GRADE 10

Teacher Learning Area MATHEMATICS ​Teaching Dates and

DAILY LESSON LOG
Time ​Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
School ​Rosario National High School ​Grade Level 10

1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial
equations.
2. Performance ​Standards sequences, polynomials, and polynomial ​equations in different
The learner is able to formulate and solve problems involving disciplines through appropriate and accurate representations.
3. Learning knowledge as pattern of the given sequence problems
Competencies Objectives means of new rule. b. Identify the pattern of involving
understanding. c. Value accumulated each sequence sequence.
The learner generates knowledge as c. Value accumulated b. Identify the nth term of
The learner generates patterns. ​(M10AL-Ia-1) means of new knowledge as the
patterns. ​(M10AL-Ia-1) understanding. means of new given problem.
The learner generates understanding. c. Value
a. Identify the first few patterns. ​(M10AL-Ia-1) The learner accumulated
a. Define sequence. b. terms of a generates patterns. knowledge as
Identify the next term of a sequence given the (M10AL-Ia-1) means of new
sequence nth term/equation. a. Find the general or nth understanding.
c. Value b. Determine the term of a a. Solve
accumulated
Few Terms of a Sequence Sequence Problems involving Sequence
II. CONTENT th ​ Find the nth term of a
given the n​ Term of a
Sequence Identify the First Sequence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 14-15 14-16 14-16 14-16
2. Learner’s ​Materials pp. 9-10 9-11 9-11 9-11

3. Textbook Next Century Mathematics,

Mirla S.
Esparrago et.al., pp.2
and 15
4. Additional www.world.mathigon.org https://www.youtube.
Materials from com/watch?v=UuceR
Learning RQGk8E
Resources (LR) ​portal
PPT, Laptop, Monitor Mathematics 2016 PPT, Laptop, Television
Television Grade 10 LCTGs by DepEd
B. Other Learning IV. PROCEDURES Grade 10 LCTGs by DepEd Cavite
Resources Grade 10 LCTGs by Grade 10 LCTGs by DepEd Cavite Mathematics 2016 PPT, Laptop,
DepEd Cavite Cavite Mathematics 2016 PPT, Laptop, Television, Activity ​Notebook
Mathematics 2016
the pattern or sequence sequence. Study and complete
A. Reviewing previous Identify if each picture and the students will the pattern given in
lesson or presenting the below shows a pattern identify the next term by each item.
new lesson or not. If there is a Think-Pair-Share
With Pattern or Without GROUP YOURSELF 1.
Pattern? Find the next three
The teacher will give terms of the given 1.
2. 2. 4. 3. Rosario, Novelata,
pattern, put a check 2, 4, Kawit, Bacoor,
mark (✓) and identify it, 8, 16, Roario, ___
otherwise put a cross ___ 5.
mark (x). 3.
grouping themselves.
 2. Coffee beans

3. Tahong shells

4. Stack of Stones In the

Beach

Complete the pattern

generated from the
1. Given the
sequence 0, 4,
B. Establishing a purpose Consider the picture at From the previous activity:
for the lesson below: 6. 4. Jan, Apr, Jul, ____ 7.
1. Banderitas 5. 5, 8, 11, 14, ____

previous activity. Green, Blue, Red, Yellow, _____

Orange, Yellow, 1. What
a. Color of the Green, Blue, are the
Banderitas: Red, Orange, next
 terms of 3. What is the number? What
the general/ is the 8th
given nth number?
sequen term of 2. Given the
ce? the sequence 9, 4,
2. Can you sequen -1, -6, -11 what
find the ce? is the next
pattern? 8. 12, 16 what
is the next
number? What continues what will be next term?
is the 10th d. Tahong shells 4. Can you give an equation that
number? Close, Open, will
Close, Open, satisfy the
Open, Close, sequence form by
Open, Open, the coffee bean?
Open, _____

e. Number of Stack of Stones 1,

2, 3,
4, 5, _____ llustrative Example:

f. Dates in the
calendar for the month of July 3,
10, 17, 24, ​_____
The set objects in the

1. Do you see any pattern form

C. Presenting A ​sequence ​is a function ​8 10
the
given picture?
b. Number of Coffee beans 4, 6,
2. Write the terms of coffee bean.
8, _____
3. If the pattern
examples/Instances of the called sequences. Identify if the set of
new lesson priming activity are Illustrative Example: each object shows a
 pattern or not then find
the next term. Consider the rule form
1. of the sequence
a​n ​= 7n – 4.
If we are asked to get
the first five terms of
2. 0, 4, 8, 12, 16, the sequence, we have
___... a​1​= 7(1) – 4 = 3
a​2​= 7(2) – 4 = 10
3. 9, 4, -1, -6, -11, ____
4. 1, 3, 9, 27, 81, _____
5. 160, 80, 40, 20,10, ___
3, 10, 17, 24, 31. sequence below.
Example:
D. Discussing new
concepts and practicing
new skills # 1
a​3​= 7(3) – 4 = 17 or the infinite set {1, 2, 10, we often
a​4​= 7(4) – 4 = 24 3,…}. ​Example: encounter sequences
a​5​= 7(5) – 4 = 31 a 1 2 3 4 5​ ​a​n ​3 -1​1.5 1​ 0 that form a pattern
such ​as that found in
Therefore, the ��​ ​This finite
the
sequence can also be sequence has
Find the nth term of
denoted as 5 terms. We may use
each pattern.
the notation a​1​, a​2​, a​3,​
whose domain is the …, a​n ​to denote a(1),
1. 3, 7, 11, 15
finite set {1, 2, 3,…, ​n​} a(2), a(3)…a(n)
2. 3, 9, 15, 21, 27
respectively. In Grade
a 1 2 3 4…
a​n ​4 7 10 13…
The above sequence is
an infinite sequence
where
a​n ​= 3n + 1
 missing term to collecting pet bottles
complete the sequence. 1. 6, 11, 16, 21, 26 to lessen the trash on
2. 2, 10, 18, 26, 34 our school. If the
1. Jan, Mar, May, Jul, 3. 8, 6, 4, 2, 10 officers can collect 25
Aug, ___, ____ pet bottles on the first
day, 45 on the
2. 5, 8, 11, 14, ___, 20, second day , 65 on
___... the third day, and the
pattern continues,
3. 1/2, 1, 3/2, 2, 5/2, how many pet bottles
___, 7/2, 4, ___,… can they collect in the
fifth day?How many
4. 3, -6, ___, -24, 48, pet bottles they will
___ … collect in one week?

5. 1, 4, 9, 16, ___, 36,

49, 64, ___
E. Discussing new Guide Questions: Given the following nth
concepts and practicing term, supply each blank How did you find the
1. What pattern is 1. Can you see a
new skills # 2 by a correct answer activity?
shown in every pattern in a
Think Pair Share following ​the task at the
How do you generate a given
right to Can you find the pattern?
Study the following sequence from a given situation?
Find the nth term of The SSG Club
patterns then supply the rule/nth term?
each sequence proposed a project on
item? n = 2, n = 3, n = 4 and n =Solution:
2. If the pattern Solution: 5. Then, list the sequence if n = 1
continues in each of the if n = 1 below. a__ = (12)___−1
item, what will a__ = 2(__+1) Substitute ___, ___, ___, ___, ___ Substitute the value of n 4
be the next item? n a​1 ​= 2(__) Add the
generate the pattern. a. terms inside the a​1 ​= (12)___ Subtract the
Given a​n ​= 2(n+1), list the parenthesis a​ 1 =
​ ___ b. Given a​ n =
​ (12)−1 , exponent
first 5 terms of the Multiply the factors generate a sequence with a​1 ​= ____ Simplify the
sequence. Do the same procedure if 4 terms. exponent and the fraction
 Do the same procedure if below. ​___, ___, ___, ___term of each number? given pattern?
n = 2, n = 3 and n = 4 2. What is the nth term of
then, list the sequence How did you find the nth the
F. Developing mastery (leads to What is the general term 1, 4, 7
Formative Assessment 3) 2. 0 5 10 Complete the table below by 2. 3, 6, 12, 24
Find the Number ____ 20 25 substituting the given values of n 3. -5, ​−​5​2​, ​−​5​3​, ​−​5​4
30 35 40 to a​n a
​ nd list down the terms of the 4. 4, 1, -4, -11
Study the given 5. 64, 36, 16, 4
sequence, identify the pattern 3. 17 15 13 ____ 9 7 of each sequence below: Find the nth term of the given
then find the missing number. 53 sequence sequence. 1. 3, 5, 7, 9, 11, 13
2. 12, 19, 26, 33, 40
1. 1 3 5 7 9 ____ 13 15 4. 25 35 45 ___ 65 75 3. 9, 6, 3, 0, -3
17
5. 34 44 54 64 ___ 84 94 1. -2,
application of concepts five weeks.
and skills in daily living Form a
Answer the following sequence
problems. that will
plans to save Php25
show
every week for seven
1. The table below A rabbit population of
weeks. Form a sequence
shows the cost of Mr. Ricafrente grew
that will show the amount
renting the Cavite in the following
of money she is saving
Hall at Island Cove pattern: 2, 4, 8,
from the first to
Resort and Leisure 16…If all the rabbits
Christian helps his
Park in Kawit, live and the pattern
mother in selling
Cavite depending “ Tinapang Bangus” ( continues, how many
1. Emilia helps her
a product from rabbits will be in the
mother in selling
Rosario, Cavite). 8​th ​generation? Write
“​Kalamay Buna​” (a the nth term of the
From the money that
delicacy from Indang).
his mother is giving
From the money that her
him, he plans to save
mother is giving her, she
G. Finding practical Php30 every week for
on the number of attend​e​es. seventh week. 2. The increase in the

H. Making generalizations
and abstractions about the
lesson
outstanding
performance, what
will his salary be at
the amount of money
he is saving from the
first to
sequence.
20 6200
25 6500
30 6800
35 7100
Jose booked the
hall for a birthday
party for 40
persons. How much
will he pay?
2. A rabbit population
grew in the following
pattern: 2, 4, 8,
16…if all the rabbits
live and the pattern
continues, how
many rabbits will be
the end of 6 years?
A sequence is a function
whose domain is a finite
set of positive integers
{1, 2, 3, …, n} or an
infinite set {1, 2, 3, …}. It
is a string of objects, like
numbers, that follow a
particular pattern.
(world.mathigon.org)
population of Cavite fifth week, and identify
Number of Province follows a the nth term of the
Persons pattern. That is, 1.5% given situation.
Rental Cost in P ​ eso of its previous
in the 8​th
generation?
3. Lewis is offered P20
000.00 as starting
salary for a job, with
a raise of P2 000.00
at the end of each
year of outstanding
performance. If he
maintains
continuous
year’s population is added
to the present to obtain
the next. If the current
population of Cavite
is 3,000,000, list the
province’s population for
the next 2 years.
the sequence is called
Each element or object term​.
in the sequence is called A sequence having last
term. term is called ​finite
sequence ​while a
When the sequence A ​sequence ​is a function sequence with no last
goes on forever it is whose domain is a finite term is called ​infinite
called an infinite set of positive integers sequence​. Sequences
sequence, otherwise it is {1, 2, 3, …, n} or an may come in rule form.
a finite sequence. infinite set {1, 2, 3, …} These are
Each element or object in sequences stated in
 general or nth terms.
A ​sequence ​is a
function whose
domain is a finite set
of positive integers {1,
2, 3, …, n} or an
infinite set {1, 2, 3, …}
I. Evaluating learning A. Study
the following patterns
then supply the
missing term to
complete the
sequence.
1. 2, 4, 7, 11, ____
words on the second
day and 630 words
on the third day, how
many words did the
writer wrote on the
fifth day?
application or remediation A.
Follow Up 1. Observe the
things around
you. Take a
picture of objects
Each element or Sequences may come domain is a finite set last term is called
object in the in rule form. These of positive integers {1, infinite sequence​.
sequence is called are sequences stated 2, 3, …, n} or an Sequences may come
term​. in general or nth infinite set {1, 2, 3, …} in rule form. These are
A sequence having terms. Each element or sequences stated in
last term is called object in the sequence general or nth terms.
finite sequence ​while is called ​term​.
a A sequence having
sequence with no last last term is called
term is called ​infinite finite sequence ​while
sequence​. A ​sequence ​is a a sequence with no
function whose
2. 7, 9, 11, ____,
____, 17, 19 What is the nth term for each Ms May Ann Fuerte the adviser of
Find the first 5 terms of the sequence below: Rosario National High School
sequence given the nth term. newspaper “Ang
1. a​n ​= n + 4 1. 3, 4, 5, 6, 7,… Kronikel” assigned her writers to
2. a​n ​= 2n – 1 2. 3, 5, 7, 9, 11,… 3. 2, 4, 8, 16, write news about Brigada
3. a​n ​= 12 – 3n 32,… 4. -1, 1, -1, 1, -1,… 5. 1, 1​​ 2​, Eskwela. A writer wrote 890
4. a​n ​= 3​n 1​ 1​ 1​
3​, ​ 4​, ​ 5​,…
words on the first day, 760
5. a​n ​= (-2)​n
J. Additional activities for
3. 1, 8, 27, 64, 125, ____
4. 5, 10, 7, 14, 11, 22, 19, _____
forming a
sequence.
B. Study
 a​n ​= 3n + 1 C. Did the remedial lessons 1. Find the nth term of each
work? No. of learners who sequence
V. REMARKS A. Follow up: a. 4, 7, 10, 13, 16
b. 4, 13, 28, 49,
VI. REFLECTION Cut out pictures that show a
pattern and identify the rule of
A. No. of learners who the given pattern.
earned 80% in the
evaluation B. Study
1. Write the B. No. of learners who Determine the nth term of the 76
sequence that require additional activities given sequence 2, 4, 7, 11, ____ Study:
satisfy the given for remediation who scored A. Follow up: Define Arithmetic Sequence
equation: below 80%
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?​ F.
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 10
DAILY LESSON LOG

