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Araullo Grade 10

DAILY High School Level

LESSON Teacher Jayson L. Santelices Learning Mathematics

LOG Area

Teaching June 18, 2018 (Mon) Quarter First Quarter

Date and 1:00 – 7:00 pm

Time

curriculum standards. To meet the objectives, necessary procedures

must be followed and if needed, additional lessons, exercises and

remedial activities may be done for developing content knowledge

1. OBJECTIVES and competencies. These are assessed using Formative Assessment

strategies. Valuing objectives support the learning of content and

competencies and enable children to the significance and joy in

learning the lessons. Weekly objectives shall be derived from

curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of

sequences.

B. Performance The learner is able to formulate and solve problems involving

Standards sequences.

C. Learning 1. Define and illustrate an arithmetic sequence;

Competencies/ 2. Derive the formula in finding the nth term of an arithmetic

Objectives sequence; and

Write the LC code for 3. Determine the nth term of an arithmetic sequence.

each

Content is what the lesson is all about. It pertains to the subject

matter that the teacher aims to teach. In the CG, the content can

2. CONTENT be tackled in a week or two.

Topic: Sequences and Series

Sub- topic: Arithmetic Sequence

List the material to be used in different days. Varied sources of

materials sustain children’s interest in the lesson and in learning.

3. LEARNING

Ensure that there is a mix of concrete and manipulative materials as

RESOURCES

well as paper-based materials. Hands-on learning promotes

concept development.

A. References 1. Mathematics Curriculum Guide

2. E-mathematics 10

3. Callanta, M. M., et al. (2015). Mathematics Learner’s Module

Grade 10. Rex Book Store, Inc.

4. Callanta, M. M., et al. (2015). Mathematics Teacher’s Guide

Grade 10. Rex Book Store, Inc.

5. Oronce, O. A. (2010). E-Math Intermediate Algebra. Quezon

City: Rex Printing Company, Inc.

6. Orines, F. B. (2015). Next Century Mathematics 10. Quezon

City: Phoenix Publishing House, Inc.

7. Sabangan, L. E., et al. (2015). Math Time Activity Sourcebook

Mathematics Grade 10. Quezon City: Educational Resources

Corporation.

These steps should be done across the week. Spread out the

activities appropriately so that students will learn well. Always be

4. PROCEDURES guided by demonstration of learning by the students which you can

infer from formative assessment activities. Sustain learning

systematically by providing students with multiple ways to learn new

things, practice their learning, question their learning processes and

draw conclusions about what they learned in relation to their life

experiences and previous knowledge. Indicate the time allotment

for each step.

A. Reviewing previous Motivation: What do we have in common?

lesson or presenting Examine how the figures are formed.

the new lesson

record the results in a table. Look for a pattern and then

create the next three figures.

2. Is there a pattern in the number of matchsticks? If there is,

describe it.

3. How is each term (number of matchsticks) found?

4. What is the difference between any two consecutive

terms?

Number of 1 2 3 4 5 6 7

Squares

Number of

Matchsticks

results in a table. Look for a pattern and then create the

next three figures.

2. Is there a pattern in the number of coins? If there is,

describe it.

3. How is each term (number of coins) found?

4. What is the difference between any two consecutive

terms?

Term

1 2 3 4 5 6 7

Number

Number

of Coins

The sequence

4, 7, 10, 13, 15

is called an arithmetic sequence because the difference

between any two consecutive terms is always the same.

Arithmetic Sequence

B. Establishing a

A sequence whose consecutive terms have a common difference

purpose and

is an arithmetic sequence.

Presentation of the

The sequence a1, a2 , a3 , … an is arithmetic if there is a number

lesson

d such that:

a2 – a1 = d, a3 – a2 = d, a4 - a3 = d

and so on. The number d is the common difference in the

arithmetic sequence.

