LESSON PLAN in

MATHEMATICS 10
June 20 - 24, 2016
June 27 - July 1, 2016
July 4 - 8, 2016

TIME

DAY

SUBJECT

ROOM

11:15 - 12:15

MW

Math(Gr.10-A)

418

9:00 - 10:00

Tuesday

Math(Gr.10-A)

418

3:15 - 4:15

MWF

Math(Gr.10-B)

419

9:00 - 10:00

Thursday

Math(Gr.10-A)

418

10:15 - 11:15

Friday

Math(Gr.10-B)

419

SUBMITTED BY:

ANGIELYN A. MARFIL
Mathematics Teacher

SUBMITTED TO:

AGNES E. DA SILVA
High School Principal

I. Objectives:
At the end of the lesson, the students must be able to:
generate pattern
define and illustrate a sequence and a series
analyze the importance of sequence and series in real life situations.
II. Subject Matter:
Sequences and Series
Next Century Mathematics,Esparrago, M., et.al.,pages 2 - 18
II. Procedure:
Motivation:
Arrange the following words to make a sentence with meaning:

pizza

for

want

dinner

is

best

the

dad

he

Analysis
How did you arrive with the correct answer? What rule did you consider?
Cite examples and identify the rule involved.
Let the students define the word sequence based on the given examples.
Activity:
A. Find the next three terms of each sequence:
a. 25, 17, 9, ...
b. 1, -4, 9, -16, ...
c. 0.5, 1.5, 4.5, ...
d. 4, 5, 9, 14, ...
B. Group activity:
Make your own sequence and ask the other groups to identify the next three
terms. Explain the rule of the sequence.
C. Solve the following:(Quiz Bee- Group)
a. Use the functional relation F(n) = 2n - 3, where n is a natural number, to
write an infinite sequence.
b.. Using consecutive positive integers n = 1, 2, 3, 4, 5, write the first terms
of the sequence defined by G(n) = n -

1
n

Abstraction
Activity(Group):
Based on the given activities, make a generalization about the concepts presented.

 Application
Problem Solving:
1. In an experiment, the car bounces back 6 meters and then moves forward again.
On each bounce, it moves back 2/3 of the distance of the previous distance.
a. Determine the distance of the bump car from the head wall after 4 bounces.
2. Lewis is offered Php 20,000 as starting for a job, with a raise of Php 2,000 at the
end of each year of outstanding performance. If he maintains continuous outstanding
performance, what will his salary be at the end of 6 years?
3. The first 4 triangular numbers are shown below represented by dots.
n: 1

10

Triangular
number T(n):

a. Complete the table of triangular numbers below:

N

T(n)

10

b. Is 50 a triangular number?
4. The first 4 square numbers are shown below represented by dots.
n: 1

16

Square
Number S(n):

a. Complete the table of square numbers below:

N

S(n)

16

b. Find 3 pairs of triangular numbers whose sum is a square number.

c. Find the pairs of square numbers whose difference is triangular number.
d. Find a square number that is also a triangular number.

IV. Evaluation

A. Write the first five terms of the sequence defined by the following functions:
1. F(n)= 2n - 1
2. F(n) = 3n + 2
3. F(n) = 1 / (n(n+1))
4. F(n) = 2n / (n + 1)
5. F(n) = ((-1)n - 1 ) / n3
B. Find the next two terms for each sequence. Then write its recursive formula.
1. 5, 9, 13, 17, ...
2. 7, 1, -5, -11, ...
3. 1, 5, 21, 85, ...
4. 6, 7, 7.5, 7.75, ...
5. 3, 10, 24, 52, ...
C. Use the given recursive formula to find the next four terms of the sequence.
1. a1 = 4, an = an-1 + 8
2. a1 = 6, an = 2an-1 - 5
3. a1 = 5, an = 5an-1 + 1
D. Determine the next two terms for each sequence. Then write the explicit form.
1. 5, 8, 11, 14, ...
2. 2, 5, 10, 17, ...
3. 2, 6, 12, 20, ...
4. 3, 8, 15, 24, ...
5. 4, 10, 20, 34, ...
V. Assignment
A. Write the first five terms of the sequence defined by the following functions:
1. F(n) = 8n - 5
2. F(n) = 1/2 n + 1
3. F(n) = nn
4. F(n) = (-1)n2n
5. F(n) = n / (n+1)
B. Find the next two terms for each sequence. Then write its recursive formula.
1. 8, 14, 26, 50, ...
2. 2, 6, -8, -54, ...
3. 2, 4, 16, 256, ...
4. 1, 2, 5, 26, ...