I. OBJECTIVES
School Grade Level 10
Teacher Learning Area MATHEMATICS ​Teaching Dates and Time
Session 1 Session 2 Session 3 Session 4
Quarter FIRST

4. Content Standards The learner demonstrates understanding of key concepts of sequences.

5. Performance ​Standards sequences in different disciplines through ​appropriate and
The learner is able to formulate and solve problems involving accurate representations.
6. Learning RESOURCES arithmetic means and nth term of an arithmetic The learner determines
Competencies C. References term of an arithmetic sequence.​(M10AL-Ib-c-1 arithmetic means and nth
The learner illustrates an sequence ) term of an arithmetic
arithmetic sequence (M10AL-Ib-c-1) sequence.​(M10AL-Ib-c-1)
(M10AL-Ib-1) a. Find the unknown variables
a. Find the missing terms in a. Find the arithmetic means
Objectives of an arithmetic sequence. ��​��​= ​��​1 +​ (​��​−1) of an of an arithmetic sequence.
a. Describe and illustrate b. Find the nth term of an arithmetic sequence. b. Insert a certain number of
an arithmetic sequence. arithmetic sequence. ​c. b. Appreciate arithmetic terms between two given
b. Find the common Appreciate arithmetic sequence in solving real terms of an arithmetic
difference of the terms of sequence in solving real life problems sequence.
life problems
an arithmetic sequence. c. Appreciate arithmetic
c. Identify if a sequence means in solving real life
is an arithmetic Finding the unknown problems.
sequence. Finding the nth term of variables in Arithmetic Means
II. CONTENT an Arithmetic
Sequence ��​��​= ​��​�� + ​
Illustrating Arithmetic (​ � �​ −1)​ � � ​ of an
Sequence The learner determines
III. LEARNING The learner determines arithmetic means and nth Arithmetic Sequence
5. Teacher’s Guide pp. 14-16 pp. 16-18 p. 16-17 pp. 17​ 6. Learner’s

Materials pp.
​ 9-11 pp. 12-14 pp. 12-14 pp. 14–15
7. Textbook Mathematics III: and Methods for High Orlando, et.al., pp. 509 –
Concepts, Structures School by Oronce, 511
 Exploring Mathematics II by Oronce
and Mrndoza, p.490
http://study.com/academy/
lesson/arithmetic-mean
definition-formula
8. Additional example.html
Materials from http://www.mathgoodies.c
Learning http://newsinfo.inquirer.net/ https://encrypted om/lessons/vol8/mean.ht ml
Resources (LR) 567965/name-play-with tbn2.gstatic.com/images?q http://www.123rf.com/phot
portal maragondon- peaks =tbn:And9 o_37149016_group-of
Mathematics III: Concepts, Mathematics III: Concepts, GcTDtmvLno6Yae_NrVU1 red-anthurium-flower-in
Structures and Methods for High Structures and Methods for High W=K8fyDZUXzWWsd4FhA pot-blooming-in-botanic
School by Oronce, Orlando, et.al., School by Oronce, Orlando, et.al., E-Bqg9PZUzr9Q farm-anthurium
pp. 509 – 511 pp. 509 – 511 Mathematics III: Concepts, andraeanum-araceae-or
Structures and Methods for High arum.html
School by Oronce, mOrlando, et.al., https://www.pinterest.com/
pp. 512–516 annakarinsund/examens fest/
Mathematics III An http://www.bluedreamer27
Integrated Approach by Coronel C. .com/saint-mary
Antonio, et.al., pp. 63–65 magdalene-exhibit-in-

D. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson

B. Establishing a purpose
for the lesson
Grade 10 LCTGs by DepEd
Cavite Mathematics 2016,
Worksheets and Picture
Saulog Transit Inc. ​is one
of the many bus
transportation companies
in the Philippines servicing
routes between Cavite and
Metro Manila, Olongapo
or Baguio City. of his training he ran 5 km drawing a line from one sequence. The group with
One day, on its way back from Naic town plaza to column to the next one. highest points after the
to its terminal at Mendez, barangay Muzon. To game will be the winner. 1.
via Aguinaldo Highway, improve his stamina and 2, 6, 10, ___, ___, ___ 2. 9,
one (1) passenger went endurance, he increased 17, ___, ___, ___, 49 3. 7,
down at SM City Bacoor, the distance he runs by 1.5 9, ___, ___, 15, ___ 4. 4,
then, another four (4) km every day. ___, 20, 28, ___, ___ 5. 5,
passengers went down to What is the distance that ___, ___, 20, 25, ___ 6.
Robinson’s Place Imus, he will run on the 7​th ​day of ___, ___, ___, 3, –1, –5 7.
seven (7) passengers went his training? ___, ___, 14, 20, __, 32 8.
down to Robinson’s Place ___, 45, 40, ___, __, 25 9.
Pala-pala and ten (10) Complete the table based 4, –4, __, __, __, –36 ​10.
on the number of km that
passengers went down to –12, __, __, __, 8, 13
Emer will run for each
Lourdes Church at
day.
Tagaytay.
List down the number of
passengers who went How did you find the How were you able to find
Does the distance that
down in each place. activity? the missing terms in the
Does it form sequence? Emer will run everyday
How were you able to sequence?
If it does, how is the show an arithmetic
match the sequence to the
sequence? Why?
10​th ​term, and to the rule?
Grade 10 LCTGs by kawit-cavite/ C. Presenting
DepEd Cavite Grade 10 LCTGs by
Mathematics 2016, and DepEd Cavite Mathematics Grade 10 LCTGs by examples/Instances of the
2016, Worksheets and DepEd Cavite new lesson
Worksheets Mathematics 2016, sequence formed?
PowerPoint presentation
Worksheets and
PowerPoint presentation Illustrative Example 1:
Emer is a runner from Using the generated
Naic. He plans to join an Group the class into
groups with four members Group the class into two (2) sequence from the
ultramarathon of 50 km previous scenario:
each. Match the following groups then let them find
from Naic town plaza to
arithmetic sequence to the the missing terms in each of
the Kaybiang tunnel next Arithmetic
10​th ​term and the rule by the following arithmetic
month. During the first day Sequence
 Subtracting two
consecutive
terms (i.e.: d=a​2​-a​1​)
4-1 7-4 10 = 3 = 3 = 3
Common difference (d)
Let us take the number of
kilometers that Emer will
run each day. Suppose
that he will continue
training everyday, how
many kilometers will he
run in the 10​th​, 15​th​, and
20​th ​day? How do you get
them? Do you think a
formula would help?
Let us take the first four
terms. Let ​��​1 ​= 5, ​��​2 =
​ ��​1​ ​= first term
7, ​��​3 ​= 9, ​��​4 =
​ 11.
Consider the table below
and complete it. Observe
how each term
rewritten.
How else can we write the
terms? Study the table
and complete it.
In general, the first n terms
of an arithmetic sequence
with ​��​1 ​as first term and
d as the common
difference are
��​1​, ​��​1​+​��​1​,
��​1​+2​��​1​, …,
��​1​+(n-1)d.
If ​��​1 and
​ d are known, it
is
The formula for the nth
term of an arithmetic
sequence is ​��​�� ​=
��​1 ​+ (�� − 1)��​,
where
��​�� = ​ last term
�� ​= number of terms d
= common difference
is
Follow the instructions
below then find a partner to
share your answer. You may
use a clean sheet of paper
and a pen while doing the D. Discussing new
activity.
1. Choose two (2) different
numbers.
2. Denote the smaller
number as ​x ​and the larger
number as ​y​.
3. Find the mean of these
two numbers. That is, add
these two numbers then
divide the sum by 2. In
symbols, ��+��
​ example of an Arithmetic
2​.
4. Denote the first mean as
m2​ .​
5. Now, find the mean of the
smaller number ​x ​and ​m​2.​ In
symbols, ��+��​
​ 2
2​.
6. Denote the second mean
as ​m​1.​
7. Then, find the mean of
the larger number ​y ​and ​m​2.​
In symbols, ��+��​
​ 2
2​.
8. Denote the third mean as
m3​ .​
9. Lastly, arrange all the
concepts and practicing
new skills # 1
The sequence generated
from the given scenario
which is 1, 4, 7, 10 is an
Sequence because it is
formed by adding a
constant number which is
3 to the preceding term to
obtain the next. The
constant number 3 is the
common difference,
denoted as ​d​, which can
be obtained by subtracting
two consecutive terms ​(​d
= a​n ​– a​n​-1​ )​ .
easy to find any term in
arithmetic sequence by
using the rule.
��​�� = ​ ��​�� +
​ (�� −
��)��
Illustrative Example 1:
What is the 10​th ​term of
the arithmetic sequence
5, 12, 19, 26, …?
Solution:
Since ​��​1​=5 and d
= 7, then ​��​10 ​= 5 +
(10 − 1)(7) = 68
Illustrative Example 2:
What is the 21​st ​term of the
arithmetic sequence
7, 13, 19, 25, …?
Solution:
Since ​��​1​=7 and d
= 6, then ​��​21 ​= 7 +
(21 − 1)(6) = 127
Illustrative Example 1:
In the arithmetic sequence
5, 9, 13, 17, … which term is
401?
Solution:
The problem asks for n when
��​�� =​ 401.
From the given sequence,
��​1​ ​= 5, d = 4 and ​��​�� =​
401. Substituting these
values in the formula, we
have
��​��​= ​��​1​+(​��​−1)​��
401= 5+(​��​−1)4
Solving for n, we have
401= 5+4​��​−4
401= 4​��​+1
401−1= 4​��​+1−1
400= 4​�� sequence if ​��​1 =
​ 3​,
400 (14)= 4​��​(14) ��​45 ​= 179​, and n =45?
������​=​�� Solution:
Therefore, 401 is the 100th numbers in the form x, m​ ,
term. 1​
m​2​, m​3​, y.
Illustrative Example 10. Share your answer with
your partner.
2: ​What is the common
difference of an arithmetic Does the result form
arithmetic sequence?
What is its common
difference?
What do you call m​1​, m​2​,
m​3​?
How did you obtain the
missing term of the
arithmetic sequence?
Is the common difference
necessary to obtain the
missing term of the What is an arithmetic
sequence? mean?
How did you obtain the
common difference? Illustrative Example 1:
If we cannot solve the Insert three arithmetic
common difference by means between 3 and
subtracting two consecutive 11. Solution 1:
terms, is there any other We look for three numbers
way to solve for it? m​1​, m​2​, and m​3 s​ uch that
The problem asks for d. 11 = 3 + (5 − 1)��
From the given sequence, solve for d
��​1​ =​ 3, ​��​45 ​= 179, and 11 = 3 + 4��
n=45. Substituting these 11 − 3 = 3 − 3 + 4��
values in the formula, we 8 = 4��
have 1​ 1​
8 (​​ 4​) = 4�� (​​ 4​)
179 =​ ​3 +​ (45 − 1)​�� �� = 2
179 = 3 + (44)d Since d = 2, so we have
Solving for d, we have ��​1 = ​ ��​1 + ​ ��
179 = 3 + 44d
��​1 = ​ 3+2=5
179 - 3 = 44d
176 = 44d ��​2 = ​ ��​1 + ​ ��
4=d ��​2 = ​ 5+2=7
Therefore, 4 is the ��​3 = ​ ��​2 + ​ ��
common difference. ��​3 = ​ 7+2=9
3, m​1​, m​2​, m​3,​ 11 is an Therefore, the three
arithmetic sequence. In arithmetic means between
this case, we have a​1 ​= 3, 3 and 11 are 5, 7, and 9.
n = 5, a​5 ​= 11. Using the
general formula for Solution 2:
arithmetic Still we look three
sequence, ​��​�� ​= numbers m​1​, m​2​, and
��​1 + ​ (�� − 1)��
m​3 ​such that 3, m​1​, m​2​,
 m​3​, 11 is an arithmetic solve for m​2​, the meanof
sequence. a​1 ​= 3 and a​5 ​= 11. That
In this case, we nee to is
��​2 ​=(��​
​ ​ ��​5​)
1+

