single arithmetic mean between two numbers is the average, or the arithmetic
mean of the two numbers.
A series is an indicated sum of terms of a sequence.

The nth term of an arithmetic sequence is defined as, an = a1 + (n 1)d.
The formula for the sum of an arithmetic sequence is Sn =
n
[2a1 + (n 1)d].
2
Specific vocabulary introduced

arithmetic sequence - a sequence in which each term after the first term is obtained by
adding a constant number called the common difference

arithmetic mean the sum of two terms in a sequence divided by two
arithmetic series the indicated sum of the terms in an arithmetic sequence
common difference the difference between any term and its preceding term in an
arithmetic sequence
Suggested organizational strategies

Have the classroom ready to accommodate groups of students to explore and learn from
the activities where they will feel at ease and comfortable with their mates.
Assign roles to students within the groups.
Prepare the materials to be used by the students in the different activities.
Prepare also enough and clear copies of the activity sheets prior to the lessons.
Opportunities for Integration

ENGLISH
Several activities in this Learning Guide encourage the students to maximize their language
proficiency wherein they will be asked to reason out their common understanding of the
concepts with the correct usage of grammar.
PEACE EDUCATION
The activities suggested in this Learning Guide aim to achieve accuracy of the students'
outputs while they perform the tasks harmoniously.

VALUES EDUCATION
Students working in a group develop their sense of being sensitive to the needs and feelings
of others especially in doing group tasks.

MULTICULTURALISM
The activities in this Learning Guide are suited to different cultures and tribes.
GENDER INCLUSIVITY
The students, boys and girls, are encouraged to share equal responsibilities and
participation of the given tasks.


Activities in this Learning Guide

Activity 1: UNIQUE PATTERN
Multiple Intelligences
Visual/Spatial
Interpersonal
Logical/Mathematical
Skills
Organization of parts
Use information
Seeing patterns
Activity 2: HIDDEN PATTERN

Visual/Spatial
Skills
Verify the value of evidence
Seeing patterns
Activity 3: REPRESENTED PATTERN

Interpersonal
Visual/Spatial
Skills
Organization of parts
Solve problems using required skills or knowledge
Text Type
Procedural Recount
Activity 4: DISCOVERED PATTERN

Interpersonal
Skills
Knowledge of major ideas


Mastery of subject matter
Activity 5: SUMMED-UP PATTERN

Interpersonal
Verbal/Linguistic
Skills
Understanding information
Verify the value of evidence
Activity 6: DISPLAYED PATTERN

Interpersonal
Verbal/Linguistic
Skills
Activity 7: APPLIED PATTERN

Interpersonal
Skills
Activity 8: UNFOLDED PATTERN

Interpersonal
Verbal/Linguistic


Skills
Seeing patterns
Key Assessment Strategies

Games
Puzzles
Performance test
Observing students


Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.


1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
It is beneficial in this stage that the students will be exposed first on the series of figures
arranged in a pattern or sequence. They shall determine and draw the next figure of the
sequences given the first three terms.
Strategy
TIP (Think-Ink-Pair). A strategy that allows individual to reach consensus and check
understanding. Students think individually about the problem and write their own
understanding. After which, everyone is given a chance to discuss with a partner and
record what they have drawn to reach consensus. The activity suggested using this
strategy aims to tap the logical/mathematical and visual/spatial intelligences of the
students.
Material
activity sheets on pages 21-22
Activity 1: Unique Pattern

Instructions:
1. Organize the class into pairs.
2. Hand out the activity sheets to the students.
3. Allow them first to think and work individually the task.
4. After which, let each student discuss his/her output with a partner to reach
consensus.
Formative Assessment
Check the outputs of the students. Refer to page 23 for the answer key.
Roundup
The students should have determined and drawn correctly the fourth figure of the
sequences given the first three terms.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
In this stage, the students shall form a sequence from the given figures and describe its
terms.
Strategy
SUSTAINED CONVERSATION. This strategy occurs when teachers and students, or students
and students discuss issues in a meaningful context. Rather than just asking for a right
answer, sustained conversations develop student's reasoning skills, discussion skills and


questions their values and beliefs. This can be used in whole class, small group and
individual discussions.
Materials
cut out of figure strips (refer to Teacher

