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I.

Objectives

At the end of the lesson, the students are expected to:

identify and generate patterns;

find the nth term of a sequence;

find the general term of a sequence; and

differentiate a finite sequence from an infinite sequence.

II.

Subject Matter

Topic: SEQUENCE

References: E-Math 10 by Orlando A. Oronce and Marilyn O. Mendoza, pages 2-20

Intermediate Algebra II by Julieta G.Bernabe, pages 226-228

Global Mathematics 10 by Geraldo DG. Banaag, pages 2-5, 57

Materials: Chalk and board, work sheets, slide presentation

III.

Procedure

A. Priming/Activating Prior Knowledge

Action Song : A Food Cheer

B. Presentation

*Activity (Group Activity)

The class will be divided into four groups. Each group will be given a task to do

Group 1: Sequence Generator

Group 2: Radio Tuning

Group 3: Multiplication Table

Group 4: Routine Ko To

(see attachments for the mechanics for each group activity)

Every group will be given 10 minutes to do the task.

After finishing the group activity, a representative from each group will present their

output.

*Analysis

Answer the following guide questions

1. How do you fell about the task given to your group? Why?

2. In doing the activity, what mathematics concepts or principles did your group apply?

Explain how you applied these mathematics concepts or principles?

3. How would you describe the sequence?

*Abstraction

Sequence is a logical order or arrangement of values defined by a general term or nth term.

The general term of a sequence defines the characteristic of the whole sequence. Every

element in a sequence is called a term.

Examples:

1.

2.

3.

4.

Multiples of 7: 7, 14, 21, 28, 35, 42, . . .

Powers of 2: 2, 4, 8, 16, 32, 64, . . .

Multiples of 5 between 11 and 60: 15, 20, 25, 30, 35, 40, 45, 50, 55

A sequence having a finite number of terms is called a finite sequence.

A sequence that has an infinite number of terms is called an infinite sequence.

Example: Find the first five terms of the sequence, given the general term

an =2(n+3) .

Solution:

a2 :for n=2 :2 ( 2+3 )=2 ( 5 )=1 0

a3 :for n=3 :2 ( 3+3 )=2 ( 6 )=1 2

a 4 : for n=4 :2 ( 4+3 ) =2 ( 7 )=1 4

a5 :for n=5 :2 ( 5+3 )=2 ( 8 )=16

The first five terms of the sequence are 8, 10, 12, 14, and 16

*Application

Directions: Solve the given problem assigned to your group.

Group 1:

Jessica wanted to buy a monopod equipped with shutter for her selfie habits that cost

Php 300 and started by saving Php 5 on June 15, Everyday from then on, she saved Php 3

more than she did the preceding day. On June 25, she checked her savings and found that

she needed to save more to buy the monopod. How much does she still need to save?

Group 2:

Alex is a very athletic person. He usually joins fun runs and marathons. Unfortunately,

he got injured in one of his events when his ankle twisted. He was told to take some rest and

was advised to return to his jogging program slowly.

In the program, he needs to jog for 15 minutes each day for the first week, then an

increase of 7 minutes per day on the succeeding weeks. How many minutes does Alex have

to jog on the 10th week of the program?

Group 3:

Every month, Jose saves Php 115 more than what he saved the preceding month in his bank

account. If he initially put Php 925 in his account, find a formula to find out how much he

saved in his bank account on the nth month.

(note: neglect periodic interests)

Group 4:

A ball is dropped from a height of 24 feet and always bounces off to 1/3 of the height

from which it falls. Express the height from which the ball falls as terms of a sequence. Write

a formula for the nth term of the sequence.

IV.

Evaluation

Directions: Read and analyze the given items carefully. Write on the spaces provided before

each number the next two terms of each sequence.

____ ____ 1. 3, 7, 11, 15, . . .

____ ____ 2. 8, 11, 14, 17, . . .

____ ____ 3. -5, -2, 1, 4, . . .

Directions: Read and analyze the given sequence carefully. Complete the sequence by filling in

the blanks the missing term/s.

5. 4, 8, ___, 16, 20

6. 13, ___, 33, ___, 53

7. 1.6, ___, 2.2, ___2.5, ___

V.

Assignment

Movie Review: Pay it Forward

Watch the movie Pay it Forward, starring Kevin Spacey, Helen Hunt, and Haley Joel

Osment. The movie is about a middle school student, Trevor McKinley, who was caught between

the extensive complexities of life when he met his Social Studies teacher and provided them with

an assignment:

Think of an idea to change our world and put it into ACTION.

See how this student changes the lives of a lot of people. Realize how the concepts of

sequences have been used to illustrate the ain action of the movie and how you can do the

same to help your community.