2=​(3 + 11)
=​14​2​= 7 2

Now, solve for m​1​, the

mean of a​1​=3 and m​2​=7.
That is
��​2 ​=(��​
​ ​ ��​2​)
1+

2=​(3 + 7)
=​10​2​= 5 2
Given: ​��​1 =​ ____ ; d =
____ ; n = ____
Solution: ​��​��​= ​��​1​+
(​��​−1)​�� ​substitute
��​1​, n and d ​��​�� ​=
___ + (___− 1)___
subtract the terms
��​�� ​= 4 + (____)3
How is an Arithmetic Think-Pair-Share Think-Pair-Share
E. Discussing new Sequence formed? Supply each blank by a Answer the following
concepts and practicing How can the common correct answer following problems.
new skills # 2 difference in an the task at the right to 1. Which term of the
arithmetic sequence be solve the question. arithmetic sequence
obtained? a. Find ​��​45 of 7, 14, 21, 28, .… is 105?
​ the
sequence 4,7,10,13,16, … Given: ​��​1 =​ ____ ; d =
____ ; ​��​�� ​= ____ Solution: substitute ​��​1​, n and d
Solution: ��​�� ​= ��​1 + ​ (�� − ��​�� ​= ___ + (___−
��​��​=​��​1​+(​��​−1) 1)�� 1)___ ​subtract the terms
�� ​substitute the substitute a​1​, n and a​4 inside the parenthesis
given ___ = ___ + (___−1)
��​�� ​= 4 + (____)3
____ = ___ + multiply
(​��​−1)____ distribute ��​�� ​= 4 + (____)
d add
105 = 7 + ____ − ____ ��​��​=_____
subtract the constants in
Then, solve for m​3​, the
mean of a​5​=3 and m​2​=7.
That is,
��​3 ​=​(��​5 ​+ ��​2​)
2

=​(11 + 7)
18​
2=​ 2​= 9
Forming the sequence 3,
m​1​, m​2​, m​3​, 11, we have
3, 5, 7, 9, 11.
Think-Pair-Share
Supply each blank by a
correct answer following the
task at the right to answer
the question.
a. Insert two terms in the
arithmetic sequence
15, ___, ___, 36.
Given: a​1 =​ __ ; n = __ ;
a​4 ​= ____ F. Developing mastery “How well do you know
(leads to Formative me?” Find Since ​��​�� ​for
each of the following ��​1​+(​��​−1)​�� apply APE between 12 and 56. Given:
arithmetic substitute the given ___ = 3​�� a​1​=___; a​5​=____ Solution:
the right side then apply APE ___ =___ + ( ___−1)d apply MPE substitute a​1 and a​5
​
105 = ______ �� ​= _____
multiply ​d then solve for m​2​.
apply MPE 41 = 5 + ____d
After solving d, find the
Substitute a​1 and m​2 then
​ ​
_____ = ​�� apply APE second (​m1​ ​) and the third
solve for m​1​.
105 = ______ (​m2​ ​) term.
2. What is the common Substitute a​5 and ​ m​2 then
​
substitute ​a​1 and
​ ​d t​ hen
difference of the arithmetic apply MPE add.
solve for m​3​.
sequence if the first term is _____ = ​�� ��​�� ​=
5, last term is 41, and the ��​1​+​��​=___+___= ___
number of terms is 13? Use the nth term of an
arithmetic sequence substitute ​m​1 and ​ ​d t​ hen
Given: ​��​1 =​ ____ ; ​��​��​= add.
____ ; ​�� =​ ____ subtract the terms inside
the parenthesis ��​�� ​= ​��​1​+​�� ​=
Solution: ​��​��​= __+__= ___ ​b. Insert Answer the following.
36 = 15 + (____)​�� 1. Insert two arithmetic
three arithmetic means
Assessment 3) ​Which of the 10. 9.5, 7.5, 5.5, 3.5, … common difference. and 59 respectively?
following sequences is an arithmetic sequence. 2. Given the arithmetic sequence of 5 means between 20 and 38. 2. Insert
sequence? Why? 1. a​1 =​ 5; d = 4 ; n = 11 2. a​1 ​= 14; d = terms of the firs term is 8 and the last three arithmetic means between 52
1. 3, 7, 11, 15, 19 –3 ; n = 25 3. a​1 =​ 12; d = ½; n = 16 4. term is 100. and 40. 3. Find the missing terms of
2. 4, 16, 64, 256 –10, –6, –2, 2, 6, … th ​
3. Find the 9​ term of the arithmetic the arithmetic sequence 5, __, __, __,
3. 48, 24, 12, 6, 3, … 5​ 5​
n = 27 ​5. 3, ​ 2​, 2, ​ 2​,1,… n = 28 sequence with ​��​1 = __, 25.
​ 10 ​and d =
4. 1, 4, 9, 16, 25, 36 ��​�� = 1​ 4. Find the missing terms of the
​ ��​1 + ​ (�� − 1)�� t​ o −​ 2​.
5. 1, 1​​ 2​, 0, -​1​2 answer the following arithmetic sequence 0, __, __, __, __,
4. Find ​��​1 ​if ​��​8 =
​ 54 ​and ​��​9 = ​
6. -2, 4, -8, 16, … questions. __, 15. ​5. The fifteenth term of an
60​.
7. 1, 0, -1, -2, -3 arithmetic sequence is –3 and the
1. The second term of an arithmetic 5. How many terms are there in an
8. 1​​ 2​, 1​​ 3​, 1​​ 4​, 1​​ 5​, … first term is 25. Find the common
sequence is 24, and the fifth term is 3.arithmetic sequence with a common
difference and the tenth term.
9. 3x, x, ��​ ​ 3​, ��​ ​ 9​, … Find eth first term and the differenceof 4 and with first terms 3

G. Finding practical
application of concepts
Answer the following
and skills in daily living
Answer the following
problem.
A merchandiser in Alfa
Mart was tasked to stack
22 cans of Evaporated milk
with 10 cans at the bottom
of the stack. The
illustration is shown at the
right.
1.
Write the number of cans
per layer on the space
provided below. __, __, __,
__, __, __, __, __, __, __
2. Does the number of
cans in each layer of the
stack show an arithmetic
sequence? Explain your
answer.
2. If it shows an
arithmetic sequence,
then what is the
common difference?
Find the distance the
coin will fall in 6
seconds?
problems.
1. You went to a hiking with
your friends at ​Pico de Loro
at Maragondon, Cavite.
Upon reaching the summit,
you drop a coin. The coin
falls a distance of 4ft for the
first seconds, 16ft for the
next, 28ft on the third, and
so on.
2. Antonio is studying
Chabacano​, a native dialect
from Cavite City and
Ternate. He started
practicing one (1) word for
an hour and
decided to add two
more words every
succeeding hour. If the
pattern
continues, how many
Chabacano word did he
learn in one day?
3. Rico bought an ​e-bike
at Php29, 000. If it
depreciates Php500 in
value each year, what
will be its value at the
end of 10years?
due to high demand, she
decided to add 7 more
bottles on each succeeding
Solve the following
problems.
1. ​Tinapa ​(smoked fish) is
best paired with ​Atchara
(pickled papaya). Diana, a
tinapa vendor in Salinas,
Rosario, Cavite, decided to
sell atchara at her store. On
the first week, she started to
sell 15 atchara bottles and
weeks. Supposed that the
pattern continues, how
may week is needed to sell
57 atchara bottles?
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?
3. The 10​th ​term of an
arithmetic sequence is
40 and the 20​th ​term is
30. Find the common
difference and the
first term.
4. If the 9​th ​floor of a
building is 40 meters above
Answer the following
problems.
1. Flower farms in Tagaytay
grew different variety of
flowers including anthurium.
Monica, a flower arranger,
went to Tagaytay to buy
anthurium. She plans to
arrange the flowers
following an arithmetic
the gound and the ground
floor is 4 meters in height
and each floor apart from
the ground has equal
height. Find the height of
each floor.
sequence with four (4)
layers. If she put one (1)
anthurium on the first layer
and seven (7) on the fourth
layer, how many anthurium
should be placed on the
second and third layer of the
flower arrangement?
2. St. Mary Magdalene
Parish Church in Kawit, one
of the oldest churches in
Cavite, established in 1624
by Jesuit Missionaries. The
church is made of red bricks
preserved for more than a
hundred years. Suppose that
 the lowest part of the
church wall contains five (5)
layers of red bricks, 4bricks
on the top and 16bricks on
the bottom layer. Assuming
a sequence where every
term after the first is
obtained by adding a
constant.
Common difference ​(​d​) is
the constant number
added to the preceding
term of the arithmetic
sequence. It can be
H. Making generalizations calculated by subtracting
and abstractions about the any two consecutive
lesson terms in the arithmetic
sequence.
An ​arithmetic sequence ​is
What is the formula to find
I. Evaluating learning ​Determine not. Draw a ​if ​the
whether the given sequence is sequence is an arithmetic
arithmetic sequence or sequence and a if NOT. If
an arithmetic sequence, how
many bricks are there in the
2nd, 3rd and 4th layer of the
wall?
the nth term of an
arithmetic sequence?
Other than solving directly
from
��​�� = ​ ��​1 + ​ (�� −
1)��​, below are the
formula or equation that
could be used if one of
these variables is unknown.
the sequence is an
arithmetic sequence, find
Find the nth term of each arithmetic
3. In some of the Kiddie expensive. In Juan Miguel’s
parties nowadays, Tower 1st birthday party, his
Cupcakes were quite mother ordered a six (6)
popular because it is
appealing and less
nonconsecutive terms of
an arithmetic sequence.
The formula for the
general term of an
arithmetic sequence,
��​�� ​= + (​��​−​��​) and
layer tower cupcakes. If the the mid-point between
��+��
1st and 4th layer of the two numbers, ​
tower contains 6 and 21
cupcakes, respectively, how
many cupcakes are there in
the 6th layer (bottom) of the
tower assuming
arithmetic sequence in the
number of cupcakes?
Arithmetic Means ​are the
terms between any two
nonconsecutive terms of an
arithmetic sequence.
It is necessary to solve the
common difference of an
arithmetic sequence to
insert terms between two
��
can also be used.
sequence. 1. ​��​1 ​= 20​, ​�� = 4​, ​��
= 37 ​2. ​��​1 ​= −3​, ​�� = 2​, ​�� =
12 ​3. ​��​1 =
​ 4​, ​�� = −3​, ​�� = 17
4. ​��​1 ​= 6​, ​�� =​2​3​, ​�� = 11 5
3​
��​1 ​= 16​, ​�� =​ 2​, ​�� = 20
Solve the following questions. 1.
J. Additional activities for
application or
remediation
the common
difference. 1. 4, 8, 16,
32, …
2. 2, 6, 10, 14, …
3. 2, 5, 10, 17, …
4. 1, 8, 9, 16, …
5. 2, 11, 20, 29, …
1. Follow-up
a. Can the common
difference be negative? If
so, describe the sequence.
Given the sequence 3, 1, – 1, –3, …, 3. If a1 = –17 and d = 4, find a22 of number more than once. 1. 2, ___,
​ . find a12. the arithmetic ___, 14
2. Find the 9th term of the arithmetic Use the following numbers inside the 2. 4, ___, ___, ___, 10 3. 6, ___, ___,
sequence box to complete the arithmetic ___, 16
12, 24, 36, … sequence below. You may use a
b. From the previous ��​9​for 40, 43, 46, 49, 52, 5. Which term is 27 in the 7.
assignment, identify which … 9. ​��​ for -29, -34, -39, arithmetic sequence 54, 51, b. How many numbers are
25 ​
of the following is an -44, - 49, … 48, …? divisible by 9 between 5 and
arithmetic sequence then 1. Follow-up 1000?
find each common 10. ​
� �​ 11 ​ for -1, 3, 7, 11, … 2. Study: Sum of Arithmetic
a. Complete the statement
difference. for each arithmetic sequence. Sequence
1, 4, 7, 10, … 9, 12, 15, 18, 1. Follow-up 1. 55 is the ___th term of 4, a. How to find the sum of
… 7, 10, … terms in an arithmetic
Given the first term and
2, -10, 50, -250, … 2. 163 is the ___th term of -5, sequence?
common difference, find
5, 10, 20, 40, … 2, 9, … b. Find the sum of the
the first four terms and the
2, 6, 10, 14, … 3, 12, 48, 2. Study: following arithmetic
formula.
192, … a. Finding arithmetic means. sequence
1, ​��​1 =​ 25, �� = 100 1, 4,7,10,13, 16, 19, 22, 25
7, 12, 17, 22, … 4, 11, 18, b. How to insert terms in an
2. ​��​1 ​= 24, �� = −15 4, 11, 18, 25, 32, 39, 46, 53,
25, … arithmetic sequence.
3. ​��​1 ​= 5, �� = 5
1, 3, 9, 27, … 1, 4, 16, 64, 4. 9, ___, ___, ___, __, 24 5. 60
… 4. ​��​1 ​= 9, �� = −50 ___, 17, ___, ___, 11 2, 6, 10, 14, 18, 22, 26, 30,
2. Study: Finding the 34
2. Study: Finding the nth
missing term of an 7, 12, 17, 22, 27, 32, 37, 42,
term of an arithmetic
sequence arithmetic sequence. 47
a. Formula to find the nth sequence. 9, 12, 15, 18, 21, 24, 27,
term of an arithmetc 4. Find the 16th term of the 30, 33
6. ​��​31 ​for 26, 20, 14, … 7. arithmetic sequence whose
��​13 ​for 17, 313, 309, … 8. first term is 6 and the 1. Follow-up a. Find the
common difference is 0.25. arithmetic mean of –23 and
sequence.
b. How to find then nth
term in an arithmetic
 sequence.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 10
DAILY LESSON LOG
 Teacher Learning Area MATHEMATICS ​Teaching Dates and
Time ​Quarter FIRST