Resource Sheet 1 on page 24)
activity sheet on page 25
manila paper
pentel pen
paste/glue
Activity 2: Hidden Pattern

Instructions:
1. Organize the class into groups of 5 or as desired.
2. Distribute the materials needed.
3. Post the first three figures on the board. Let the students analyze and discover the
pattern. Then, encourage them to arrange the strips according to the pattern and
paste them on a manila paper.
4. If they cannot guess the correct sequence, cover the other half of each figure with
a piece of paper vertically as illustrated below. With this, the students will see
that the series of figures are the numbers from 1 to 9 with their symmetries.
Check the outputs of the students.
Roundup
The students should have formed a sequence from the given figures and described its
terms.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
Given the different suggested activities in this stage, the students will be expected to fully
grasp the concepts on arithmetic sequences. At the end, they will be able to:
list the next few terms of a sequence given several consecutive terms;
derive, by pattern-searching, a mathematical expression (rule) for generating a

sequence;
describe an arithmetic sequence by any of the following ways:

10

- giving the first few terms;
- giving the formula for the nth term; and
- drawing the graph.
find the common difference and the nth term of an arithmetic sequence given the
first few terms;
find the first term, the common difference or a specified nth term given the two
terms of an arithmetic sequence;
derive the formula for the sum of the n terms of an arithmetic sequence and
define its sum; and
solve problems involving arithmetic sequence, series and means.
Strategies
INTERACTIVE LECTURE. This strategy provides students with a general outline to give
them a framework for thinking about a subject and to structure their notetaking. This
type of lecture involves students by focusing their attention on key concepts. It
emphasizes information transfer at the knowledge, recall, and comprehension levels
of learning.
COMMUNITY CIRCLE. This is one of the cooperative learning strategies that allows
discussions on a certain issue or task. This can be used as a basic tool for group work
skills wherein the students are organized into different groups to perform the
activity, then discuss and share ideas to gather relevant proofs.
DECODING. A strategy used to translate data or message from a code into the original
language or form. In the context of this activity, the students will solve problems on
arithmetic sequence. After which, they will look for the corresponding answers on the
decoder that will satisfy the given challenge.
Materials
Activity 3
5 boxes of matchsticks
graphing paper
manila paper
pentel pen
Activity 4
Activity 6
Teacher's Input
Begin this stage by refocusing students' attention on activity 2. It is expected that the
students had discovered the number pattern, 1, 2, 3, 4, 5, 6, 7, 8, 9, out of the figure
strips. This time, you may ask them to give the collective name of this number pattern.

11

A sequence may be finite or infinite depending on its terms. A sequence is said to be
finite if it has a first term and a last term. It is infinite if it has a first term but no last
term, that is, it is endless.
Activity 3: Represented Pattern

Instructions:
1. Organize the class into 6 groups.
2. Assign in every group a leader to facilitate the given task.
3. Distribute the materials.
4. Let them finalize their answers on a manila paper.
5. Ask a representative from each group to discuss their output to the class for
comparison.
The students should have derived the completed table below.
number of squares (n)
10
number of matchsticks (m)
10
13
16
19
22
25
28
31
3n + 1
The graph of the sequence described in the table is shown below.
The number of matchsticks is derived by using the mathematical sentence, 3n + 1.

Therefore, if there will be 100 squares, then the total number of matchsticks will be 301.
In the given challenge, if a1 is the first term, a2 is the second term, and so on and d is the
common difference, the equations that will determine the 2nd, 4th, 9th and the nth terms are
shown below.
a2 = a1 + d
a3 = (a1 + d) + d or a1 + 2d

