DAILY LESSON School Osmeña Colleges Grade Level 10

PLAN Teacher Bernadeth G. Almosara Learning Area MATHEMATICS

Teaching Dates and Time Quarter 1st

I. OBJECTIVES
A. Content Standard Demonstrates understanding of key concepts of sequence, polynomials, and polynomial equations.
B. Performance Standard Is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines
through appropriate and accurate representations.
C. Learning Competencies/Objectives  At the end of the lesson, the students are expected to:
- define arithmetic sequence.
- Illustrates an arithmetic sequence. M10L-Ib-1

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide
N/A
 Learner’s Materials N/A

 Textbook Pages Our World of Math 10 (Vibal) pp. 87 by Ricardo m. Crisostomo and Alicia L. Padua
 Additional Materials from Learning Power point presentation, Manila paper, White Board, Sticker/Printed pictures, Projector, White board marker
Resources (LR) portal
B. OTHER LEARNING RESOURCES http.//www.mathisfun.com/algebra/sequences-series.html
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lessons or presenting The teacher will: The student will:
the new lesson
 Good morning/afternoon, class.  Good afternoon/morning, ma’am.
 Let us pray first, who wants to lead the prayer?  (One student voluntarily lead the prayer)
 You may now take your seats!  Thank you, ma’am.
 Group Leaders, please stand up for the reporting of  (Every group leader will report on the attendance of
your attendance. each group starting Group 1.)
 Good afternoon/morning everyone, I am the leader
of Group 1, and I’m happy to report that all my
 members are present.
 Good afternoon/morning everyone, I’m sorry to
report that one of my members in group 2 is absent.
He is Mark Vargas.
 Thank you, leaders! You may now take your seats.
 So, how’s your day so far? Is it good or a little bit  (Student will say out loud how they feel)
tiring? I hope everyone is doing well.
 We’re good ma’am.
 Just a little bit tired but we’re fine, doing our best so
far.
 Yes, ma’am.
 It’s sad to hear that some of you are exhausted, but
you must keep on fighting. AJA!! I know you are all
strong and determined to learn.
 At this moment of time, we will have our review a  (The students hesitantly raised their hands)
short recap from our previous lesson, who can give a
short overview of the concepts we’ve discussed?
 Anyone? Any keywords that you remember from our
last topic.  Ma’am! About sequence, the finite and infinite
 Okay, very good thank you for sharing your sequence.
thoughts! Please be seated.
 Let’s test how much you can remember and how
much you have understood our topics. Are you  Yes, ma’am we’re ready.
ready?
 It has a limited number of terms.
  What is finite sequence?  An endless progression of discrete objects, especially
 How about the infinite sequence? numbers.

 Very good! I’m glad that you remember our lesson.

Let’s try this activity.
 Activity: Sequence or Not
Direction: Determine whether the following given is
a sequence or not. Sequence
1. 2, 4, 6, 8, 10 Sequence
2. AA, CC, EE, GG Not
3. 20, 50, 55, 30, 105 Sequence
4. BCD, HIJ, NOP, TUV Not
5. 123, 566, 365, 957, 487 Sequence
6. TF, FT, TFT, FTF, TFTF Not
7. a, e, i, o, u Not
8. 101, 201, 304, 501 Sequence
9. cba, fed, ihg Sequence
10. 78, 80, 82, 84, 86

 Good job class! It seems that you have really

mastered our previous lesson.

B. Establishing purpose of the lesson  Since you’ve been doing great in all the activities in
our previous lesson, I think it would be better to
introduce our new lesson with a new activity that I’m
 sure you would enjoy.
 Is everyone excited?  Yes, ma’am.

Activity: Complete the Incomplete Expected answers:

Direction: Look, investigate and find the missing
term of each sequence.

1.

2.

3.

4.

5.

C. Presenting examples/instances of the new  I have presented pictures to you, and you have
lesson identified them whether it’s a sequence or not. You
can also differentiate the finite to infinite sequence.
However, our lesson about sequence does not end
there. Later, we will discuss about another topic
about sequence which is the arithmetic sequence.
 Let us now have our learning objectives for today’s  (Student will raise their hands)
lesson. Who wants to read?
 Yes Wilbert!  At the end of the lesson, the students are expected
to:

- Define arithmetic sequence.