I. OBJECTIVES Session 1 Session 2 Session 3 Session 4

School Grade Level 10

7. Content Standards The learner demonstrates understanding of key concepts of sequences.

8. Performance ​Standards sequences in different disciplines through ​appropriate and
The learner is able to formulate and solve problems involving accurate representations.
9. Learning sequence. of a given arithmetic (M10AL-Ic-2)
Competencies Objectives b. solve problems sequence. a. determine the sum of
involving the sum of b. answer problems terms of a given a. find the sum of terms
arithmetic sequence. c. involving the sum of arithmetic sequence. b. of a given arithmetic
appreciate the sum of arithmetic sequence. solve problems sequence.
arithmetic sequence in c. value the sum of involving the sum of b. solve problems
The learner finds the sum of solving real life problems arithmetic sequence in arithmetic sequence. c. involving the sum of
the terms of a given The learner finds the sum of solving real life problems appreciate the sum of arithmetic sequence. c.
arithmetic sequence. the terms of a given The learner finds the sum of arithmetic sequence in appreciate the sum of
(M10AL-Ic-2) arithmetic sequence. the terms of a given solving real life problems arithmetic sequence in
(M10AL-Ic-2) arithmetic sequence. The learner finds the sum of solving real life
a. find the sum of terms (M10AL-Ic-2) the terms of a given problems
of a given arithmetic a. give the sum of terms arithmetic sequence.
II. CONTENT ​Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series​ ​III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide pp. 19 pp. 19 pp. 19 pp. 19
10.Learner’s ​Materials pp. 16 – 17, 20 - 21
pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21
11.Textbook E – MATH 10 by O. Mendoza, pp. 29-35 10 by Arnold V. Garces
Orlando A. Orence and Marilyn Simplified Mathematics and Criselle Española
 Robes, pp 23-27 Mathematics by Mirla S. Jr. And 29-40
Esparrago, Nestor V. Reyes, Catalina B. Manalo, pp 29-40 https://www.algebra.co
Jr. And Math Essentials by Maria m/algebra/homework/se
Catalina B. Manalo, pp 29-40 Teresa S. quences-and
Angeles, Avelino series/word-problems
12.Additional Our World of Math by Julieta G.Santos, et. al, pp.8, 40 on-arithmetic
Materials from Bernabe, Maricel C. Corpuz, et. progressions.lesson
Learning al., pp.8 – 16 Next Century http://www.analyzemath
Resources (LR) Next Century Mathematics by Mirla S. .com/math_problems/ar
portal Mathematics by Mirla S. Esparrago, Nestor V. Reyes, ith-seq-problems.html
Next Century Esparrago, Nestor V. Reyes, Jr. And Catalina B. Manalo, ​pp
F. Other Learning Worksheets and Mathematics 2016, Worksheets and Mathematics 2016,
Resources PowerPoint presentation Worksheets and PowerPoint presentation Worksheets and
PowerPoint presentation PowerPoint
presentation
Motivational Activity: Motivational Activity:
Perform the instructions How many building Let us consider the Michael plays with
IV. PROCEDURES​ A ​ . below then answer the blocks are stacked in a following problem. Lego bricks. He wants
Reviewing previous questions followed. 1. corner if there are 11 Karen saves Php 50 to build the
lesson or presenting the Form a pyramid of cans layers in all? (Refer to from her monthly construction shown in
new lesson with 6 cans in the ​first the picture below) allowance on the first the figure with 4 bricks
Grade 10 LCTGs by row. Grade 10 LCTGs by month. Php 100 on the at the bottom. How
DepEd Cavite Grade 10 LCTGs by DepEd Cavite Grade 10 LCTGs by many Lego bricks does
Mathematics 2016, DepEd Cavite Mathematics 2016, DepEd Cavite
he need? consist of one brick
What if Michael will only?
add
four more bricks at
the
bottom to make it 8,
how many more
Lego
bricks does he need
making the top layer
B. Establishing a purpose cans are there in the pyramid? second month, Php 150 on the third month,
2. Place one (1) fewer cans in each Php 200 on the fourth month. If she will
successive row thereafter. save
3. After forming the pyramid, how many continuously in this manner, how much will
rows does the pyramid have? 4. How many be her total savings for the first ten months?
cans are there in each row? Does the
number of cans in each row form an
arithmetic sequence? 5. How many total
beat that? are placed 3m apart along
Motivational Activity: A a line. A basket is placed
conference hall has 20 at the start of the line,
rows of seats. The first 10m from the first rock. A
row contains 18 seats, the player starts at the basket,
second row contains 21 runs to the first rock, picks
seats, the third row it up, and returns to place
contains 24 seats and so the rock in the basket.
on. How many seats are Each of ten rocks is
there in the last row? How picked up and carried to
many seats are there in the ​basket, one at a time.
the conference?
for the lesson Find the sum of the first
The secret of Karl 40 terms of the
What is 1 + 2 + 3 + ... + 50arithmetic sequence
+ 51 + ... + 98 + 99 + whose first and third terms
100? are 15 and 21,
C. Presenting Discussion Method
A famous story tells that respectively. examples/Instances of the Illustrative Example:
this was the problem Based on the problem, the new lesson Find the sum of the first
given by an elementary given are a​1​, a​3 ​and n. 20 terms of the
school teacher to a And the formula ​��​�� ​= arithmetic sequence 15,
famous mathematician to �� 19, 23, 27, …
keep him busy. Do you 2​[2​��​1 ​+ (​��​−1) ​��
know that he was able to r​equires the value of d. Solution 1:
get the sum within A rock relay is held at the
We first find a​20 ​by
seconds only? Can you Bermuda Bay. Ten rocks
substituting a​1 ​= 15, d =
4 and n = 20 in the
formula a​n ​= a​1 ​+ (n−1)
d to have a sum of 116?
a​20 ​= 15 + (20 − 1) 4
a​20 ​= 15 + (19) 4
a​20 ​= 15 + 76
a​20 ​= 91
Solving for S20, we
substitute n = 20, a​1 ​=
15
Discussion Method
Illustrative Example: ��​��​= ​��​1 ​+ The first term a​1 ​= 10, d
How many terms is (​��​−1)​�� = 3 and n = 10. To find
needed for –3, 2, 7, … 21= 15 + (3−1)​�� the distance covered by
21= 15 + 2​�� the person, we must
Solution: 6 = 2​�� solve for S​n​.
Using the formula for ��​=3 ��​��
the sum of arithmetic Solving for S​40​, =​��​��​[​����​��​+(​��​−
sequence What is the total ��​)​��​] =
��​��​= ��​​ 2​[2​��​1 ​+ (​�� distance covered by a ����​
��​[​��(10) ​+ (10
– 1) ​��​], substitute S​n person who places all
– ​��​) ​3 ]​
= 116, a​1 ​= –3 and d = 10 rocks in the basket?
= 5 (47)
5. ��​�� ​= 235
We have
��​
116= ​ 2​[2(−3) + Since the person, after
(​��​−1)5] 116=
��​
2​[2(−3) + 5​�� ​− 5]
Discussion Method
116= ��​ ​ 2​[−6 + 5​�� ​−
Find the sum of the first
5]
40 terms of the
arithmetic sequence
whose first and third
terms are 15 and 21,
respectively.
Solution: What is the total
We need to solve first distance covered by a
for d by substituting a​1 person who places all
= 15, a​3 ​= 21 and n = 3 10 rocks in the
to the formula basket? Solution:
and a​n ​= 91 in the ��​20​= 20​
​ 2​(106) 116= ��​
​ 2​[5​�� ​− 11] 5​��​2 ​− 11​�� ​– 232 = 0
formula ��​20​= 10 (106) 2[116= ��​
​ 2​(5​��​−11)] Using quadratic formula,
����​= ��​ ​ 2​(​��​1+
​ ​��​��​) ��​����​= ​�������� 232= ​��​(5​��​−11) we have,
20​
��​20​= ​ 2​(15 + 91) Therefore, the sum of the 232= 5​��​2 ​− 11​�� a = 5; b = –11; c =
first 20 terms of the
 formula 117] ​��​����​= rocks in the basket, so
–232 ​�� =​−�� ±
��​�� ​= ��​
​ 2​[2​��​1 ​+ �������� we must double S​n​.
√��​2 −
​
4���� (​��​−1) ​�� ​] ​��​40 ​= Therefore, the sum of Thus, the total distance
40​ the first 40 terms is covered is
substitute a​1 ​= 15, n = 2​[2(15) + (40 − 1) 3 ]
40 and d = 3 to the picking up each rock, 2 S​n ​= 2 (235) = 470 m.
��​40 ​= 20 [30 +
returns to place the
15, ​��
2��
2940.
arithmetic sequence
19, 23, 27, … is 1060.
2​
=​−(−11) ± √(−11)​ −
Solution 2: 4(5)(−232) 2(5)
Substituting a​1 ​= 15, d = 4
and n = 20 in the �� =​11 ± √121 + 4640
formula 10
��​��​=
��​ �� =​11 ± √4761
2​[2​��​1+ ​ (​��​−1)​��​], we
10
have
​ 2​[2(15) + (20 − 1) 4] �� =​11 ± 69
��​20​= 20​
��​20​= 20​​ 2​[2(15) + (19) 4] 10
Since we are looking
��​20​= 20​ ​ 2​[2(15) + 76]
for the number of terms
��​20​= 20​ ​ 2​(30 + 76) n, the only accepted
��​20​= 20​ ​ 2​(106) solution is the positive
��​20​= 10(106) solution. That is ​��​=​��
��​����​= ​�������� Therefore, eight (8)
Using an alternative solution, terms of the sequence –
the sum of the first 20 terms 3, 2, 7, … is needed to
of the arithmetic sequence have a sum of 116.
15, 19, 23, 27, … is still
1060.
D. Discussing new concepts and practicing new skills # 1 Supply each blank by a correct answer following
the task at the right to
solve the problem.
a. Find the sum of the
first 15 terms of the
arithmetic sequence 9,
12, 15, …
Given: a​1 ​= ____ ; d =
____ ; n = ____
Solution:
Solve for a​15
��​��​= ​��​1​+(​��​−1)​��
��​��​=___+(___−1)_
__ substitute a​1​, n
and d
��​��​=9+(____)3
subtract the terms
inside the parenthesis
��​��​=9+(____)
multiply
��​��​=_____
add
Then solve for S​15​.
��​��​= ��​
​ 2​(​��​1​+​��​��​)
__​
��​15​= ​ 2​(____+____)
substitute n, a​1 ​and a​15
��​15​= 15​
​ 2​(_____)
add the terms inside the
Supply each blank by
a correct answer
following the task at the
right to solve the
problem.
How many terms of
the arithmetic sequence
21, 28, 35, 42, … is
equal/summed 9,625?
What are the given? a​1
= 21, d = 7 and S​n ​=
9,625
We have
��​
___= ​ 2​[2(__) +
(​��​−1) _ ] substitute
a​1, ​d, and S​n ​___= ��​
​ 2​[
__ + _​�� − ​ _ ] multiply Given: a​1 ​= ____ ; a​4 ​=
��​
___= ​ 2​[ __​�� ​−
__ ] add
��​
2[ ___= ​ 2​( __​�� – ​ ��​1​+(​��​−1)​��
of n and 1
parenthesis
S​___ ​= 311
2​ ��​ 1 5​ = _
=​____ ± √(___)​ −
4(__)(___) 2
__ ) ] multiply
____= ​�� ​(__​��​− __)]
7��​2 ​+ 35​�� ​– 19, 250
= 0 Using quadratic
formula, we have,
a = __; b = __; c =
___ ​�� =​−�� ±
√��​2 − ​
4���� 2��
��
S
​ upply each blank by a
correct answer
following the task at the
right to solve the
problem.
Find the sum of the
first 10 terms of the
arithmetic sequence
whose a​1 ​and a​4 ​are 5
and 38, respectively.
____ ; n = ____
Solution:
��​��​=
find the product of the multiply
​ 2(__)
​ S​___ ​= ________
��​��​= 10​
____=
_____+(____−1)​�� ∙ ​The above sequence
substitute the given has a first term equal to
38= 5+(____)​�� 5 and a common
subtract the terms difference d = 5. We
inside the parenthesis need to know the rank
____= 3​�� of the term 1555. We
apply APE use the formula for the
��​=____ nth term as follows
apply MPE _____ = a​1 ​+ (n – 1) d
Solve for S​ 1 0​ .
��​��​= ∙ ​Substitute a​1 and
​ d by
��​ their values
2​[2​��​1+ ​ (​��​−1)​��​]
��​��​= ____ = __ + __(n – 1)
��​
2​[2(__)+(__−1)___] ∙ ​Solve for n to obtain
substitute a​1​, n and d
____ = __n
��​��​= 10​ ​ 2​[___+(___)11]
multiply 2 and a​1 ​and n = ____
then subtract the value
We now know that 1555
∙ ​The first few terms of is the ____​th ​term, we
a sequence of positive can use the formula for
integers divisible by 5 is the sum as follows
given by
__, __, __, ...
2​(5 + 1555)
​ 2​[10+____ ]