5. -3, -7, -11, -15, ...

C. Use the given recursive formula to find the next four terms of the sequence.
1. a1 = 2, an = (-1)n(2an-1)
2. a1 = 2, an = (an-1)2 + 2
D. Determine the next two terms for each sequence. Then write the explicit form.
1. -1, 3, 7, 11, ...
2. -2, 1, 6, 13, ...
3. 1/3, 1/4, 1/5, 1/6, ...
4. 2/3, 4/3, 2, 8/3, ...
5. 2/3, 1/3, 2/9, 1/9,...

Prepared by:

ANGIELYN A. MARFIL
Mathematics Teacher

LESSON PLAN in

MATHEMATICS 10
July 11 - 15, 2016

TIME

DAY

SUBJECT

ROOM

11:15 - 12:15

MW

Math(Gr.10-A)

418

9:00 - 10:00

Tuesday

Math(Gr.10-A)

418

3:15 - 4:15

MWF

Math(Gr.10-B)

419

9:00 - 10:00

Thursday

Math(Gr.10-A)

418

10:15 - 11:15

Friday

Math(Gr.10-B)

419

SUBMITTED BY:

ANGIELYN A. MARFIL
Mathematics Teacher

SUBMITTED TO:

AGNES E. DA SILVA
High School Principal

I. Objectives:
At the end of the lesson, the students must be able to:

 generate pattern to get the sum of the sequence

define and illustrate a sequence and a series
analyze the importance of sequence and series in real life situations.
II. Subject Matter:
Sequences and Series
Next Century Mathematics,Esparrago, M., et.al.,pages 2 - 18
II. Procedure:
Motivation:
Challenge: What is the sum of the first 500 numbers?
Analysis
How did you arrive with the correct answer? What rule did you consider?
Cite examples and identify the rule involved.
Let the students define the word series based on the given examples.
Activity:
D. Find the next terms of each sequence and give the sum of the first 10 terms:
a) 25, 17, 9, ...
b) 1, -4, 9, -16, ...
c) 0.5, 1.5, 4.5, ...
d) 4, 5, 9, 14, ...
E. Group activity:
Write the series in summation notation for each sequence:
a) 5, 10, 15, 20, 25
b) 2, 7, 12, 17, 22
c) 1/2, 3/4, 5/6, 7/8, 9/10, 11/12
d) 2, -4, 6, -8, . . .
e) -1, 1/4, -1/9, 1/16, . . .
F. Solve the following:(Quiz Bee- Group)
Evaluate each series:
4

a)

(3 n+1)
n=1
6

b)

(2n3)

c)

(252 n)

n=1

n=1

3 2n

d)

n=4
4

2 3 n

e)

n=0

Abstraction
What method will you use to get the sum of the sequence easily?
Application
Problem Solving:
5. In an experiment, the car bounces back 6 meters and then moves forward again.
On each bounce, it moves back 2/3 of the distance of the previous distance.
b. Determine the distance of the bump car from the head wall after 4 bounces.
c. Solve for the total distance traveled by the car after 5 bounces.
6. The first 4 triangular numbers are shown below represented by dots.
n: 1

10

Triangular
number T(n):

a. Complete the table of triangular numbers below:

N

T(n)

10

b. Is 50 a triangular number?
c. Find the sum of the first 8 triangular numbers.
IV. Evaluation
A. Write the series in summation notation for each sequence:
1) 1000, 100, 10, 1, 0.1, 0.01
2) 3, 6, 12, 24, . . . , 192
3) -5, -9, -13, . . . , -29
4) -10, -7, -4, . . . , 20
5) 2, 6, 12, 20, 30, . . . , 56
B. Evaluate each series:
6

1)

(n23)
n=1

2)

1
n+1
n=1

3)

31n

4)

n=1

n=0
3

5)
C.
1)
2)
3)
4)
5)

(2 n1)

n=3

Find the indicated value for each series:

3 + 6 + 9 + 12 + . . . , S8
17 + 13 + 9 + 5 + . . . , S7
15 9 3 +3 + . . . , S10
1/8 + 17/2 + 1/9 + 19/2 . . . , S7
2 + 3 + 5 + 7 + . . . , S10

V. Assignment
Find the indicated value for each series:
1)
2)
3)
4)
5)

1 + 3 + 9 + 27 + . . . , S7
2 8 + 32 128 + . . . , S6
27 + 18 + 12 + 8 + . . . , S8
+ 2/3 + + 4/5 + . . . , S6
3 + 4 + 7 + 11 + . . . , S10

Prepared by:

ANGIELYN A. MARFIL

Mathematics Teacher