- Illustrates an arithmetic sequence.

 Thank you. So, these three learning objectives will be

 the basis of our discussion for our next lesson. At the
end of the lesson, you are expected to define
arithmetic sequence, illustrates an arithmetic
sequence. Understood?
 Yes, ma’am.
 Alright.

 Previously we defined sequence as a function whose

domain is either a finite or an infinite set. Based on  A sequence refers to a set of objects that are
our activity, what would be a simpler definition of a arranged together to form a pattern.
sequence?
 Very well said.
 Our activity does not simply depict pattern or a
sequence. One of the items is a particular example
of an arithmetic sequence.
 Has anyone heard about this type of sequence?
 (Some says yes, and some did not)
Among the five (5) items in the activity the best
example that represents an arithmetic sequence is
item no. 4.
D. Discussing new concepts and practicing new  Look back from our first activity. In item no. 4, notice  Yes, ma’am.
skills #1 that each block or square increases after the other,
right?
 This type of sequence where every term after the
first is obtained by adding a constant called the
common difference is known as an Arithmetic
Sequence.
In the above example, the common difference is 1.  Because the succeeding item is determined by
How? adding one from the previous term.
 Absolutely!
 In general, the first n terms of an arithmetic
sequence with a 1 as the first term and "d ” as the
common difference are.
a 1, a 1 + d , a 2 + d

If a 1 and d are known, it is easy to find any term in an

 arithmetic sequence by using the rule

 Is everything going smooth and clear?  Yes, ma’am!

 Do you have any clarifications?  No ma’am!
 Since there’s none, let us proceed with the
examples.
 1.Find the 7th term of the arithmetic sequence
3,9,15,21,27, …
Solution:
Since the first term is known and the common
difference is most likely to be 6(9 3 3 =6=15 3 9),
then the substitution

a n=a1 +(n−1)d
a 7 = 3 + (7 – 1) 6
a 7 = 3 + (6) 6
a 7 = 3 + 36
a 7 = 39

 2. What is the 100th term of the sequence 0,5,10, 15,

…?
Solution:
Obviously, the constant difference between the
terms is 5, Given the first term and d.

a n=a1 +(n−1)d
a 100 = 0 + (100 – 1) 5
a 100 = 0 + (99) 5
a 100 = 0 + 495
a 100 = 495

 Yes, ma’am.
 Class, are you with me?
(Student will raise their hands)
 Okay who wants to try?
 Ma’am!
  Okay try this the number 1.

1. What is the 50th term of the sequence 1,3,5,7, 9, (Student will write the answer on the board)
…? Expected answer:
 Solution:
Obviously, the constant difference between the a n=a1 + ( n−1 ) d
term is 2. Given the first term and d. a 50 =1 + (50 – 1) 2
a 50 = 1 + (49) 2
a 50 = 1 + 98
a 50 = 99

 To Keep track of the entire process, a table format

can also be organized:
For item no. 1,
N 1 2 3 4 5 … 7
a1 3 9 15 21 27 … 39

For item no. 2,

N 1 2 3 4 5 … 100
a1 0 5 10 15 20 … 495
E. Discussing new concepts and practicing new  Alright I think you know now what arithmetic
skills #2 sequence is, how to generate patterns and how to
get nth term by using the arithmetic sequence
general rule.
 So now, would you read to the class or illustrate the (Student will raise their hands)
formula of arithmetic sequence?  Ma’am!
 Yes, Miss.  A sub n is equal to a sub 1 plus the quantity of n
minus 1 times d.
 Very good! I hope everyone can read all the formulas
that we tackle about, please memorize it.
  How about the sequence? What is the sequence
again?
 Anyone?  Ma’am!
 A sequence refers to a set of objects that are
arranged together to form a pattern.
 Very good! Thank you!
 In your thoughts or ideas about the topic that we  An arithmetic sequence is obtained by adding a
tackle today which is the arithmetic sequence, what constant number to the previous term. While the
are the difference between geometric sequence and geometric sequence is found by multiplying by a
arithmetic sequence? constant called the common ratio, r.
 Applause everybody! Excellent! You will be given five
points.  Thank you, ma’am.
F. Developing Mastery (Leads to formative  Now, I want you to form a group of 10 people or  (The students feel excited)
assessment) members. Then you are going to choose or pick a
problem or question to answer and present it to the
class.
Note: See attached quiz at the bottom of the lesson
plan.