Prepared by:

JEMARJO E. SALANDANAN

Kalayaan Christian School

Mathematics

NENITA ADAME

Dr. Juan A. Pastor MNHS

Principal II

MARITES BONIFACIO

Sta. Monica NHS

Principal I

JACQUELINE ARIAS

Itlugan NHS

Teacher III

ELINO GARCIA

Dacanlao G. Agoncillo NHS

Head Teacher I

Sequence Generator

The Greek mathematician Pythagoras who lived during the sixth century BC was the founder

of the Pythagorean brotherhood. The group studied numbers of geometric arrangements of

points, such as triangular numbers, square numbers, and pentagonal numbers. The following

illustrate the first few of each of these types of numbers.

Triangular Numbers

1

3

6

10

15

16

25

Pentagonal Numbers

1

5

12

22

Square Numbers

1

Figurate Number

1st

2nd

3rd

4th

5th

Triangular

Square

Pentagonal

Hexagonal

Heptagonal

Octagonal

1

1

1

1

1

1

3

4

5

6

7

6

9

12

15

10

16

22

15

25

6th

7th

2. Add two consecutive triangular numbers. What kind of figurate numbers do you get?

3.

1+3

=?

Multiply

each

3+

6 triangular number by 8.then, add 1. What kind of figurate numbers do you get?

Triangular Number (x)

10

15

8x + 1

4. Square any two consecutive triangular numbers. Subtract the smaller square number from

the larger. What kind of number do you get?

Radio Tuning

The Philippines is tagged as home of great singers and stage performers. We always

like to hear good music being played over the radio. It has become part of our daily living

that we listen to music and sing with it whenever possible.

Once you turn on the radio, it is necessary that you know the station you are going to

listen to. These stations, better known as FM (frequency modulation) modulate or vary

their frequencies to carry sound or information over an electromagnetic wave.

Do you know some Batanguenyo radio station? Can you give some? _________________

How do you identify these stations? ___________________________________________

Below is a table showing the list of different existing FM stations with their corresponding

frequency modulation. Complete the table by filling in the blank spaces the correct frequency

assuming that the given stations are arranged in increasing frequency.

Frequency

Station

Frequency

Station

88.3 FM

89.1FM

89.9 FM

90.7 FM

91.5 FM

92.3 FM

93.1 FM

93.9 FM

94.7 FM

95.5 FM

96.3 FM

97.1 FM

97.9 FM

Jam 88.3

Wave 89.1

Magic 89.9

90.7 Love Radio

91.5 Big Radio

Radyo5 92.3 News FM

Monster Radio RX 93.1

93.9 iFM

Mellow 947

Pinas FM 95.5

96.3 Easy Rock

Barangay LS 97.1

97dot9 Home Radio

98.7 FM

99.5 RT

RJ 100

101.1 Yes FM

Tambayan 101.9

102.7 Star FM

103.5 Wow FM

104.3 Business Radio

105.1 Crossover

Radio High 105.9

106.7 Energy FM

107.5 Win Radio

Routine Ko To

A schedule is an example of routine that creates a pattern.

People need patterns in their lives for two reasons:

RELIABILITY and PREDICTABILITY.

A person who is whimsical is often unreliable.

Discuss among your group how you are doing this task: cooking rice

Examine each others answer, and then check if their answer is the same as yours.

Illustrate the process of cooking rice based from the procedures that your group had discussed.

Multiplication Table

You are very familiar with the multiplication table. The figures below illustrate part of a

multiplication table.

X

1

2

3

4

5

6

1

2

3

4

5

6

2

4

6

8

10

12

3

6

9

12

15

18

4

8

12

16

20

24

5

10

15

20

25

30

6

12

18

24

30

36

What is the pattern for the encircled numbers in each row in the table below?

___________________________________________________________________

X

1

2

3

4

5

6

1

2

3

4

5

6

2

4

6

8

10

12

3

6

9

12

15

18

4

8

12

16

20

24

5

10

15

20

25

30

6

12

18

24

30

36

What is the pattern for the encircled numbers along the diagonal in the table below?

___________________________________________________________________

X

1

2

3

4

5

6

1

2

3

4

5

6

2

4

6

8

10

12

3

6

9

12

15

18

4

8

12

16

20

24

5

10

15

20

25

30

6

12

18

24

30

36

What is the pattern for the numbers grouped in inverted L in the table below?

___________________________________________________________________

X

1

2

3

4

5

6

1

2

3

4

5

6

2

4

6

8

10

12

3

6

9

12

15

18

4

8

12

16

20

24

5

10

15

20

25

30

6

12

18

24

30

36

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