12

a4 = (a1 + 2d) + d or a1 + 3d
a9 = (a1 + 7d) + d or a1 + 8d
This shows that the coefficient of d is one less than the number of terms.
Therefore, the nth term will be: an = a1 + (n - 1)d
You may give the following exercises to the students to verify the definition of an
arithmetic sequence.
Exercises:
1. Find the 14th term in the sequence 5, 9, 13, 17, ...
2. Find the 101st term of the arithmetic sequence 2, 5, 8, 11, ...
3. In the arithmetic sequence -7, -4, -1, 2, ..., what term is 44?
4. The 2nd term of an arithmetic sequence is 8 and the 4th term is 18. Solve for the
common difference, the 1st and the 3rd terms of the sequence.
Answers:
1. an = a1 + (n 1)d
2. an = a1 + (n 1)d
a14 = 5 + (14 1)2
a101 = 2 + (101 1)3
= 5 + 13(2)
= 2 + (102)3
a14 = 31
a101 = 308
3. an = a1 + (n 1)d
4. Given: a2 = 8; a4 = 18; d = ?; a1 = ? a3 = ?
44 = -7 + (n 1)3
Solution: There are 3 terms from a2 to a4.

Assume a2 as a1 and a4 as a3 to find the
common difference, d.
44 = -7 + 3n 3
44 = -10 + 3n
3n = 54
n = 18
Therefore, 44 is the 18th term
in the sequence.
an = a1 + (n 1)d
a3 = a1 + (n 1)d
18 = 8 + (3 1)d
18 = 8 + 2d
2d = 10
d=5
Using d = 5, therefore the 1st term is 3 and 3rd
term is 15.

13

Activity 4: Discovered Pattern

Instructions:
1. Reorganize the class into groups of 4 or as desired.
2. Distribute to each group the activity sheets.
3. Set a time allotment for them to complete the activity.
4. Instruct them to show their solutions on a manila paper for comparison.
5. Check their answers using the answer key on page 28.
This time, let the students to do the challenge:
Find
Findthe
thesum
sumof
ofthe
thefirst
first100
100positive
positiveintegers,
integers,11++22++33++...
...++98
98
++99
+
100,
without
paper
and
pencil.
99 + 100, without paper and pencil.
Ask volunteers to show and discuss their solutions on the board.

After which, present the information below in relation to the given challenge.
Again, without paper and pencil, this was how he reasoned out:
And since there are 50 pairs, each having a sum of 101, Gauss derived the correct sum of
5,050. Discovering the pattern will lead to the sum of the arithmetic series.
What is a series?

14

Now, ask the class to give the sum of the following series as fast as they can. You may ask
volunteers to solve on the board while others are on their seats.
1. 1 + 3 + 5 + 7 + ... + 49.
2. 2 + 4 + 6 + 8 + ... + 60.
3. 5 + 10 + 15 + 20 + ... + 45.
Let us recall the presentation of Karl Gauss in order to obtain the sum of the first 100
positive integers.
Let S be the sum of the arithmetic series; n is the number of terms; a1 is the first
term; and d is the common difference. Therefore, we can express the arithmetic
series 1 + 2 + 3 + ... + 98 + 99 + 100, as
Sn = 1 + 2 + 3 + 4 + ... + 97 + 98 + 99 + 100
Let us write the series in reverse order,
Sn = 100 + 99 + 98 + 97 + ... + 4 + 3 + 2 + 1
Now, let's add the two series,
2Sn = 101 x 100 = 10,100

Sn=
10,100
= 5,050
2
In symbols, the arithmetic series is,

Sn = a1 + (a1 + d) + (a1 + 2d) + (a1 + 3d) + ... + [a1 + (n 1)d].
In reverse order,
Sn = an + (an - d) + (an - 2d) + (an - 3d) + ... + [a1 - (n 1)d].
Add the two series,
Sn = a1 + (a1 + d) + (a1 + 2d) + (a1 + 3d) + ... + [a1 + (n 1)d]
Sn = an + (an - d) + (an - 2d) + (an - 3d) + ... + [a1 - (n 1)d]
2Sn = (a1 + an) + (a1 + an) + (a1 + an) + . . . + (a1 + an)

15

Simplify,
2Sn = n (a1 + an)
Sn =
n
(a1 + an)
2
Since an = a1 + (n 1)d, the formula becomes