 The first group or team that can show or present

their answers in front will be exempted in our quiz
later. So, is everyone ready?  Yes, Ma’am
 You only have 3 minutes to answer, and your timer
starts now! (Student will start answering their group activity)
 Times up!  We’re not finish yet, Ma’am!
 Alright! Who wants to share first their answer? (Students hesitantly to go in front)
 Anyone?
 Ma’am.
 Yes, please!
 Everyone, Give her/him a round of applause.
(Perfectly presenting their answer)

 Wow, they must have listened well in our discussion.

 Thank you and congratulations you are exempted to
our quiz later!  Thank you, ma’am,
  You may now take your seats!
G. Finding practical application of concepts and  Great! It seems like you’re all into learning the topic
skills in daily living ever more.

Activity: Arithmetic Sequence in Real Life

Now, class, I want you to pay attention to the

following images.

It looks familiar right?  Yes, ma’am!

Identify which among the images clearly depicts an

arithmetic sequence and which do not. Expected Answer:

 A sequence but does not clearly depict an arithmetic

sequence.

 An Arithmetic Sequence with 0 as the common

difference.

 Arithmetic Sequence (1,2,3,4,5,6)

  Arithmetic Sequence (1,2,3,4,5)

 Arithmetic Sequence

 The first image is purely a sequence but do not

clearly illustrate an arithmetic sequence. They can be
other types of sequence since growth and
development from one thing to another vary. The
second image until the last one on the other hand
are clear pictures and representations of an
arithmetic sequence. An increasing or decreasing
order with a constant difference can be easily seen.
These images are just some of the real-life
applications of arithmetic sequence.
  Based on this activity, what can you say about
arithmetic sequence in the real world? Your (Student will raise their hands)
realizations and reflections?  Arithmetic sequence is everywhere. We may not
totally notice it, but it exists and are widely used
around us. It’s just so amazing how we are living
with sequences and how do they make our
environment fun, organized and breathtaking. We
should appreciate it and use them for a brighter and
bigger cause.
 That was a heartwarming thought. Thank You!

H. Making generalizations and abstractions  Any clarification so far?  None, ma’am.

about the lesson If there’s none, let’s sum up what you’ve learned
from this lesson.

(Students raising their hands)

 Again, what is arithmetic sequence?  Ma’am!

Expected answers:
 1. An arithmetic sequence is a type of sequence
where a common difference between two
consecutive terms exists.

 What comes into your mind when you hear the word  Ma’am!
sequence?  2. In mathematics, a sequence is a chain of numbers
that usually follow a particular pattern.

 How do you find the nth term of arithmetic  Ma’am!

sequence?  3. To find the nth term of a sequence, use the
general rule: a n = a 1 + ¿ d

 How can you illustrate or connect sequence in your  Ma’am!

daily lives?  4. Many real-life situations can be modelled using
sequence and series, including but not limited to:
patterns made when tiling floors, seating people
around a table, the rate of change of population,
 the spread of a virus and many more.

There are lots of applications of sequence in real-life

that people don’t usually notice.

 Cites the difference between arithmetic and  Ma’am!

geometric sequence.  5. Arithmetic sequence is a set of numbers in which
each phrase differs from the previous term by a
fixed amount, called common difference. While
Geometric sequence is a series of integers in which
each element after the first term is obtained by
multiplying the preceding number by a constant
factor, called ratio.

 Very good! I’m so impress the way you read the

formula and to your all answers. I'm happy because
you all listened to our lesson.

 I’m so excited to our quiz later because I know, and I

trust my insights that you can all pass and answer
those problem or question.

