GRADES 1 to 12 Name: Rhea Mae S.

Ibanez Grade Level 10

DAILY LESSON PLAN Teacher Rico B. Bermejo Subject Mathematics
Date & December 14, 2024 Quarter First
Time

I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standards key concepts of sequences, polynomials and
polynomial equations.
The learner is able to formulate and solve
B. Performance Standards problems involving sequences, polynomials
and polynomial equations in different
disciplines through appropriate and accurate
representations.
Determine arithmetic means, nth term of an
C. Learning Competencies/ Objectives arithmetic sequence and sum of the terms of
a given arithmetic sequence. M10AL-lb-1

value the importance of arithmetic

sequences in real- life applications such as
planning, saving and problem solving.

Solve problems involving finding the nth term

and sum of terms of an arithmetic sequence
using both given information and derived
formulas.

II. CONTENT ARITHMETIC SEQUENCE

III. LEARNING RESOURCES

A. References: K to 12 Most Essential Learning Competencies: pp.238,

Mathematics Grade10 / First Quarter
Google
B. Materails: Visual Aid, Powerpoint Presentation
IV. PROCEDURE

A. Reviewing previous lesson or presenting the new lesson

 Teacher’s Activity Student’s Activity

1. Prayer
Please all stand, let’s begin this day by Prayer.
( All student’s will stand and pray )
2. Attendance
Once I call your name please raise your right hand
and say present.
( The students will raise their right hand and
say present )
(That's nice! I am glad to hear all of you are
present today. )

3.Expectations/ arranging
CLASSROOM RULES
 Stay focus and avoid distractions during
class.
• Ask questions when you need clarification.
• Engage actively in lessons and group
activities
• Listen when others are speaking; raise your
hand to contribute.

Is it clear class?
Yes, Ma'am!
4. Review of past lesson
Now, can anyone tell me what was your last
discussion all about?
Ma’am our last discussion is all about
sequence. Mathematically , we can define a
sequence as function whose domain is a
finite set of positive integers ( 1, 2, 3,…n) or
an infinite set ( 1, 2, 3, …) .
Sequence have a pattern and may come
in rule form
Okay, very Good !

5. Unlocking of difficulties or words or

paragaphs
Anyone have an idea about the word
ADDITIVE PROGRESSION?
It is a number pattern
The word additive progression it refers to a
sequence where each term is generated by
adding a fixed value to the previous one.

6. Diagnostic Test
Study the following patterns then supply the
missing term to complete the sequence.

1. Jan, Mar, May, Jul, September,______

2. 5, 8, 11, 14,____ 20,_____
3. 1/2, 1, 3/2, 2, 5/2,____7/2, 4,____
4. 3, -6,__, -24,48,____
5. 1, 4, 9,16,__,36, 49, 64,__
1.November
2.17, 23
3. 3, 9/2
4.12, -96
5. 25, 81
B. Establishing a purpose for the lesson/Motivation/Motive Questions

Motivation
 Before we proceed to our discussion, Let’s have
first a simple activity

Activity: COMPLETE THE INCOMPLETE

Direction: Look and find missing term of each
sequence.

C. Presenting examples/instances of the new lesson

I will present to you a short story.

(Everybody, kindly read the Story of Lil Carl and
the Arithmetic Series)

The Story of Lil Carl and the Arithmetic Series

Lil Carl bounced into kindergarten on a warm

spring morning– energetic, but bored. Not one thing
Ms. Artwaller had thrown at him that year had come
close to testing his abilities. Exasperated Ms.
Artwaller had had enough of Lil Carl disrupting
class and decided to put an end to his
shenanigans. “Find the sum of the first 100 whole
numbers,” she said. At long last, Ms. Artwaller was
finally able to teach the class without Lil Carl doing
Lil Carl things…

After just a few moments Lil Carl was back: “5050.

You did want me to add whole numbers 1 to 100,
right?”
The Story of Lil Carl and the Arithmetic
Series

Lil Carl bounced into kindergarten on a

warm spring morning– energetic, but bored.
Not one thing Ms. Artwaller had thrown at
him that year had come close to testing his
abilities. Exasperated Ms. Artwaller had had
enough of Lil Carl disrupting class and
decided to put an end to his shenanigans.
“Find the sum of the first 100 whole
numbers,” she said. At long last, Ms.
Artwaller was finally able to teach the class
without Lil Carl doing Lil Carl things…
 After just a few moments Lil Carl was back:
“5050. You did want me to add whole
numbers 1 to 100, right?”
What did you understand about the story?
The story illustrates the teacher expected the
task to take a while but a young student Lil
carl friedrich gauss answered quickly the
adding of numbers from 1 to 100.
How did he do that?
Even though the numbers are sequentially 1,
2, 3, and so on, you don’t have to add them
in that order. In fact, the addition is much
quicker if you change the arrangement. Add
1 and 100; add 2 and 99; continue with that
pattern.
Very good!
D. Discussing new concepts and practicing new skills #1

Arithmetic Sequence is a sequence in which

each term after the first is formed by adding a fixed
number to the preceding term is called arithmetic
sequence or arithmetic progression.