Sn =
n
(a1 + a1 + (n 1)d)
2
Sn =
n
[2a1 + (n 1)d]
2
Illustrative Example:
Find the sum of the consecutive integers from 1 to 50.
Given: n = 50; a1 = 1; d = 1
Sn =
=
n
[2a1 + (n 1)d]
2
50
[2(1) + (50 1)(1)]
2
= 25 (2 + 49)
= 25 (51)
Sn = 1,275
When three terms form an arithmetic sequence, the middle number is called the
arithmetic mean between the other two. In the sequence for example, 3, 6, 9, 12, ..., 9
is the arithmetic mean between 4 and 8; 6 and 9 are the arithmetic means between 3 and
12.
If a, m, and b is an arithmetic sequence, then m is the arithmetic mean, and m=
ab
.
2
Solution:

16

ma=mb
2m = a + b
m=
ab
2
The arithmetic mean or the mean between two numbers is sometimes called the
average of two numbers. It is also possible to insert any number of terms between any two
given terms such that the whole set of numbers will form an arithmetic sequence.
Illustrative Examples:
1. Find the arithmetic mean between 12 and 68.
Solution:
1268
80
=
2
2
= 40
2. Insert three arithmetic means between 4 and 16.

Given: a1 = 4; a5 = 16; n = 5; d = ?
Solution:
an = a1 + (n 1)d
a5 = 4 + (5 1)d
16 = 4 + 4d
4d = 12
d=3
The sequence is 4, 7, 10, 13, 16. Therefore, the three arithmetic means are 7,
10, and 13.
Activity 5: Summed-up Pattern

Instructions:
1. Let the same groups of students work this activity.
2. Distribute to them the materials.
3. Set a time allotment for them to accomplish the task.
4. Let them post their outputs for comparison and discussion.
5. Check their outputs using the answer key on page 30.
Roam around and check if the students are doing the given tasks correctly and to ensure
that everyone in each group has contributed his/her ideas from the different activities.
Roundup
The students should have demonstrated their knowledge and skills related to arithmetic
sequence and applied these in solving problems.

17

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
The activity suggested in this stage aims to ensure and check how far the students have
gained knowledge on arithmetic sequence. They shall solve problems involving arithmetic
sequence designated in the different learning stations.
Strategy
ROTATING LEARNING STATIONS. These are stations which contain setups designed to
investigate concepts or perform activities that would allow students to understand a
concept. They are installed in strategic places in the classroom where group of students go
from one station to another in a round robin manner and do the task indicated in each
learning station.
Materials
cut-outs of the following:
manila paper
Learning Stations 1 to 5
graphing paper
problems on arithmetic sequence,

means and series
pentel pen
masking tape
pencil
cartolina
Activity 6: Displayed Pattern

Preparatory Activity:
Prepare the necessary materials prior to the conduct of this activity. Refer to
Teacher Resource Sheet 2 on page 31.
Identify five (5) learning stations inside the classroom and paste the Learning
Stations 1 to 5 cut-outs and the problems that belong to each station.
Instructions for the Activity:

1. Organize the class into 5 groups.
2. Assign one group in each station to solve the problems with time limit.
3. Let them proceed to the next station in a clockwise direction after giving the
signal.
4. The activity will end when they have completed the tasks.
5. Finally, ask them to consolidate their outputs on a manila paper for comparison
and discussion.
Check each group's outputs.
Roundup
The students should have solved problems involving arithmetic sequence designated in the
different learning stations.

18

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
In this stage, the students will explore and solve some real-life problems involving
arithmetic sequence.
Strategy
PROBLEM SOLVING. Teaching students how to effectively solve problems will provide
them with useful lifelong skills. Problem solving models, such as working mathematically
model, break problem solving into a step by step process:
CLARIFY
What is the problem asking you to do or find out? What is given in

the problem?
CHOOSE
What tools would be effective for solving the problem?
USE
Use the tools to gain an answer to the problem.
INTERPRET
Is this answer reasonable? Can you check it using another method?
Materials
Teacher Resource Sheet 3 on pages 32
pentel pen
manila paper
masking tape
Activity 7: Applied Pattern

Instructions:
1. Organize the class into eight (8) groups.
2. Assign in every group a leader to facilitate the given tasks.
3. Prepare two sets of each problem under Teacher Resource Sheet 2 in order to
have two groups solving a common task.
4. Distribute the needed materials and let them answer the task at a given time.
5. Instruct the two groups with the same task to compare their answers and reach a
consensus.
6. Then, let them finalize their answers on a manila paper for presentation.
Check the outputs of the students. Refer to page 33 for the answer key.
Roundup
The students should have explored and solved some real-life problems involving arithmetic
sequence.