 Alright! thank you, to all those who shared their

answers based on their ideas and thoughts. It was
nice to hear and know that you are very attentive in
class.
1. Evaluating learning  Now, for your activity this is work on progress
answer the following questions comprehensively and
show your solutions.

Note: See attached rubrics at the bottom of the

lesson plan.

1. Given the arithmetic sequence 2,4,6,8,10,& find a 50 .

 2.-4. Find the a 11 , a 23, and a 30 of the arithmetic
sequence 1,5,9,13,17,…

5. 295 is what term of the arithmetic sequence 10,25,

40…?

6. Given 2,125,248, 371. Find the "d ”.

7. Find a 250 in the sequence 37,50,63,76, …

8. What should be the value of x so that x + 2, 7 + x, 12

will form an arithmetic sequence?

9. There are 115 passengers in the first carriage of a

train, 130 passengers in the second carriage and 145 in
the third carriage and so on. How many passengers will
there be in the 8th carriage?

10. A racing car travels 750 meters in a minute. If the car

begins racing at exactly 8:00 AM, what time will he
reach the finish line if the distance covered by one lap is
10 kilometers and the car needs to complete 3 lapses?

 Oh, I almost forgot. You will write it on a 1 whole

sheet of paper, and you will submit it on next  Yes ma’am, Thank you!
meeting since we don’t have enough time.

 Do you have any clarifications or questions,  None

regarding to or topic today?
2. Additional activities for application or  By the way, please research also other examples of  Okay ma’am.
remediation applications of arithmetic sequence in real-life
setting. Paste the examples in a piece of clean paper.
Elaborately explain why such examples belongs
specifically to an arithmetic sequence.
 You can also start studying in advance about
arithmetic and geometric series. That’s all for today.
 Goodbye, class.  Goodbye Ma’am.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students who require additional

activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the 
lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked

well? Why did this work?”
F. Which difficulty did I encounter5that my 3 1
Understands theor supervisor
Identifies special factors 
Understand enough to Doesn’t understand
principal can help me solve?
problem
G. What innovation orthat influence
localized the did I
materials solve part of the enough to get started or
use/discover whichapproach
I wish to before starting
share with problem
 or to get part make progress.
other teachers? the problem. of the solution.
Uses Information Explains why certain Uses some appropriate Uses inappropriate
Appropriately information is essential to information correctly. information.
the solution.
Applies Appropriate Explains why procedures Uses some appropriate Applies unnecessary and
Procedures are appropriate and procedures. inappropriate procedures.
necessary for the
problem.
Uses Representations Uses a representation Uses a representation Uses a representation
that is appropriate and that gives some that gives little or no
fits to its mathematical important information significant information
precision. about the problem. about the problem.
Answers the problem Correct solution of the Partially correct solution Incorrect solution or no
problem and made a and with copying and answer at all based on
general rule about the computational error, inappropriate method.
solution or extended the and answer are labelled
solution to a more incorrectly.
detailed and brief
generalization.
ANSWER KEY:
1. a 50 = 100
2.-4. a 11 = 49, a 23 = 89, a 30 = 117
5. 20th term or a 20
6. d = 123
7. a 250 = 3274
8. d = 3
9. a 8 = 220 passengers
10. 8;40 AM

Rubrics:
Source:https://www.uen.org/rubric/previewRubric.html?id-13

Prepared by: Checked by: Approved by:

BERNADETH G ALMOSARA ALVIN N. VEDAROZAGA WARREN D. CERIN

Practice Teacher Cooperating Teacher BSED Program Head

APPLICATION (GROUP ACTIVITY)

1. If the 1st term is 2 and 2. Find the 20th term of 3. 11, 17, 23, what is the
5th term is 42 what is the sequence 1, 2, 3, 4, next term?
the common difference 5, …
of the sequence?

4. Form a sequence with 5. Find the next term of the sequence.

the common difference
4. *Arithmetic Sequence: 0, 5, 10, 15, 20,
25, ___

*Geometric Sequence: 5, 10, 20, 40, 80,

___

*Fibonacci Sequence: 5, 10, 20, 25, 35,

40, ___