A movie house has 20
rows of seats. The first
row contains 20 seats,
E. Discussing new the second row
concepts and practicing contains 22 seats, the
new skills # 2 third row contains 24
seats and so on. How
many seats are there in
the last row? How many
seats are there in the
movie house?
Find S​n ​for each of the
following given.
1. 6, 11, 16, 21, 26, 31,
F. Developing mastery 36, 41, 46; S​9
(leads to Formative
2. 10, 15, 20, 25, …; S​20
Assessment 3)
3. a​1 ​= 25, d = 4; S​12
numerator
−35 ± ​
��​15​= ______ divide �� =​ √​___ +
________​ ___
�� =​−35 ± √540,
225 14
�� =​−35 ± 735
14
Since we are looking
for the number of terms
n, the only accepted
solution is the positive
solution. That is
��​=​____
Therefore, _____
terms of the sequence
21, 28, 35, 42, … is
needed to have a sum of
9,625.
The total seating
capacity of an
auditorium is 1,065. The
first row has 21 seats
and each row has one
seat more than the row
in front of it. How many
rows of seats are there
in the auditorium?
Find the specified term
for each arithmetic
series.
1. a​1 ​= 4, d = 4 and S​n
= 40; n = ___ 2. a​1 ​=
10, a​n​= -8 and S​n ​= __
��​��​= 10​
​ 2​[____ ]
add
��​��​= ____[109]
divide
��​��​= ______
multiply
Find the sum of the In a pyramid of cheer
first 21 terms of an
dancers for the MAPEH
arithmetic sequence class of Grade 10
whose first term is 3 and
students, the bottom
third term is 17. row has 7 cheer
dancers, 6 in the
second row, 5 in the
third row and so on,
with 2 cheer dancers on
top. How many cheer
dancers are necessary
for the pyramid?
Find the indicated
Solve each problem.
variable in each 1. Find the sum of all
arithmetic series. integers that
a. a​1 ​= -22, a​n ​= 14,
are multiples of 4
n = 10 ; d = __
from 1 to 150.
 2. Find the sum of following given.
1. ​Find the sum of the
first 25 terms of the
arithmetic sequence
17, 22, 27, 32, ...
2. ​Find the sum of the
first 50 terms of the
arithmetic sequence
if the first term is 21
and the twentieth
term is 154.
3. ​Find the sum of all
the positive integers
consisting of two
digits.
S​n ​= 9; n = ___ 3. a​1 ​=
G. Finding practical
-7, d = 8 and S​n ​= 225;
application of concepts
n = ___ 4. a​n ​= 16, d =
and skills in daily living
3 and S​n ​= 51; n = ___
4. a​1 ​= 65, a​10 ​= 101; S​10
5. a​4 ​= 41, a​12 ​= 105; S​8
Find the missing for
each of the following
given.
1. ​How many numbers
Find S​n ​for each of the between 8 and 315
are exactly divisible whose third term is -2 seats if there are15
by 6? Find their and whose sixth term seats on the first row, 18
sum. is 10. seats in the second row,
2. ​An auditorium has 2. Find the sum of the 21 seats in the third row
930 seats, with 18 first 20 terms of an and so on.
seats at the first arithmetic sequence 2. A store sells Php
row, 21 seats in the whose fourth term is 6 1000 worth of ​Suman sa
second row, 24 in and eleventh term is Kawit​, a delicacy from
the third row, and so 30. Kawit, Cavite, during its
forth. How many 3. Find the sum of the first week. The owner of
rows of seats are first 15 terms of an the store has set a goal
there? arithmetic sequence of increasing her weekly
3. ​Marlon needs P whose sixth term is -9 sales by Php 300 each
2,520 for his Baguio and tenth term is -15. week. If we assume that
tour. He save P 50 the positive the goal is met, find the
b. a​1 ​= 7, a​n ​= -15, n integers less total sales of the store
= 12 ; d =___ than 150 but
S​n ​= ____ greater than 20
c. a​1 ​= -9, a​n ​= -15, that are divisible
n = 4 ; d = ___ by 7.
S​n ​= ___ 3. Find the sum of
d. a​1 ​= 6, a​n ​= 30, n all positive
= 7 ; d = ____ integers less
S​n ​= ____ than 100.
4. Find the sum of
all the positive
even integers
H. Making generalizations
consisting of two
and abstractions about the
digits.
lesson
Answer the following
Do as indicated problems.
1. Find the sum of the 1. Find the seating
first 101 terms of an capacity of a movie
arithmetic sequence house with 40 rows of
 �​)​��​], given the first term of the sequence or formula ​��​��​= The sum of terms in an
term and ​the common ��​��​= ��​
��​(​��​��​+​��​��​), arithmetic sequence
difference. ��​
��​[​����​��​+(​��​−​� given the 1st and last can be solve using the
on his ​baon o ​ n the �​)​��​], given the first term of the sequence or formula ​��​��​=
first week and ask term and ​the common ��​��​= ��​
for an additional P difference. ��​ ��​(​��​��​+​��​��​),
��​[​����​��​+(​��​−​� given the 1st and last
20 from his ​tatay ​on �​)​��​], given the first
the succeeding term of the sequence or
term and ​the common ��​��​=
weeks. How many difference. ��​
weeks does he need ��​[​����​��​+(​��​−​�
during the first 15 weekof
to request an �​)​��​], given the first
The sum of terms in an operation.
additional to reach term and ​the common
arithmetic sequence can 3. Francisco plans to
the amount he difference.
be solve using the save Php 10 every week
need?
formula ​��​��​= on his Bamboo coin
The sum of terms in an bank. If he will increase
��​
��​(​��​��​+​��​��​), arithmetic sequence can his savings by Php 1.50
given the 1st and last be solve using the every succeeding week,
term of the sequence or formula ​��​��​= The sum of terms in an
how many weeks is
��​��​= ��​ arithmetic sequence can
��​(​��​��​+​��​��​), needed to save a total
��​
��​[​����​��​+(​��​−​� given the 1st and last be solve using the
amount of Php 219?
I. Evaluating learning Each row of or S​ n o
​ f an arithmetic Complete the table below for Three of the elements in a​1​, a​n d ​ ,
the table contains the values of Each row of the table contains each ​arit​h​metic series. n, and S​n ​of the arithmetic
three quantities a​1​, d, a​n​, the values of three quantities a​ 1,
​ a​1 ​an​ ​d S​n sequence are given.
d, a​n​, or S​n ​of an arithmetic
sequence. Complete sequence. Complete 1. ​ S​100 ​= ​100
the table below by the table below by 2​a​200 ​= ​200 S​15 ​= ​28
solving t​he other solving t​he other 2. ​ Find the missing
two. two. 5​a​100 ​= ​100
3. ​ elements in each
a​1 ​d a​n ​n S​n ​1. 2 5 1 0 a​1 ​d a​n ​n S​n ​1. 1 1 55 73 ​ a​ 15 ​= ​28 case. 1. a​1​= -3, a​n ​= 2. a​1​= 24, a​n ​= 3, d =
2. 7 -2 ​-15 2. 2 2 98 39, n = 15 -3
S​200 ​= ​200
3. -​ 1.5 ​15 ​2 0​ ​4. 5 7 3. 1 1 100 5050​ ​4. 5 7 4.​ 10
S​ 10 ​= ​205
9​ ​5. 2 7 8 365​ ​5. 23 159 1638 -2​ 4. a​n ​= 19, d = 1​​ 2​,
3. a​1​= 2​​ 3​, d = 1​​ 6​, n =
 evaluation general term is a​n ​= 11, 18, 25, …
15 + 8n 1, 3, 9, 27, …
b.Find the sum of the 1, 4, 16, 64, …
J. Additional activities for first sixteen terms of
application or a. Find the sum of all the arithmetic
remediation odd numbers from 1 to sequence whose
99. b. Find the sum of all general term is a​n ​=
the even numbers 3n + 4
between 1 and 100 n=5
c. Find the sum of the 5. a​1 ​= -2, n = 14,
arithmetic sequence 15, and S​n ​= 20
th ​
30, 45, 60, … 50​ term. 1. Follow-up
a. Find the sum of all
odd numbers from 1 to
99.
a. Find the sum of the 2. Study: Geometric
first 40 terms of the Sequence
arithmetic sequence a. Define geometric
whose first and third sequence and common
terms are 15 and 21, ratio.
respectively. b. Identify which of the
b. Find S​24 ​for the following is NOT an
sequence 2, 14, …, arithmetic sequence.
12n-10, … How did the non
c. Find S​25 ​for the arithmetic sequence
sequence -8, 7, …, formed? Identify its
15n-23, … pattern.
1, 4, 7, 10, …
V. REMARKS 9, 12, 15, 18, …
2, -10, 50, -250, …
VI. REFLECTION a.Find the sum of the 5, 10, 20, 40, …
first eighteen terms of 2, 6, 10, 14, …
A. No. of learners who the arithmetic 3, 12, 48, 192, …
earned 80% in the sequence whose 7, 12, 17, 22, … 4,
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 10
Teacher Learning Area MATHEMATICS ​Teaching Dates and Time
DAILY LESSON LOG
Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
School Grade Level 10

10.Content Standards The learner demonstrates understanding of key concepts of sequences.

 11.Performance ​Standards sequences in different discipline through ​appropriate and
The learner is able to formulate and solve problems involving accurate representations.
12.Learning ( M10AL-Id-2 ) from an infinite geometric means
Competencies geometric sequence. between terms of a
(M​ 10AL-Id-3 ) geometric sequence.
(M10AL-Ie-1)
a. Illustrate geometric a. Differentiate a
sequence. geometric sequence a. Differentiate a finite a. Solve the common
b. State whether the from an geometric sequence ratio when two
Objectives given sequence is arithmetic sequence. from an infinite consecutive terms are
geometric or not. b. Tell whether the given geometric sequence. given
c. Develop explorative sequence is geometric or b. Tell whether the b. Find the common
skills in doing each arithmetic. given geometric ratio when the first and
task. c. Value critical thinking. sequence is finite or last terms are given c.
infinite. Appreciate the use of
c. Value critical thinking. the common ratio in
solving geometric
sequence.