19

6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In this stage, the students shall list different series of whole numbers to prove/disprove a
given assumption.
Strategy
MATHEMATICAL INVESTIGATION. An inquiry into a mathematical situation, the topic of
which may arise from real life, or from a mathematically designed problem. Students are
required to apply familiar skills and concepts to the unfamiliar situation of the
investigation and communicate their findings in a report.
Materials
pentel pen
manila paper
masking tape
Activity 8: Unfolded Pattern

Instructions:
1. Let the same groups of students work on the activity at a given time allotment.
2. Distribute to each group the needed materials.
3. Let them post their outputs for comparison and discussion.
Roam around to ensure the participation of the students as they perform the task.
Roundup
The students should have listed different series of whole numbers to prove/disprove a
given assumption.
Teacher Evaluation
(To be completed by the teacher using this Teachers Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

20

STUDENT ACTIVITY 1
Unique Pattern
Objectives: Determine and draw correctly the fourth figure
of the sequences.
Directions: Each of the following items below shows a
sequence of figures. Determine and draw correctly the fourth
figure in the box given the first three terms.
1.
2.
3.
4.
5.

21

6.
7.
8.
9.
10.

22

STUDENT ACTIVITY 1
Unique Pattern
Possible Solutions
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.

23

TEACHER RESOURCE SHEET 1

Hidden Pattern
Directions: Reproduce 5 sets of the following figure strips and cut.

24

STUDENT ACTIVITY 2
Hidden Pattern
Objectives:
Derive, by pattern-searching, a mathematical expression (rule) for

generating a sequence.
First three illustrations:
Questions:
1. Before you discovered the pattern of the given series of figures, do you think
the succeeding one can easily be determined by just looking at the first two
or three figures? Why or why not?
2. What is the sequence you have discovered?
3. What have you observed when you subtract a number from its succeeding
term in the given order?
4. What are the five numbers before 2?
5. Now, list your new series of numbers. What is its 9th term?
6. What is the sum of all the numbers you listed?

25

STUDENT ACTIVITY 3
Reflected Pattern
Procedure:
1. Form squares out of matchsticks as illustrated.
2. Continue the process and record the results in the table below.
number of squares (n)
number of matchsticks (m)
10
10
3. Plot the set of ordered pairs on a graphing paper as described in the table. Describe the
graph of the given sequence.
Answer the following:
1. How does the number of matchsticks relate to the number of squares?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________
2. Express their relationship in a mathematical sentence.
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________
3. Determine the total number of matchsticks if there will be 100 squares.
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________

26

STUDENT ACTIVITY 4
Discovered Pattern
Objective: Solve problems on arithmetic sequence.
th
1. Find the 20 term of the arithmetic

sequence 17, 13, 9, ...
6. If a1 = 5, a7 = 17 and n = 7, find the common

difference.
2. In the arithmetic sequence 8, 5, 2, -1, ...,

which term is -25?
7. Determine the 2 term of the arithmetic

th
sequence in which the 4 term is -2 and the
common difference is 6.
rd
3. The 3 term of an arithmetic sequence is 0

th
and the 5 term is 6. Solve for the common
difference.
st
4. Find the 31 term of the sequence -3, 2, 7,

12, ...
nd
th
8. The 16 term of an arithmetic sequence is

56. If the common difference is 3, find the
first term.
st
9. What is the 1001 term of the sequence 2,

4, 6, 8, ...?
5. If a1 = 5, an = 241, and d = 4, find the value

of n.

