Game

Group into 3
Rules of the game:
1) Answer the question that the teacher will be flashing on the screen.
2) Only the front liners of each group have the chance to say the answer.
3) The first one to give the correct answer by saying it gets the point for his/her
group.
4) After having their turn, front liners shall go to back of their line and be replaced
by new front liners.
5) The new front liners will get their chance to answer the next question.
6) Repeat step 4 and 5 until all 15 questions have been flashed.
7) 1 point will be deducted from every team who commits violation of the rules.
8) The lowest scoring team will do the dare that the teacher will reveal after the
game.
Start
1. What is…

2 + 68
70
2. What is…

5 + (-5)
0
3. What is…

0 – (-500)
500
4. What is…

6 ÷ (-3)
-2
5. What is…

7 x 50
350
6. What is…

-1 x 65
-65
7. What is…

-1 – (-1)
0
8. What is…

2÷0
undefined
9. What is…

10 + 2 3
18
10. What is…

8 x 500
40 000
11. What is…

0 ÷ 3000
0
12. What is…

7 x (-7)
-49
13. What is…

60 + 37
97
14. What is…

6–½
5½
15. What is…

5 – 78
-73
 Lowest scoring team…

prepare for the dare 😈

Do the mathematics
dance challenge in front.
Our Lesson for Today
A r i t h m e t ic

S e q u e n c e
 Objectives:
At the end of the lesson, students are expected to:
Cognitive: • determine whether a sequence is arithmetic or not
• find the nth term using the arithmetic sequence formula.

Affective: • cooperate in group activities involving arithmetic sequence.

• justify their answer to the whole class.

Psychomotor: • graph arithmetic sequences on the board.

• solve problems involving arithmetic sequence and
explain in front of the class.
 9, 6, 3, 0, -3, . . .

n 1 2 3 4 5 ...
A(n) 9 6 3 0 -3 ...

(1, 9), (2, 6), (3, 3), (4, 0), (5, -3)
Graph the arithmetic sequence.
• 9, 6, 3, 0, -3, . . .

P1 = (1, 9)
• P2 = (2, 6)
P3 = (3, 3)
P4 = (4, 0)
• P5 = (5, -3)

•
Arithmetic Sequence
― is a sequence that has a common difference.

Common difference
– the constant difference between any two consecutive terms,
and will be denoted by d.
Common Difference Note:
If you add the common
difference to any of the
Example: 1, 2, 3, 4, 5, . . . terms, you will get the
d=2–1=1 term next to it.
3–2=1 Note:
4–3=1 An arithmetic sequence
5 – 4 = 1 And so on… is increasing if d > 0.
5, 4, 3, 2, 1, . . . d = 4 – 5 = -1 An arithmetic sequence
3 – 4 = -1 is decreasing if d < 0
2 – 3 = -1
1 – 2 = -1 And so on…
Give examples of arithmetic
sequence
Graph of an Arithmetic Sequence
― the graph of an arithmetic sequence looks like a graph of a linear
equation whose domain (x) is the set of counting numbers. The
elements of the range (y) are the terms of the sequence.
x 1 2 3 4 5 ...
y 9 6 3 0 -3 ...
―the common difference represents the numerator (rise) of the slope
with 1 as its denominator (run) in a linear equation.
the d of the arithmetic sequence 9, 6, 3, 0, -3, . . . is -3. Therefore the
slope of its line in the graph is -3 rise
1 run
 9, 6, 3, 0, -3, . . the
common difference
is -3. Therefore, the
slope of its line in
the graph is -3/1.

rise = -3
run = 1

•
Questions before we proceed?
Problem Solving
Example no. 1
• Find the common difference d for the arithmetic sequence
A(n) = -9, -5, -1, 3, . . . Then graph the sequence. Plot at least 5 points
of the line. (Use graphing paper)
Does your graph look like this?
 -9, -5, -1, 3, . . .

P1 = (1, -9)
• P5
d = -5 – (-9)
d=4

• Therefore, slope is 4/1.

