Math 10 - 1ST Quarter - Learning Plan No. 1

Revised, May 2018
LEARNING PLAN
Learning Area: MATHEMATICS 10
Learning Period: FIRST QUARTER
Enhanced Content Standard:

The learners will demonstrate understanding that the key concepts of sequences and series,
polynomials and polynomial equations can formulate and solve problems in different disciplines through
appropriate and accurate representation.
Enhanced Performance Standard:

The learners will be able to formulate and solve problems involving sequences and series,
polynomials and polynomial equations in different disciplines through appropriate and accurate
representations.
WEEK 1
Objectives:
By the end of the week, the students are expected to:
 Generates patterns;
 Defines and illustrates a sequence and series;
 Illustrates sequence and series; and
 Differentiate Recursive and Explicit forms of sequence.
Learning Resources:
1..B.Orines (2015) Next Century Mathematics 10, Unit 1, pages 2-17.
2.http://www.google.com/sequences.
Procedures:
Day 1
I. Introduction:
1. Administer a Pre-Assessment to determine the mastery level of students in working with sequences
and series. Ask them to take note of the items that they are not able to answer correctly and find the
right answer as they go through the lesson.
2. Pose the essential questions: “Where are sequences and series found?” and “How important are
sequences and series?” Get initial students’ response. Then, introduce the performance task in detail.
Explain the rubric to be used in evaluating the product and performance.
3. Hooks students’ interest with the following search-for-a-pattern activity (see attached Worksheet 1).
4. Process the activity and informally introduce the term sequence. Ask the class to think and share
words that have the same meaning as sequence or words and concepts that are associated with
sequence. Ask for explanation.
5. Tell the class to work in pairs to answer Mental Math odd numbers only of exercise 1.1 in the
textbook.
6. Then check their work, ask volunteers to give answers orally.
Dominican High School: 2018-2019 Learning Plan: Mathematics 10 – First Quarter

Revised, May 2018
7. Ask each student to continue answer Mental Math even numbers only of exercise 1.1 in the textbook.
Tell them their answer will be check next meeting.Tell them to use Google search in looking for the
topic sequences, as their assignment.
8. Tell the class to write their reflection on “What is the importance of cooperation when doing a group
work?"
Day 2
9. Interaction:
1. Tell the class that the individual goal for the day’s activities is to be able to learn how to generate
patterns, and define and illustrate a sequence and a series.
2. Ask the class to relate briefly about their Google search activity.
3. Provide the class a karaoke lesson. Post the lyrics and play the song “12 Days of Christmas”. Divide
the class into 12 groups to sing-along with it. Then process the activity with the following guide
questions to be distributed to each group.
Group 1: On the 1st day of Christmas, how many gifts did “my true love” send to “me”? What is it?
Group 2: On the 2nd day of Christmas, how many gifts did “my true love” send to “me”? What were
they?
After the 2nd day of Christmas, how many gifts in all did “my true love” send to “me”?
Group 3: On the 3rd day of Christmas, how many gifts did “my true love” send to “me”?
After the 3rd day of Christmas, how many gifts in all did “my true love” send to “me”? What
were they?
Group 4: On the 4th day of Christmas, how many gifts did “my true love” send to “me”?
After the 4th day of Christmas, how many gifts in all did “my true love” send to “me”? What
were they?
were they?
were they?
were they?
were they?
were they?
After the 10th day of Christmas, how many gifts in all did “my true love” send to “me”?
What were they?
What were they?

Revised, May 2018
What were they?
4. Let them tabulate the results.
a. If all the numbers in the second row in the first table are listed, sequence of numbers is evident. If
each number in the sequence is called a term, how many terms are there in the sequence?
b. What is the 3rd, 5th, 8th, 9th, 11th term of the sequence?
c. If all the numbers in the second row of the second table are listed to form a sequence, what is the
2nd term, 5th tem, 7th term, 10th term?
d. Write the mathematical sentence that will explain the 12th term of the second sequence. Identify
the formula used, is it recursive or explicit? Show the formula.
5. What term can be used for the sum of the terms of a sequence?
6. Introduce the recursive form and explicit form of sequence. Emphasize the importance of the first
term of the sequence and the recursive formula.
7. Use the examples in the textbook for discussion involving recursive form and explicit form.
8. Ask: “Was there any point in your life when you extended help to other people or performed some
services for your family, school, barangay, community, or country? Did you ever recognize that the
numbers given in the scenario could be represented mathematically in order to come up with
quantities that create positive change?”
Day 3
III. Integration:
1. Use the students’ reflection to lead the discussion about sequence.
2. Continue the exploration activities on sequences and series. Tell the class to study the next table and
complete it with a partner (see attached Worksheet 2).
3. Ask the class to answer the Mental Math of Exercise 1.1.
4. Firm up the learned skills by discussing Examples 1-2 on pages 3-4. Ask formative evaluation
questions to confirm students’ understanding of the lesson.
5. Then, ask student to work in pairs to answer Written Math A 11-20, B-odd numbers only, and D-odd
numbers only of Exercise 1.1.
6. Deepen their learned skills by providing them opportunity to further work on sequences, this time by
getting the sum of its terms.
7. Use the term series for the sum of the terms. Use the illustrative examples on pages 9-12 to explain
what series is.
8. Ask them to work in pairs in answering Written Math B 21-26 of Exercise 1.1. Ask for volunteers in
discussing with the class the answers to selected items emphasizing on shortcuts, if there is any.
9. Check their transfer skills by asking them to work on the problems of Math Challenge 67-69 on
pages16.
10. Reflection Journal: James 2:14 “What good is it, my brothers, if someone says he has faith but does not
have works? Can that faith save him?”. Ask the class, “On what part of the DHS Mission can you
connect the given bible verse?”

Math 10 - 1ST Quarter - Learning Plan No. 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math 10 - 1ST Quarter - Learning Plan No. 1

Uploaded by

Copyright:

Available Formats

Revised, May 2018

Enhanced Content Standard:

Enhanced Performance Standard:

Dominican High School: 2018-2019 Learning Plan: Mathematics 10 – First Quarter

Dominican High School: 2018-2019 Learning Plan: Mathematics 10 – First Quarter

Dominican High School: 2018-2019 Learning Plan: Mathematics 10 – First Quarter

You might also like