Illustrating Geometric Differentiating Finding the Common

Sequence Geometric Sequence Differentiating Finite Ratio of Geometric
Differentiates a from an Geometric Sequence Sequence
II. CONTENT geometric sequence Arithmetic Sequence. from an Infinite
Illustrates a geometric from an Differentiates a finite The learner
sequence. arithmetic sequence. geometric sequence determines the
( M10AL-Id-1)
Geometric Sequence.
III. LEARNING
RESOURCES
G. References
13.Teacher’s Guide pp. 22 – 24 pp. 24 - 26 p. 24
14.Learner’s ​Materials
pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42 ​
p. 30
 15.Textbook Our World of Math, Julieta G. Bernarbe et.
al., pp. 22 and 33
16.Additional http://whatis.techtarget.co
Materials from m/definition/infinite
Learning sequence
Resources (LR)
portal
H. Other Learning Laptop Laptop Laptop Grade 10 LCTGs by DepEd Cavite
Resources Mathematics 2016
PPT, Laptop, Monitor,
Activity Sheets

IV. PROCEDURES
be showing a sequence, 13, 17, …
A. Reviewing previous fill in the missing item. ∙ ​Natural numbers ​∙
lesson or presenting the First to give the correct Even numbers
new lesson answer will get a price. ) Hep, Hep! Hooray
DIVIDE AND
CONQUER ​Direction: 1. 8, 3, -2, __, -12, … Identify if the given
1. Choose two 2. 120, 60, 30, __, … sequence is geometric
representatives from 3. 5, __, 80, 320, … or not. Say Hep, Hep!
each group: A and B. 4. -1, __, 17, 26, … if geometric, otherwise
5. __, 1, 3, 9, … say Hooray!
2. Members A will be the LET’S GROUFIE
one to answer on the 1. 7, -14, 21, -28
board. With your own set 2. 20, 15, 10,
criteria, group the 5,… 3. 1, 4, 9,
3. Members B should following: 16,…
position themselves ∙ ​Line 4. 9, -9, 9, -9,…
in a row at the same ∙ ​Line segment 5. 1, 1/3, 1/9, 1/27,…
SPEED AND ∙ ​1, 2, 3, 4, 5, …
ACCURACY TEST 100
(Using a flashcard, I will ∙ ​1, 2, 3, 5, 7, 11,
 geometric sequence
Find the ratio of the and infinite ​geometric
second number to the sequence.
first number.
1. 2, 8 6. 16, 32
2.-3, 9 7. -49, 7 3.1,
½ 8. ¼, ½
4.-5, -10 9. 2/3, ¾
5.12, 4 10. ½, 1

Ratio is a relationship
between two quantities
normally expressed as
the quotient of one
divided by the other.
All answers you got in
the previous activity
are examples of ratio.
You need the
concept of ratio in order In the previous
B. Establishing a purpose to understand the next Geometric and discussions, geometric
for the lesson kind of sequence. arithmetic sequences sequence is a
distance from the board. Let’s explore in the involve different sequence where each
next activity. operations. term after the first is 1. Which of the
4. Every correct answer The given sequences obtained by sequences are
made by member A will are examples of both. multiplying the geometric?
allow member B to move Which are geometric preceding term by a 2. How do we know
1 step forward. sequences? Which are nonzero that the sequence is
arithmetic sequences? constant called the geometric?
5. The group with the Let us find out as we common ratio. 3. Identify the
second member consider the following There are two types of common ratio of the
closest to the board will activities: geometric sequence given geometric
be considered winner. less than 50 namely: finite sequence in the
 previous activity. arranged from least to as the number of rooms sequence 4, __, __,
greatest. or as the number of FINDING OUT __, 64
Those are examples of rooms increases, the Considering the given
geometric sequence. number of students also items above, we could Step 1: Identify the
The next number could increases. Can you group them this way: first term, last term
C. Presenting be obtained by guess the number of and the number of
examples/Instances of the multiplying the preceding students when there are terms in the problem.
new lesson number by the divisor 12 rooms used? Table 1
used. is an a​1 ​= 4 a​5 ​= 64 n
In geometric example of Arithmetic =5
Sequence. Group A are items
sequence, that constant
which suggest limit Step 2: Use the
number multiplied to the
WATCH AND SEE thus it is considered
preceding number to formula, a​n ​= a​1​r(n-1)
​
Divide the first number by obtain the next is called finite.
which we learned
the second whenever the common ratio. 2. Suppose that the from our past lesson
possible. Record the Group B are items
number of a certain to find the common
result from least to whose last value
bacteria grows as shown ratio.
greatest. cannot be determined.
in table 2 below. At the It has no limit, a​n ​= a​1​r(n-1)
​
start, there are only 1, 5-1
therefore, they are 64 = 4r​
1. 54, 3 READ AND ANALYZE 000 bacteria and after 1
( Ans: 2, 6, 18 ) infinite. 64 = 4r​4
1. Do you remember the hour the number of
2. 32, 2 sitting arrangement done bacteria is doubled. It is 64​ =​4r​4
( Ans: 2, 4, 8, 16 ) last year when you took 44
consistent that based 16 = r​4
3. 375, 5 the NCAE. There were from the
( Ans: 3, 15, 75 ) 30 students in each 2​4 ​= r​4
observation, the number of Illustrative Examples:
room. The table 1 shows ±2 = r
Into what aspect they
Notice the sequence that the number of differ, that’s for us to 1. Solve the common Answer: The
formed by the quotients students varies directly find out. ratio in the geometric
bacteria is always doubled every hour.
Can you tell the number of bacteria
after 7 hours? 10 hours? Table 2 is an
example of Geometric Sequence.
A. Facts observed in table 1:

D. Discussing new Fold Me Up
concepts and practicing Do the activity with a
new skills # 1 partner. One of you will
perform the paper folding
while the other will do the
recording in the table. 1.
Start with a big square
from a piece of
paper. Assume that the
1. The sequence of the number of difference 5. The operation involved is
students is 30, 60, 90, 120, 150, 180 addition or its
2. This is an arithmetic sequence inverse.
3. The first term is
increased by 30 to get the second B. Facts observed in table 2:
term, and the second term is 1. The sequence of the ​ number of
increased by 30 to get the third term, bacteria is
and so forth and so on. common ratios, r = 2 and r = -2
4. 30 is known as the common
area of the is multiplication or its
square is 64 square inverse.
units. State whether each of
2. Fold the four corners the following sequences
to the center of the is arithmetic or
square and find the area geometric. Name the
of the resulting common
square. difference for arithmetic
3. Repeat the process and the common ratio for
three times and geometric seguence.
1000, 2000, 4000, 8000,
16000 1) 3, 7, 11, 15, 19, 23
2. This is a geometric … 2) 2, 6, 18, 54, 162
sequence … 3) 7, 14, 28, 56, 112
3. The first term is … 4) 6, 24, 96, 384 …
multiplied by 2 to get the 5) 9√4, 7√4, 5√4, 3√4… State whether each of
second term, and the the following geometric
second term is sequences is finite or
multiplied by 2 to get infinite.
the third term, and so 1) 4, 12, 36, 108,….
on. 2) 2, 6, 18, 54, 162
4. 2 is known as the 3) 7, 14, 28, 56, 112
common ratio … 4) -3, 3, -3, 3
5. The operation involved 5) 3​​ 4​,​3​4​,​3​4​,​3​4​, …
 properties of the
geometric sequence
that we need to know
in order to solve the
common ratio?

2. What is the formula

to be used to solve the
common ratio?

3. Why do we have to
multiply both sides of
the exponential
equation 64 = 4r​4 ​by
1/4 ?

1. What are the three 4. What do we do to

number 16? Notice Square 1 2 3
that 16 = r4 becomes Area
2​4 ​= r​4​.

5. Why do we cancel
the exponents in the
equation
2​4 ​= r​4​? 1. What is the area of the

E. Discussing new 1. How do you find doing 1. How do you find doing
record the results in the t​able
below.
concepts and practicing Third fold? 3. You have generated a 4. Is the sequence a ratio? The fourth term?
new skills # 2 2. Is there a pattern in the sequence of areas. What geometric sequence? the activity?
square formed after the areas obtained after 3 are the first 3 terms of the Why? 2. Which of the items are
first fold? Second fold? folds? sequence? 5. What is the common arithmetic sequence and
geometric sequence? 3. and which are infinite 1. Find the ___ = 8r​__ – 1
What are the important geometric sequences? 3. common ratio in the ___ = r​__
characteristics that you What are the important sequence 8, __, __, __, ___ = 8r​__
should remember in characteristics that 128. r = ____ ; r = _____
__
identifying arithmetic or you should remember in ___ =​ 8r​
geometric sequence? identifying finite Solution: ​8 8 2. Find the
the activity? or infinite geometric common ratio in ​the
2. Which of the items are sequence? an = a​1​rn​ -1 ___ = r​__ sequence 4,
finite geometric sequence
__, __, 108

Solution:

an = a​1​rn​ -1
___ = __r​4 – 1

___ = __r​3

____ =​ __r​3
​__ __

___ = r​3

___ = r​3
r = ____ ; r =
_____

F. Developing mastery TRY THIS…

State whether each of
(leads to Formative
Assessment 3)
the following sequences
is geometric or not. If it
is, find the common
ratio.
1. 5, 20, 80, 320, … 2.
TRY THIS…
7√2, 5√2, 3√2, √2, … 3. …
5, -10, 20, -40, … 4. 1, A. Examine the Step 1. Subtract the
0.6, 0.36, 0.216, … 5. sequence 12, 17, 22, second term by the first
10/3, 10/6, 10/9, 10/15, 27, 32, … term
 difference ( d = ___)
Step 2. Check if the Therefore, it is ________
difference between the
third term and the B. Examine the sequence
second term is the same 2, 6, 18, 54, 162 …
with step 1.
Step 1. Divide the second
Step 3. Therefore, the term by the first term
sequence 12, 17, 22, 27,
State whether each of Step 2. Check the result if
the following geometric the same operation is
sequences is finite or applicable to get the third
infinite. term.

1) 3, -6, 12, 24 Step 3. Therefore, the

2) 64, 16, 4, 1, … sequence 2, 6, 18, 54, 162
3) 8 terms of the …has a common ratio ( r =
sequence 24, 4, 2​​ 3​, 1​​ 9​, ___)
… 4) 4 terms of the Therefore, it is _________
sequence 1​​ 3​,​1​9​,​1​27​,​1​81 G. Finding practical TRY THIS… State whether each of the State whether each of the
application of concepts following sequences is following geometric
5) all terms of the
arithmetic or geometric: 1. sequences is finite or
sequence 1, √2, 2, 2√2 and skills in daily living
4, 12, 36, 108, 324… 2. -4, infinite.
Give the common
13,, 30, 47, 64… 3. 3, -6,
ratio in each of the 1) -4, -1, ​−1​​ 4​, −​1​16​, … ​2) 7
12, -24, -72 … 4. 3, 5, 7, 9,
following geometric terms of the
11…
sequences: sequence​3​20​,​3​2​, ​15, … 3) 6,
5. -3, 3, -3, 3, -3…
Suppose the amount of 12, 48, …, 768 4) all terms
1) 8, __, __, __, 5000 water in the bottle of the
2) 3, __, __, 648 3) sequence 120, 60,
doubles every second. It is
7, __, __, __, __, 30, 15, …
consistent until the bottle
1701 5) ..., 4, 8, 16, 32, 64
is filled with water having
100ml after 1 second.
32, … has a common
 ratio if three geometric
means are
inserted between 7 and
567?

2. If six terms are to be

inserted between 8,748
and 4 being the first term
and last term respectively,
What is the

1. What is the common

common ratio?
3. The growth rate
of ants is rapidly
increasing. There
were 10 ants at
the beginning but
on the 7th day, it
was counted by
keizelyn and she
found out that the
total number of
ants was already c. What is the common ratio?
640. Make a table
to show the
number of ants
from first day to
seventh day.
H. Making generalizations
a. Record your
observation in 5 seconds. b. Is the
sequence
formed geometric?
A geometric sequence

Arithmetic Sequence is Finite sequence is a

and abstractions about the same constant, called the the first is obtained by …}. A sequence that
lesson common difference. multiplying the ​preceding goes on forever, b. Use the formula an
is a sequence where Common Difference is a term by a indicated by three dots = a​1​rn​ -1​to find the
each term after the first is constant added to each function whose domain following the last listed common ratio.
obtained by multiplying term of an arithmetic is the finite set { 1, 2, 3, number.
the preceding term by a sequence to obtain the …, n }. They have a a. Determine the c. Substitute the first
nonzero constant called next term of the first and a last term. number of terms, first term, last term and the
the common ratio. sequence. Geometric Infinite sequence is a term and last term in exponent
a sequence where each Sequence is a sequence function whose domain the given geometric
term after the first is where each term after is infinite set { 1, 2, 3, sequence. d. Simplify the
obtained by adding the
nonzero constant called constant multiplied to each
the common ratio. term of a geometric
Common Ratio is a sequence to obtain the

I. Evaluating learning State
whether each of the following
sequences
is geometric or not. If it
is, find the common ratio.
1.3, 12, 48, 192, 768,….
2.½, 1, 2, 4, 8,…
3.-5, -3, -1, 1,3,…
4.-5,- 8,-13, -21,- 34,…
5.625, 125, 25, 5…..
J. Additional activities for
application or
remediation
A. Follow Up
next term of the sequence. same exponents are
exponent equal
e. Apply Multiplication h. If the exponent
Property of Equality to being cancelled is
cancel the coefficient even, there are two
of r or make the roots which are
coefficient of r equal to positive and negative
1 roots, and
f. Express both sides i. If the exponent being
ot the exponential cancelled is odd, there
equation with the is only one
same exponent root/common ratio and
that is either positive
g. Cancell the or negative
exponent, since
expressions with the
State whether each of the 2) all terms of the
following sequences is arithmeticsequence 5​​ 7​,​5​21​,​5​63​,​5​189 3
​ ) 200, 1) 5, __, __, __, __, 160
or geometric: 1) 3, 9, 27, 81, 243
100, 50, 25, … 4) 3 terms of the
… 2) 7, 21, 63, 189, 567 … 3) 7, sequence 5, 15, 75, 225, … 2) 3, __, __, __, -5,625 3) 256,
14, 21, 28, 35 … 4) 5, 25, 45, 65,
5) …200, 100, 50, 25
85 … 5) 2, 8, 32, 128, 512 __, __, 4
State whether each of the Find the common ratio of each of
following geometric sequences is the following geometric 4) 8, __, __, __, 648
finite or infinite. sequence:
5) 2, __, __, __, __, 2 243
1) 4, -12, 36, -108
Think about this: geometric sequence from arithmetic or geometric
Is 4, 0, 0, 0,0, … a an arithmetic sequence. 1) 77, 70, 63, 56, 49 … B. Define a finite and an
geometric sequence? A. Follow Up 2) 6400, -1600, 400, infinite geometric
State whether the given -100, 25 … sequences.
B. Differentiate a sequence is an 3) 6, 30, 150, 750, 3750 …
 example of infinite A. Follow Up __,__, -64. Insert three
geometric sequence. 1. Find the b) 2,__, geometric means
common ratio of the __,__, __, __, 1458 between 3 and
A. Follow Up B. Answer: following geometric -3072.
List down 5 examples Activity 4 and 5 sequences (Show B. Study
of finite geometric Learners Module your solution). 1. Define
sequence and 5 pp. 28 - 29 a) -2, __, __, geometric mean. 2.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 10
Teacher Learning Area MATHEMATICS ​Teaching Dates and
DAILY LESSON LOG
Time ​Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
School Grade Level 10

13.Content Standards The learner demonstrates understanding of key concepts of sequences.