• P1
Example no. 2
• Determine whether each sequence is an arithmetic sequence or not.
a) 19, 36, 53, 70, 87 arithmetic

b) 3, 6, 12, 24, 48, . . . not an arithmetic

c) 1, -5, -11, -17, -23, . . . arithmetic

d) 2, 4, 16, 256 not an arithmetic

arithmetic
e) ½ , 1 , 1½ , 2 , . . .
Example no. 3
• Write the next 3 terms of the of the arithmetic sequence
2, 11, 20, 29, . . .

Adding the common

Answer: difference to the term will
2, 11, 20, 29, 38, 47, 56, . . . give us the next term.

d = a2 – a1
= 11 – 2
d=9
Next Example
Example no. 4
• Find the 58th term of the arithmetic sequence 3, 5, 7, 9, . . .

Solution:
Adding the common difference to the terms will take a lot of
time. And so, we use the formula of the arithmetic sequence to quickly
find the nth term.
Arithmetic Sequence Formula
an = a1 + (n - 1) d

an = the nth term or the last term.

a1 = the first term
n = the number of terms
d = the common difference
Solve example no. 4
• Find the 58th term of the arithmetic sequence 3, 5, 7, 9, . . .
Answer:
an = a1 + (n - 1) d
substitution
a58 = 3 + (58 - 1) 2
= 3 + (57) 2
= 3 + 114
a58 = 117 Therefore, the 58th term of the
arithmetic sequence 3, 5, 7, 9, . . . is 117.
Example no. 5
• Find the 22nd term of an arithmetic sequence if a1 = 5 and d = 3.

Answer:
an = a1 + (n - 1) d
a22 = 5 + (22 - 1) 3
= 5 + (21) 3
= 5 + 63
a22 = 68
Questions before we proceed?
Arithmetic Means
― the terms of an arithmetic sequence that are between two given
terms are called arithmetic means. In the arithmetic sequence 5, 8,
11, 14, 17, there are three arithmetic means between 5 and 17. These
are 8, 11, and 14.
5, 8, 11, 14, 17
Example no. 6
• Insert three arithmetic means between 17 and 1.
Solution:
17, __
13 , __ 5 ,1
9 , __ an = a1 + (n - 1) d
a5 = 17 + (5 - 1) d
1 = 17 + 4d
a1 a5 -17 + 1 = 4d
-16 = 4d
(-16)/4 = (4d)/4
Find d
-4 = d
d = -4
Bible Text
1 Corinthians 15:45

So it is written, “The first man Adam became a living being”, the

last Adam, a life giving spirit.
Group Activity
Group into five
Rubric for group activity
Criteria 3 2 1
The work was The work was The work was
Time Limit finished before the finished at exactly finished after the
given time. the given time given time.
All answers are 1 answer is 2 or more answers
Correctness
correct. incorrect. are incorrect.
2 or more
All members are 1 member is not
Participation members are not
participating. participating.
participating.
Solve (15 minutes) and choose a representative to
explain your answer on the board.
• Group 1: Find the 8th term of an arithmetic sequence if the second
term is 3 and the 6th term is 19.
• Group 2: Find the value of x and write the first five terms.
a1 = x d = 3x a9 = 25
• Group 3: Find a20 given that a3 = 9 and a8 = 24
• Group 4: Find a40 given that a1 = x, d = 3x, a9 = 25
• Group 5: A car travels 300 m the first minute, 420 m the next minute,
540 m the third minute. If there is no change in speed, what
is the total distance the car traveled for 1hr.
Presentation
Group 1: Find the 8th term of an arithmetic sequence
if the second term is 3 and the 6th term is 19.
an = a1 + (n - 1)d
Solution: __ , 3 , __ , __ , __ , 19 , 23
__ , __
27 a5 = 3 + (5 - 1)d
a1 a2 a3 a 4 a5 a6 a7 a 8 19 = 3 + (4)d
-3 + 19 = 4d
Same as: 3 , __ , __ , __ , 19
16 = 4d
a1 a 2 a3 a4 a5 Step 1: find d. 16 = 4d
4 4
4=d
Answer: d=4
a8 = 27
Step 2: add d to a6 and then to a7.
 Group 2: Find the value of x and write the first five
terms. a1 = x , d = 3x , a9 = 25
Solution: Use the formula and substitute the values.
Step 1: an = a1 + (n - 1)d Step 2:
Step 3: write the first five terms.
find x a9 = x + (9 - 1)3x find a1
25 = x + (8)3x and d.
25 = x + 24x a 1 = x 4 , __
1 , __
__ __ , 13
7 , 10 __
a1 = 1 a1 a2 a3 a4 a5
25 = 25x
25 = 25x d = 3x First five terms:
25 25 = 3(1)
1=x d=3 1, 4, 7, 10, 13
x=1
 Group 3: Find a20 given that a3 = 9 and a8 = 24.
Solution: Use 9 as a1 and use 24 as a6
an = a1 + (n - 1)d Step 2:
Step 1: a = 9 + (6 - 1)d __ 6 , __
3 , __ 9 , ... , 24
__ , ...
6 a a a a find the original a1
find d 24 = 9 + 5d 1 2 3 8