27

STUDENT ACTIVITY 4
Discovered Pattern
Answer Key
1. an = a1 + (n 1)d
2. an = a1 + (n 1)d
a20 = 17 + (20 1)(-4)
3. an = a1 + (n 1)d
-25 = 8 + (n 1)(-3)
Given: a3 or a1 = 0; a5 or an = 6
= 17 + (19)(-4)
-25 = 8 3n + 3
6 = 0 + (3 1)d
= 17 76
-25 = 11 3n
6 = 0 + 2d
= -59 (R)
-3n = -36
d = 3 (T)
n = 12 (O)
4. an = a1 + (n 1)d
5. an = a1 + (n 1)d
a31 = -3 + (31 1)5
6. an = a1 + (n 1)d
241 = 5 + (n 1)4
17 = 5 + (7 1)d
= -3 + (30)(5)
241 = 5 + 4n 4
17 = 5 + 6d
= -3 + 150
241 = 1 + 4n
12 = 6d
= 147 (L)
240 = 4n
d = 2 (G)
n = 60 (U)
7. an = a1 + (n 1)d
8. an = a1 + (n 1)d
Given: let a2 = a1; a4 = a3
9. an = a1 + (n 1)d
56 = a1 + (n 1)d
a1001 = 2 + (1001 1)(2)
-2 = a1 + (3 1)6
56 = a1 + (16 1)(3)
= 2 + 2000
-2 = a1 + 2(6)
56 = a1 + 45
= 2,002 (E)
-2 = a1 + 12
a1 = 11 (Y)
a1 = -14 (A)
The hidden message:
LETTER
ITEM #

28

STUDENT ACTIVITY 5
Summed-up Pattern
Objectives:
Find the sum of an arithmetic sequence.
Solve problems involving arithmetic means.
Word/s
Item Numbers

29

STUDENT ACTIVITY 5
Summed-up Pattern
Answer Key
1. an = a1 + (n 1)d
4. Sn =
Given: a1 = -9; a5 = 7; n = 5; d = ?
a5 = -9 + (5 1)d
S10 =
7 = -9 + 4d
= 5 (40)
d=4
= 200 [WELL-ARRANGED]
The sequence is -9, -5, -1, 3, 7.

Therefore, the three arithmetic means
are -5 , -1, and 3. [TIME IS A]
1767
2
10
[2(2) + (10 1)4
2
= 5 (4 + 36)
16 = 4d
2.
n
[2a1 + (n 1)d
2
5. Sn =
50
2
S12 =
n
[2a1 + (n 1)d
2
12
[2(9) + (12 1)(-2)
2
= 6 (18 22)
= 25
= 6 (-4)
[WELL-ARRANGED]
= -24 [MIND]
3. Given: a1 = 27; a4 = -3; n = 4; d = ?
an = a1 + (n 1)d
a4 = 27 + (4 1)d
6. Sn =
S50 =
-3 = 27 + 3d
n
[2a1 + (n 1)d
2
50
[2(1) + (50 1)(2)
2
= 25 (2 + 98)
-3 27 = 3d
= 25 (100)
d = -10
= 2,500 [MARK]
The sequence is 27, 17, 7, -3. Therefore,

the two arithmetic means are 17 and
7 . [OF A]
Word/s
Wellarranged
time is a
mark
of a
wellarranged
mind.
Item Numbers

30


Displayed Pattern
Directions:
1. Prepare the following cut-outs using cartolina.
2. Write the following problems for every learning station on a manila paper.
Learning Station 1:
1. Write the first six terms of the arithmetic sequence when a1 = 15 and d = 3.
2. Find the sum of the first twelve terms of the arithmetic series 2 + 5 + 8 + ...
3. Find the arithmetic mean between 9 and 49.
Learning Station 2:
th
1. Write the first three terms of the sequence if the 4 term is 11 and d = -3.
th
2. Find the 75 term of the sequence -13, -8, -3, 2, ...

Learning Station 3:
Give the next 5 terms of the sequence -4, -2, 0, 2, ..., and draw its graph.
Learning Station 4:
In the arithmetic sequence -5, -2, 1, 4, ..., what term is 58?
Learning Station 5:
A blacksmith offered to shoe a horse on the following conditions:
1 for the
first nail,
3 for the second nail,
5 for the third nail, and so on. If there are
7 nails in each shoe, how much would it cost to shoe a horse?