14.Performance ​Standards sequences in different disciplines through ​appropriate and
The learner is able to formulate and solve problems involving accurate representations.
15.Learning The Learner common ratio.
Competencies determines the
a. Find geometric means geometric means
of a geometric between terms of a
sequence. geometric sequence Geometric and Other
b. Use the common ratio (M10AL – le-1) Sequences
Objectives to find the geometric The learner finds the
means between two a. Give the geometric sum of the terms of a
terms. means of a geometric given finite geometric
c. Appreciate the use of sequence, sequence.
geometric sequence b. Insert geometric (M10AL – le-2)
formula in solving means given two terms
real-life problems. of a geometric a. Know the general
II. CONTENT sequence. c. Solve for formula of finding the
Determine the geometric geometric means sum of the first n-
means between terms of
Geometric Means of a between two given terms of finite
a geometric sequence number/s using the geometric sequence
Geometric Sequence
(M10AL – le-1)
 b. Determine the sum geometric sequence involving infinite
of finite geometric sequence. ​(M10AL b. Determine the geometric
sequence using the Sum of Finite – le-2) sum of infinite sequence.
general formula. Geometric Sequence geometric Sum of Infinite
c. Find the sum of finite The learner finds the a. Determine the Geometric
sequence.
geometric sequence sum of the terms of a ratio of the given Sequence
c. Solve problems
given infinite infinite geometric
III. LEARNING
RESOURCES
I. References
17.Teacher’s Guide p. 24 p. 24 pp. 22-25 p. 25
18.Learner’s ​Materials p.30 p. 30 pp. 31-34 pp. 35-37
19.Textbook Intermediate Algebra by: Exploring Malaborbor, et. al, pages
Pastor B. Malaborbor, et. Mathematics 10-K to 12 Edition by: Elisa 54 t0 57
al., pp. 314 - 322 S. Baccay et. al pages 54 t0 57 e-math Intermediate Algebra by Orlando
Intermediate Algebra II by: Soledad Jose – Intermediate Algebra by Pastor A. Oronce, et. al ​pages 444 - 450
Dilao, Ed D. pp. 198
20.Additional sequences/geometric t /kyung2/math-geometric http://www.intmath.c
Materials from mean-example mean o m/series-binomial
Learning theorem/3-infinite
Resources (LR) geometric-series.
Grade 10 LCTGs by
portal Activity Sheets,
Grade 10 LCTGs by DepEd Cavite Grade 10 LCTGs by Prepared Visual Aid,
DepEd Cavite Mathematics 2016, DepEd Cavite Practice Exercises
Mathematics 2016, Worksheets and Mathematics 2016, LCTGs Grade 10 by
Worksheets and PowerPoint presentation Worksheets and DepEd Cavite
J. Other Learning PowerPoint presentation http://www.answers.co PowerPoint presentation IV. PROCEDURES​ A ​ .
Resources m/ http://www.answers.c Reviewing previous
https://www.slideshare.ne
http://www.virtualnerd.c t Q/What_is_the_differe om/Q/What_is_the_d lesson or presenting
o nc i the new lesson
/jamichsthermm/geometric e_between_infinite_an
m/algebra-2/sequences sequence-and-geometric fference_between_inf
series/geometric/geome mean d_f inite_and_finite_sequ From Bailen, what are
t ric inite_sequence#slide= ence#slide=2 the barangays that
https://www.slideshare.ne 2
you will pass by if you 12,000 ONLY!)
are going to bacteria and at the ​Gabriel wants to Tell whether each
Alfonso? How end of the 4​th​ ​day spend his 12-day statement is True
many barangays there were 40,500 Christmas break or false.If
are there inside bacteria.How many productively by false, justify your
the two bacteria were there at working in “Alamat answer to make it B. Establishing a purpose
endpoints/towns? the end of the 2​nd​ ​and Restaurant” located at true. for the lesson
There are four the 3​rd​ ​days? Picnic Grove. The
barangays. What are manager offers 2 1. Fnite means a
those? This problem translate salary scheme: number value
​Answer​: Cast. to inserting two Php100 per day or that is
Cerca, Cast. positive geometric Php1 on the 1st measurable.
Lejos, Marahan, day,Php 2 on the 2nd 2. An infinite Let us take the (4)
means barangays between
Alas-as. between 12,000 day, Php4 on the 3rd number value
day and double the means ​the Bailen and Alfonso.
Bailen and Alfonso and 40,500.
are endpoints. salary each day until number is so
The number of Guide Questions: the 12th day. If you large and it
barangays mentioned 1. In a Geometric were Gabriel, which cannot be
above has a similarity sequence which salary scheme are measured.
to the concept of our you going to accept? 3. 16, 8, 4 ….. is
number represent ​a​1
topic today. There are Why? finite
?a​ ​n ​? geometric
four (4) barangays that
you will pass by when After 12 days, how sequence
2. At the end of day much will Gabriel 4. -1, -3, -9,….. -
you
2 and day 3,how receive? Aside from 243, -725 is
started from
many bacteria were adding all the salaries infinite
Bailen going to
there? each day which day is geometric
Alfonso. From Bailen
equal to P4,095.? sequence
3. What will you do to What is the sum of 5. the number of
A certain type of
get the number of his salary ater 15 terms in
bacteria multiplies at a
constant rate per day. bacteria given in 2​nd days? geometric
At the end of the 1​st day and in 3​rd​ ​day? sequence is
day there were Recall/Review finite ,the sum
(QUICK THINKING
 1. If the first and the last first 5 terms of a of the terms is
terms of geometric called finite
Geometric sequence was geometric
Sequence are 6 and 625, obtained. series.
what are the
two Geometric WANT SUM ? Answer: Quick Thinking
means? Do this activity with a Let Is it possible to get the
2. What are the partner? S​5 ​= 3 + 6 + 12 + 24 + 48 sum of the terms of the
to
missing terms in A. Let us consider the (2S​5 ​= 6 + 12 + 24 + 48 ​ ​+ following geometric
Alfonso
geometric sequence geometric 96​) sequence? 1. 5, 15, 45,
2, __, __, 54 if the sequence -S​5 ​= 3 - 96 135,…..
common ratio is 3? 3,6,12,24,48,96… -S​5 ​= -93 2. 2, 2, 2, 2, 2, 2, ….
3. What number is What is the sum of S​5 ​= 93 3​ 3​ 3​ 3​ 3​
between 5 and 20 if 3. ​ 4​, ​ 8​,​ 16​,​ 32​,​ 64​, 3
​
the first 5 terms?
the common ratio (r) is Guide Questions:
128​,.…
Do these with your
seatmate. +​2? Let them observe a. What must be
how the sum of the done in geometric

a) Which Barangay
comes first to
pass by?
b) Which Barangay
comes last to
 pass by? b. From equation 1,
c) Which Barangay what will you do to
comes between get the equation
Cast. Cerca and 2?
Alas-as?
c. What fundamental
d) In geometric
sequence what operation is used
does Cast. Cerca to get the equation
represent? Cast. 3?
Lejos? Marahan? d. What is the value
sequence of S​5​?
3,6,12,24,48,96…
in equation 1?
term, a​1? common ratio using a​n ​= mean multiply 3 and 48
b. What is the last a​1​rn-1
​ and get the square root:
term, a​n​? ​√(3)(48) =
​ ​√144) =
​ ​+
c. How many terms 12
are inserted
between 4 and Or, you could just divide
C. Presenting 64? What are From the activity
48 by 3 and get the
examples/Instances of the they? above, we can derive
square root. Then
new lesson d. Can you guess a formula for finding
Post on the board the multiply the result by 3.
Alas –as? the geometric the sum of the first n
e) Which among the following illustrative term of a geometric
means? 3 x ​√​48​3​ ​= 3 x ​√16 ​= ​+​ 3
4 Barangays examples and let the system.
x 4 = ​+​ 12
represent To find the Geometric students observe how (This activity must be
Geometric means of the given the geometric mean Hence the geometric posted or presented
Means? geometric sequence, we is/are found. mean both ways is 12 or on the board for the
Activity 1. ​Illustrate the must follow these steps: +​ 12 ​You can check student interaction.)
geometric means in the Illustrative Example 1. geometric
Geometric sequence 4, Find the Geometric a. Let us consider
8, 16, 32, 64 Mean between 3 and 48 the sum of the n
a. What is the first Step 1. Find the term
To get the geometric
 of a Geometric ratio r. Since the value r is
sequence. If -1​< r < 1​, then it is 3, then it is not
2​ 3
rS​n ​= ​a​1​r+a​1​r​ + a​1​r​ possible to get the possible to get the
2
S​n ​= ​a​1​+a​1​r + a​1​r​ sum. sum.
+... + a​1​rn-1​
​ +a​1​r​n
+…. + a​1​rn-1​ (Equation 2)
(​ If ​r ≥ 1 or r ≤ -1, b. 2, 2, 2, 2, 2, 2,
Equation 1) To get the sum of then it is not possible 2, ….
infinite geometric to get the sum. Solution:
b. Multiply both sequence, the first Since the value of r
sides of the thing to do is get the Illustrative Examples is 1, there are
equation 1 value of r. a. 5, 15, 45, 135, … infinite terms, then it
by the common
Solution:
Solution: a​n ​= a​1​rn-1​
​ 6 ​ 4 r = -2 to find the other Solution:
= 4r ​ 5 -1​
​substitute a​n geometric sequence Recall a​ ​n ​= a​1​r​n-1 ​where - (​rS​n ​= ​a​1​r + a​1​r2​
=64, a​1 ​= 4 and n=5 Hence, a​1 ​= 32 and, n = 6 and
64 = 4r​4 ​simpliy the sequence 3,12, 48 using ​ ​+ ​a​1​rn​​ )
+…. + a​1​rn-1
r = ​+​4 a​n ​= ​243.
exponent ​64 ​= ​4r​4
apply MPE S​n ​- rS​n ​= a​1 ​- a1r​n
Note that: 243 = 32r​6-1
44 243​ = ​32​ r​5
To solve for geometric d. Factoring both
16 = r​4 ​simplify to mean between ​two 32 32 sides of the
make the coefficient t​erms, ​you can also use ​+ resulting equation
of r is 1 √���� ​, If there are
2​4 ​= r​4
r​5​ ​= ​( 3 )​5
more, you can use the ​(2 )​
5 ​
exponential equation general term for S​n (​1 –r) = a​1 ​(1- r)
+​2 = r common ratio r= ​ ​3
geometric sequence a ​ ​n ​= 2
Step 2. Multiply the first e. Dividing both
term by the common a​1​rn-1
​ c. ​Subtracting sides by 1 – r,
ratio r = 2 equation 2 from where
​Illustrative Example 2 equation 1
to get the second term. 1 - r ≠ 0.
Repeat the ​ 1​ ​+a​1​r + a​1​r2​
S​n ​= a Sn ​=
Insert four geometric
process until means between 32 and +…. + a​1​rn-1
​
you solve the tree 243. a1(��−��​
��​
)
geometric means. Use
 sum. sum. where a​1 ​is the 1​st
��−
a1−a1��​�� c.​3​4​, term and r is the
��​����​ The sum of infinite common ratio,
3​ 3​ 3​ 3​
��− ��​ , ​r 8​,​ 16​,​ 32​,​ 64​, Geometric Sequence ��2
3 can be obtained by (r = ​
≠1
using the ��1​)
128​…. formula:
​Hence Solution: since , ​a​1 ​=3​​ 4​, ​r =​1​2
Since the value of r
a1(��−��​��​ is 1​​ 2​, then it is S​∞ ​= a1
​ then,
Sn ​= ​ ) 3
is possible to get possible to get the
(�� – �� )
4
��− ��​ ​or
a​1 ​= 32, (��−​ 2​)
1​