Example 1: Determine whether the given sequence is arithmetic or

not. If it is arithmetic, find the common difference and the next

two terms.

a.25, 21, 17, 13, 9, … d. 4, 10, 16, 20… g. 2, 4, 8,16, 32, …

6 7 8

b. 1, 3, 9, 27, 81, … e. 1, , , ,…

5 5 5

c. -1, 4, 9, 14, 19, … f. 6, 4, 2, 0, - 2, …

C. Discussing new Example 2: Find p so that the numbers 7p + 2, 5p + 12, 2p – 1,… form

concepts and an arithmetic sequence.

practicing new skills

Solution:

Since the given sequence is arithmetic, hence

(5p + 12) – (7p + 2) = (2p – 1) –(5p + 12)

-2p + 10 = -3p – 13

p = - 23

a1

a2 = a1 + d

a3 = a2 + d = (a1 + d) + d = a1 + 2d

a4 = a3 + d = (a1 + 2d) + d = a1 + 3d

a5 = a4 + d = (a1 + 3d) + d = a1 + 4d

Therefore, the nth term of an arithmetic sequence with first term, a1,

and common difference, d, is given by

an = a1 + (n – 1)d

Example 3: Write a formula for the nth term of the given arithmetic

sequence.

a. 12, 19, 26, 33, 40,… b. 9, 1, -7, -

15, -23, …

Solution:

a. a1 = 12 and d = 7 b. a1 = 9 and d = -8

an = 12 + (n – 1)7 an = 9 - 8(n – 1)

= 12 + 7n – 7 =9–

8n + 8

an = 7n + 5 an = 17 – 8n

Example 4: Find the 30 term of the arithmetic sequence 1, 5, 9, 13,

th

17, …

Solution:

a1 = 1, d = 4, n = 30

a30 = 1 + 4(30 – 1)

= 1 + 4(29)

= 1 + 116

a30 = 117

D. Developing mastery Find an for each arithmetic sequence.

(Leads to Formative 1

a. a1 = 5, d = 4, n = 15 c. a1 = 12, d = ,n=

Assessment 3) 2

16

b. a1 = 6, d = -3, n = 20 d. a1 = x + 1, d = 3x, n = 30

Solution:

1

a. a1 = 5, d = 4, n = 15 c. a1 = 12, d = , n = 16

2

1

a5 = 5 + 4(15 – 1) a16 = 12 + (16 – 1)

2

1

= 5 + 4(14) = 12 + (15)

2

39

a5 = 61 a16 =

2

b. a1 = 6, d = -3, n = 20 d. a1 = x + 1, d = 3x, n = 30

a20 = 6 – 3(20 – 1) a30 = x + 1 + 3x(30 – 1)

= 6 – 3(19) = x + 1 + 3x(29)

a20 = - 51 a30 = 88x + 1

B. Finding practical

applications of

concepts and skills

in daily living

C. Making Abstraction:

generalizations and Fill in the blanks to make each statement true.

abstractions about 1. A sequence whose consecutive terms have a

the lesson common difference is a/an _____.

2. The number d in an = a1 + (n – 1)d is called the ____ of

any two consecutive terms in an arithmetic

sequence.

3. The common difference of the arithmetic sequence

3, 1, -1, -3, -5, … is ____.

4. The formula in finding the nth term of an arithmetic

sequence is ______.

1. a1 = 7, d = 3, n = 11

2. a1 = 14, d = -3, n = 25

3. a1 = -m, d = 5m, n = 10

C. Find the 50th term of the arithmetic sequence 2, 5, 8, 11,

…

E. Additional activities 1. Find the 35th term of an arithmetic sequence whose first term is 5

for application or and common difference is 3.

remediation 2. In the sequence, 30, 25, 20, 15, …, find the 22nd term.

5. REMARKS

6. REFLECTION

SECTIONS

Mencius

Hobbes

Pericles

Plato

Locke

A. No. of learners who

earned at least 80%

in the evaluation

B. No of learners who

require additional

activities for

remediation

Math Teacher Math Department Head

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