 In an arithmetic sequence, the number added

to each term is constant. The constant number
is called the common difference,( d.)
 To find the common difference, subtract a
term by its preceding term. The common
difference of the arithmetic sequence
(denoted by d) is the difference obtained by
subtracting a term of an arithmetic
sequence from its preceding term

For example, 1, 4, 7, 10, 13, 16 is an arithmetic

progression with a common difference of 3.

What did you notice about the sequence?

There is a common difference of 3, that's
why when we add the preceding term it
Increase.
Can anyone give another example?
( The students raise their hand )
Yes, fhriane?
Example: 4, 8, 12, 16, 20,
The common difference is 4. 8-4= 4 , 12-8=4,
16-12=4 , 20-16 = 4
Very good!

 The arithmetic mean of two numbers is the

average of two given numbers
Let a 1 , a2 , a3 , a4 , a5be an arithmetic sequence.
The term or terms between non-consecutive terms
sequence is called arithmetic mean or arithmetic
means. So, a 2 , is an arithmetic mean of a 1 and a 3
Likewise,a 4 , is an arithmetic mean of the first term (
a 1) and the sixth term (a 6).

Example: Find the arithmetic mean of 7 and 15.

Solution: since only one arithmetic mean to be
inserted , this implies that we only need to get the
averagee of 7 and 15.
 1 1
(7 +15)= (22)=11
2 2

 Terms of an Arithmetic Sequence

Nolly, please read

To identify the general term or the nth term of

an arithmetic sequence,
let the first term be represented by a 1 and let
the common difference be represented by d. To identify the general term or the nth
term of an arithmetic sequence,
let the first term be represented by a 1
and let the common difference be
represented by d.

Start with the first term and add d to each

successive term.
a 1 = the first term
a 1 + d = the second term
a 1 + 2d = the third term
a 1 + 3d = the fourth term
a 1 + 4d = fifth term

Therefore, the general term of the sequence is

a n=a 1+(n-1)d
where :
 a n is the term of the sequence,
 a 1is the first term,
 n is the number of the terms,
 d is the common difference.

EXAMPLE : What is the 21th term of the

arithmetic sequence 4, 11, 18, 25, ...?
Solution ; Since we want to determine the 21TH
term, it follows that n=21 Also, A1=4, and d=7.
a n=a1 +(n-1)d
a 21 =4+(21-1)(7)
a 21 =4+(20)(7)
a 21 =4+140=144

So, the 21th term of the sequence 4, 11, 18, 25, ...
is 144
Yes ma’am we understand .
Did you understandand ? is there any question?

Sum of Arithmetic Sequence

There are two ways with which we can find the

sum of the arithmetic sequence. The formulas for
the sum of the arithmetic sequence are given
below:

S=n/2(a+L)
When the last term
is given
When the first term S= n/2 {2a+(n-1)d}
is given
Where:

S” is the sum of the arithmetic sequence,

 “a” as the first term

“d” the common difference between the terms,

“n” is the total number of terms in the sequence

and

“L” is the last term of the sequence

Example: Find the sum of the first 30 terms of

the sequence 1,3,,5,7,9…

Who can try to solve on the board? S= n/2 {2a + (n-1)d}

S= 30/2 {2(1) + ( 30-1)2}
Solution: Given a=1,d=2,n=30 S=900

Okay very good!