-9 + 24 = 5d Note:
If adding the common
15 = 5d Step 3: difference to a term
15 = 5d a n = a 1 + (n - 1)d
find a20 will give us the term
5 5 a20 = 3 + (20 - 1)3 next to it, then
3=d = 3 + (19)3 subtracting the
d=3 = 3 + 57 common difference to
a20 = 60 a term will give us the
term previous to it.
Group 4: Find a40 given that a1 = x, d = 3x, a9 = 25.
Solution: Use a9 as the last term.
Step 1: Step 3:
an = a1 + (n - 1)d Step 2: find a40
find x
a9 = x + (9 - 1)3x substitute the
25 = x + (8)3x an = a1 + (n - 1)d
value of x. a40 = 1 + (40 - 1)3
25 = x + 24x
a1 = x = 1 + (39)3
25 = 25x
a1 = 1 = 1 + 117
25 = 25x
25 25 a40 = 118
d = 3x
1=x
= 3(1)
x=1
d=3
Group 5: A car travels 300 m the first minute, 420 m the next
minute, 540 m the third minute. If there is no change in
speed, when will the car reach the distance of 7,380 m?
Solution: Let: an = 7380 a1 = 300 a2 = 420 n = time the car travels
Step 1: find d
Step 2: find n
d = a2 - a1 an = a1 + (n - 1)d
= 420 - 300 7380 = 300 + (n - 1)120
d = 120 7380 = 300 + 120n - 120
7380 = 180 + 120n
-180 + 7380 = 120n
7200 = 120n
7200 = 120n
120 120
60 = n
n = 60
Core Values
 EVALUATION
1 whole sheet of paper
A. Determine whether each sequence is arithmetic or not. If it is, find
the common difference and give the next three terms.

1) 7, 10, 13, 16, . . .

2) 20, 6, 3, 1 ½, . . .
3) 1/3, 2/3, 1, . . .
4) 32, 35, 38
5) -1, -2, -3, -5, -8, . . .
6) 0, 3, 6, 9, . . .
7) 2, 1, ½, ¼, . . .
8) 800, 832, 864, 896, . . .
9) 20 000, 22 000, 24 000, . . .
10) -4, -2, 0, 2, . . .
B. Solve each problem using the arithmetic sequence formula.

1) Find the 10th term of the sequence -37, -34, -31, . . .

2) Find the 23rd term of the sequence 5.7, 3.6, 1.5, . . .
3) Find the 15th term of the sequence 23/6, 6, 13/3, . . .
4) Find the 10th term of an arithmetic sequence if a1 = -13 and d = 8.
5) Find the 16th term of an arithmetic sequence if a1 = 8 and d = 8
Assignment
1) Which term of the sequence is 13, 6, -1, . . . is -85?
2) Find the common difference for the arithmetic sequence
-10, -6, -2, . . . then graph the sequence. Plot at least 6 points.
3) Insert 4 arithmetic means between 38 and 98.
4) If x + 6, 2x + 1, 4x – 13, . . . form an arithmetic sequence, find x.
5) Explain how the formula of the arithmetic sequence is derived.