31


Applied Pattern
Directions: Reproduce each of the problems below in two sets.
1. Cathy saved 10 pesos on the first day of the

year, 13 pesos on the second day, 16 pesos
on the third day, and so on, up to the end of
the year. How much did she saved on the
365th day?

32

ANSWER KEY
Applied Pattern
1. Given: a1 = 10 pesos; d = 3;
3. Given: 1999 is a1 = 12 fruits; d = 3
a365 = ?
2012 is a14 = ?
an = a1 + (n 1)d
a365 = 10 + (365 1)3
It will take 14 years from 1999 to

2012.
= 10 + (364)3
an = a1 + (n 1)d
= 10 + 1092
a13 = 12 + (14 1)(3)
1,102.00
= 12 + 13(3)
= 12 + 39
= 51 fruits
2. Given: a1 = 60; d = -6
a8 = ?; a10 = ?
an = a1 + (n 1)d
a8 = 60 + (8 1)(-6)
= 60 42
= 18 blocks
a10 = 60 + (10 1)(-6)
4. a1 = 25; d = 1; n = 30
Sn =
=
n
[2a1 + (n 1)d]
2
30
[2(25) + (30 1)1]
2
= 15 (50 + 29)
= 15 (79)
= 1,185 seats
= 60 54
= 6 blocks
th
The 10 row is indeed the top

row.

33

STUDENT ACTIVITY 8
Unfolded Pattern
Objective: List different series of whole numbers to prove/disprove the given
assumption.
Reference: Mathematical Adventures for Teachers and Students by Wally Green
Examples:
9 = 4 + 5 and also 2 + 3 + 4
15 = 7 + 8 and 4 + 5 + 6 and also 1 + 2 + 3 + 4 + 5

34

For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the

Learning
Context
3. Learning
Activity Sequence
4. Check for
Understanding
5. Practice and
Application
6. Closure
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide

Total number of lessons needed for this Learning Guide
35

Mathematics Arithmetic Sequences

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mathematics Arithmetic Sequences

Uploaded by

Copyright:

Available Formats

BASIC EDUCATION ASSISTANCE FOR MINDANAO

SECOND YEAR - MATHEMATICS

BASIC EDUCATION ASSISTANCE FOR MINDANAO

INFORMATION ABOUT THIS LEARNING GUIDE

Basic Education Curriculum Competencies

or a specified nth term.

Solve problems involving arithmetic means.

for the nth term; and (3) drawing the graph.

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Essential concepts, knowledge and understandings targeted

A series is an indicated sum of terms of a sequence.

Specific vocabulary introduced

adding a constant number called the common difference

Suggested organizational strategies

Opportunities for Integration

outputs while they perform the tasks harmoniously.

of others especially in doing group tasks.

participation of the given tasks.

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activities in this Learning Guide

Activity 2: HIDDEN PATTERN

Activity 3: REPRESENTED PATTERN

Activity 4: DISCOVERED PATTERN

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 5: SUMMED-UP PATTERN

Activity 6: DISPLAYED PATTERN

Activity 7: APPLIED PATTERN

Activity 8: UNFOLDED PATTERN

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Key Assessment Strategies

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

1. Activating Prior Learning

Activity 1: Unique Pattern

2. Setting the Context

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

cut out of figure strips (refer to Teacher

activity sheet on page 25

Activity 2: Hidden Pattern

3. Learning Activity Sequence

derive, by pattern-searching, a mathematical expression (rule) for generating a

describe an arithmetic sequence by any of the following ways:

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

solve problems involving arithmetic sequence, series and means.

activity sheet on page 26

activity sheet on page 27

activity sheet on page 29

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Activity 3: Represented Pattern

number of matchsticks (m)

The graph of the sequence described in the table is shown below.

The number of matchsticks is derived by using the mathematical sentence, 3n + 1.

Basic Education Assistance for Mindanao

BASIC EDUCATION ASSISTANCE FOR MINDANAO

a14 = 5 + (14 1)2