E. Discussing new concepts and practicing new skills #2

GROUP ACTIVITY

INSTRUCTIONS :
 I will group you into 2 groups
 Provide a complete solution to each problem.
 The group will answer their problems within the
time allotment and posts it on the board.
 You will be graded using a rubrics
 A group representative will present their
answers

For Group 1.
On the first week of the year 2017, Grade 10
students Melissa wants to save a portion from her
P800 weekly allowance. She starts with Php 15 on
the first week and intend increase her savings by
Php 5 on the succeeding weeks. How much will
she able to save on the 52nd week of the year?
Melissa will save Php 270 in the 52nd week
of the year
For Group 2
A zumba Program calls for 15 minutes dancing
each day for a week . Each week thereafter, the
amount of time spent dancing increases by 5
minutes per day. In how many weeks will a
person be dancing 60 minutes each day?
10 weeks

CRIT Excellent(5) Good(4) Fair(3) Poor(2)

ERIA
PROBL Uses a clear Uses a mostly Problem No clear
EM and logical logical process solving is process
SOLVI process to minor error or unclear or or
NG solve omission in the incomplete, evidences
PROCE problems, explanations of step process to of logical
SS showing all solve problem
steps and problems, solving
reasoning significant
steps are
missing.

Accu All solutions Most solutions are Some Few or no

racy
 of are accurate accurate, minor solutions are correct
soluti and errors that do not correct, solutions
ons appropriately affect over all noticeable
justified with outcome errors or
supporting missing
calculations justification
prese Work is Work is mostly Work is Work is
ntatio organized organized somewhat messy
n legible and illustrations are disorganized disorgani
easily to follow adequate but could or difficult to zed or
includes improve follow, lack of
illustrations illustrations supportin
are minimal g visual
Under Demonstrate a Demonstrate a Shows partial Limited
standi thorough good understanding understanding or no
ng of understanding minor some understa
conce of Arithmetic misconception but significant nding of
pts sequence generally applies misconception Arithmeti
correctly s. c
sequence
F. Developing mastery (leads to Formative Assessment 3)

Individual Activity

Based on the scenarios given below, show your

solution and reasoning

Rhea decides to save P20 in the first week and

increase her savings by P5 each week.

Questions:
How much will she save on the 10th week?
The amount of money she save on the 10th
week is 65 pesos.
What will be the total savings after 10 weeks?
The total savings she earn is 425 pesos.
G. Finding practical applications of concepts and skills in daily living
“In an arithmetic sequence, each term builds on
the one before it. How do your daily habits build
your future?"
Daily habits are like the "common
difference" in an arithmetic sequence—they
determine the direction and pace of our
growth. If your habits are positive, like
exercising, learning, or practicing
mindfulness, they build momentum over
time, leading to a stronger, healthier, and
more capable version of yourself.
H. Making generalizations and abstractions about the lesson
ACTIVITY: ANSWER ME IF YOU LEARN

1 .How many terms are there in the sequence

15,19,23,27,...,211?
There are 50 terms in the sequence
2. The fifth and the ninth terms of an arithmetic
sequence are 5 and 21, respectively. What is the
first term of the sequence?
The first term of the sequence is -11

3.What is the formula of arithmetic sequence

a n= a 1+(n-1)d
4.If life were an arithmetic sequence, would you be
more focused on the common difference or the sum
of all terms?"
Can someone tell from the class the def Focusiing on the commmon difference
ensure steady progress, considering the sum
keeps you motivated to work toward your
long term goal
 I. Evaluating learning
In a ½ sheet of paper, answer the following:
1).If 5 arithmetic means are to be inserted
between 4 and 34, what is the larrgest mean to
be inserted?
2) 9, 4, -1, -6, -11, ________?
3) what term of arithmetic sequence 4, 1, -2, -5
…….is -29?
4) what is the 10th term of the arithmetic
sequence 5, 12, 19, 26……….?
5) what is the 8th term of the arithmetic
sequence 4, 7, 10, 13, 16…………?
1. The largest of 5 arithmetic means
between 4 and 34 is 29
2. -16
3. 12th term
4.68
5. 25
J. Additional activities for application or remediation
ASSIGNMENT:
List the next four terms of an arithmetic
sequence, given a, and d. Write your answers on
the blanks provided.you will submit it next meeting

1.a 1=10,d=7 10 ,_ ,_ ,_ ,_
2.a 1=¿21 , d=35 21, _,_,_,_
3.a 1=3, d=9 3, _ ,_, _,
4 . a 1=8 d=4 8, _,_,_,_,_
5. a 1 =-27 d=-12 -27,_,_,_,_

V. REMARKS
VI. REFLECTION
A. No of learners who earned 80% on the
formative assessment
B. No. of learners who require activities for
remediation
C. Did the remedial lesson/s 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. What difficulties did I encounter which my
principal help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Rhea Mae S. Ibanez

BSED MATH 3
Checked by : RODERICK B. BERMEJO
INSTRUCTOR