​For r = 2
​ 8 x 3​​ 2​=108 S​∞ ​=
a​4 ​= 4
​A​2 ​= 4 x 2 = 8
A​3 ​= 8 x 2 = 16
A​4 ​=16 x 2 = 32
For r = -2
A​2 ​= 4 x -2 = -8
A​3 ​= 8 x -2 = -16
A​4 ​= 16 x -2 = -3
Stress that since there 162.
are two common ratios,
there are also two
Geometric sequences
such as: 4, ​8​, ​16​, ​32, ​64
and -4, ​-8​, ​-16​, ​-32​, -64.
Thus, the geometric
means are 8, 16, 32 and
-8, -16, -32 respectively
3​
a​2 ​= 32 x ​ 2​= 48,
3​
a​5 ​= ​48 x ​ 2​= 162
3​
a​3 ​= 48 x ​ 2​= 72
3​
a​6 ​= ​48 x ​ 2​= 243
Hence, the geometric
means between 32 and
243 are 48, 72, 108 and
Remember that If you
insert an odd number of ​is the general formula
geometric means
for the sum of the first n
between two numbers,
term of a Geometric
you will generate two
Series.
geometric sequences
with the
common ratios negatives
Illustrative Example 1.
of each other.
However, if you insert an 1. Fnd the sum of
even number of geometric
the first 8 terms of
means, you will have only
geometric
one geometric sequence.
seqence:
Sn ​= a1−a1��​
​ ��
1,2,4,8,16,32,64,1
, 28
��− ��​
Solution
Using the formula, Sn
= a1(��−��​
​ ��​
) problem? problem?
Answer: 3​ 3​ 3​ 3​
S​∞ ​= 3​​ 2 4​, ​ 8​,​ 16​,​ 32​,​ 64​,
��− ��
a. What are the a​1 ​= 1, r = 2,
3
nescessary n=8 Therefore, the sum of
ifnormation b. What are you infinite geometric 3​
needed to going to find sequence: 128​,.…​is​ 2
solve this out in this 3
Answer: Sum
of the 8 terms
in the given
geometric
sequence or
S​8 ​.
c. What will you
do to get S​8​?
Answer:
Substitute the
given a​1 ​= 1,
r = 2,
And n = 8 to
the formula
ans simpliy.
Thus,
Sn ​=
��​
a1(��−��​ )
��− ��
S​8 ​=
��​
1(��−��​ )
��− ��

S​8 ​= 255

These formulas may also

be used or the 3 possible
values of r

a When r < 1 then,

Sn ​= a1(��−��​
​ ��​
)

��− ��

b When r > 1
then, Sn ​=
�� ​
a1(��​ −��)
��− ��
c When r = 1
then, Sn ​= ​na

Illustrative Example
2 ​Find the sum of the
following finite geometric
sequence.
a. 2, -2, 2, - 2, 2, -,
2, 2

1. ​When r = -1
and n is even
then, S​8 ​=
��​
2(��−(−��)​ )

��−(−��)​ ​= 0

b. 2, -2, 2, - 2, 2, -, 2,
2

2. ​When r = -1
 and n is odd
then, S​7 ​=
��​
2(��−(−��)​ )

��−(−��)​ ​= 2
(value of a​1​)

c. 2, 2, 2, 2, 2, 2, 2, 2

3. ​When r = 1,
then S​8 ​= ​na​1 ​=
8(2) = 16
D. Discussing new
concepts and practicing
new skills # 1
 1. Which term is a​n​? 20. following are
a​1​? Solution: A. Find the sum of A. Given infinite
2. What is n in the �� (__) ​= ​ the first 5 terms of geometric
given ​√(5) ​ √​___​ ​= sequence:
1,4, 16,….
sequence? 10 and ___ B. Find the sum if
​ ​,
3. Using a​n ​= a​1​rn-1 a​1 ​= 80, r ​= ​2 8, 2, 1​​ 2​,​1​8​, …​1​32​,…
what is the value B. Insert two sets of and S
geometric mean Answer the following
of r? How did you questions:
find it? between -5 and
-405. 1. What is the
4. Do you have any value of
other way of Solution:
−405 a​1? ​a​2?​
finding the value −5 2. What is the
of r aside from −5​ ​= ​
__ - 1 common
the one illustrated −5​r​ ratio (r)?
2
in step 1? ​81 = r​
How did
5. ​What the three ​ you find r?
geometric means √​__​ ​= r
​+​ __ = r
inserted between B. ​Given the
3 and 768? Hence, the geometric value of r and
means between -5 and a​1, ​what is the
In activity 1 to 3, -20 are ___, ___, ___. sum of infinity?
1. How many terms are
E. Discussing new there in the geometric
concepts and practicing a. How did you find
sequence including the
new skills # 2 this activity?
first and last terms? Do the following with a
THINK, PAIR, SHARE b. What concept of
THINK, PAIR, SHARE partner! Do the following
geometric means exercises:
Given the Geometric A. Find the positive and did you use to find Problem
Sequence: 3, __, __, negative geometric Determine the sum
the geometric In text brigade relay
__, 768 of infinite geometric
mean between 5 and Board work Activity scheme of Grade-X
Guide Questions: May ​Kusa, the sequence. Fill in the
2. What do you need to means of the given assuming that the
solve first to find the geometric relay is not 1. 8,4,2,1, ……
geometric means of the sequence? broken and each Determine
given geometric c. Can give some real message is ​ ​2 ​= __,
a​1 ​= __, a
sequence? successfully r=__
life problem that
transmitted
can be solved 1. 4, 12, 36,… . Write the formula:
3. What concept or
using the general
principle do you need to S​∞ ​= ______
find the geometric means term of geometric Solution
of a geometric sequence? means? Determine the values Substitute the value
the number of receivers of a​1​, n and r. ​ ​1 ​and r
of a
4. What did you do to find of the text after the third a​1 ​= ____; n = ______;
transmittal. Find the r = _______
the number of terms
total
S​∞ ​= ______
including the first and last?
number of person who Write the formula in Simplify:
received the text after blank with the
5. What is your conjecture
correct answer. S​∞ ​= _______
the 6​th ​transmittal,
if n in r​n​is odd? even?
6. Given the first term and ____________________
the common ratio, how
did you find the inserted Substitute
finding the the values of
sum of finite a​1​, n and
Geometric S​n ​=
sequence. ____________________
S​n ​=
Simplify.S​n ​=
1​ ____________________
1) 2. ​ 2​,
1​ 2​ 4​ 8​ 2. 3, 6, 12, …
3​,​ 9​,​ 27​,​ 81​, Solution:
3
28​,.…
terms between two
numbers of
geometric sequence? Determine
 a​1 ​= __, ​a2​ ​= __, r=__ formula: ​S​∞ ​= value of ​a​1 ​and r
______ S​∞ ​= ______
Write the
Substitute the
8, __, __, __, 1. Give four _____
__, 1944 geometric means
4) 1, __, __, 1331 between ​√2 ​and 8
5) 224, __, __, __, 2. Find the positive
__, 7 A. For each given
geometric mean Geometric
between -8 and sequence, find the
-2. sum of the first
3. Find the positive
Determine the 1. 25 Terms of
values of a​1​, n and 3, 3, 3, ….
r. 2. 50 Terms of
4, 4, 4, 4,4, …
a​1 ​= ____; n = 3. 100 Terms of -
______; r = _______ ​ ​∞ ​=
Simplify: S
Write the formula in _______
finding the sum of
finite Geometric 3. 16, 8, 4…..
sequence. S​n ​= Determine
_______________ ​ ​2 ​= __,
a​1 ​= __, a
_____ r=__
Substitute the
values of a​1​, n and Write the formula:
r. S​∞ ​= ______
F. Developing mastery Give the geometric
S​n ​=
(leads to Formative means of the following
_______________ Substitute the value
Assessment 3) geometric
_____
sequence: ​ ​1 ​and r
of a
Simplify
1) 3, __, __, __, 1875
S​n ​=
2) 6, __, __, 2058 3) Board work. _______________ S​∞ ​= ______

Simplify:
S​∞ ​= _______
G. Finding practical
application of concepts
and skills in daily living GROUP
​ terms between 1024
OF FIVE ACTIVITY
(Each group will pick
one question to answer)
Not possible? each infinite
A. Explain briefly, geometric sequence, 1) 81,23, 3, …
when was the sum Do More
if it exists. Leave it if S​∞ ​= ______
of infinity possible? not.
Find the sum of
and the negative square. The King was
geometric mean The game of chess was surprised for the little
between 3 and 5. invented for a Persian thing the servant had
4. Insert three king by one of his asked and granted the
servant, Al servant's request. How
geometric mean
Khowarizhmi. Being so many grain of wheat will
between 8 and 216. 5.
pleased, he asked the the servant be paid?
Insert geometric mean servant of what he 2) 9, 3, 1….. S ​ ​∞ ​=
between 4x​3​ ​and x​3​.
wanted as a reward. Al ______
6, 6, -6, 6,-6, 6 … Khowarizhmi asked to be 3) 4, 12, 36, … S ​ ​∞ ​=
4. 6 Terms of paid in terms of grain of ______
32, 64, 128 … wheat in a 64 square 2​ 4​ 8​
5. 7 Terms of chessboard in this 4)​ 25​, ​ 25​,​ 25​… ​S∞ ​ ​=
27, 9, 3 …. manner: 1 grain of wheat ______
in the 1​st ​square, 2 grains 5)​81​ , −27
B. Solve the problem. 8​ ​
in the 2​nd​, 4 grains in the 9​
Show your
3​rd​, and so on, with the 4​,​ 2​…
complete solution
amount doubling each S​∞ ​= ______
square until the 64​th
means between 6 and doubled every hour. If
1. What are the three 4,374 the initial number of
geometric means bacteria is 800 units and
between 3 and 768? 4. What are the two becomes 25,600 on the
6th day, how many
2. What are the missing being the first term and bacteria are there on the
terms in the sequence 5, 2 as the last term.? third day?
__, __, 320
5. The number of a
3. Insert 5 geometric certain bacteria is
 on the last day? centimeters,
Hint​: 1pm (t​1​= 10,000), 6pm (t​6 ​= b. What is the total number of what is the
320,000) and r =2 newspapers that he will total length the
(double every hour) contribute? pendulum
Solve each problem: traveled before
1. Every December, Tagaytay 2. Rafael is helping his mother in it comes to a
Square Group Actvity City Science National High their small “Pasalubong Shop” `in rest.
School is sponsoring a Gift-giving Sky Ranch. If Rafael sold 3 buko B. A rubber ball is dropped on a
The students will be working in a program for less fortunate tarts in his ​first day and 6 in his
hard surface
groups and will be presenting students. A newspaper fund drive THINK, PAIR AND SHARE!
to collect fund was launch. A from a height
their output in class) Solve each
student promised that he will problem. of 80 feet and
Under ideal conditions, the bring 2 newspapers on the A. After one swing, bounces up
number of launching day of the drive, 6 on pendulum and down. On
microorganism in a culture dish the second day and triple the covers 90% of each rebound,
double every hour. If there are number of newspapers each day the distance of
it bounces up
10,000 until the last day of the fund the previous exactly one
microorganism at 12 noon how drive. If the fund drive is set from swing. If the
half the
many microorganism will be thereDecember 1 to December 5. first swing is
at 2pm, 3pm, 4pm and 5pm? a. How many distance it just
200
newspapers will the student bring
number of terms find the second
in a geometric term.
sequence d. Multiply the
(including the second term by
geometric the common
means, the first ratio to find the
term and the last third term, and
term).
b. Solve the
H. Making generalizations To find the geometric Generalization
common ratio.
and abstractions about the means of the given To solve for geometric
c. Multiply the first
lesson geometric sequence mean between ​two
term by the
a. Identify the t​erms, ​you can use ​+
common ratio to
 √���� ​, If there are Sn ​= a1(��−��​
​ ��​
) Case 1 When r < 1 the form:
more, you can use the then, Sn ​=
general term for ��− ��​ ​or a1(��−��​��​ a1
a1−a1��​�� ) ​S​∞ ​= ​
geometric sequence ​a​n Sn ​= ​
came down.
= a​1​r​n-1
, How far has (�� – �� )​,
​To find the sum of ��− ��​ where -1​< r < 1
second day and
Finite Geometric the ball
doubles his sales
Sequence, it is ​Where: Sn = the sum traveled when ​However, when r ≥
every day, how many a​1 ​= the first term n =
important to use the it appears to 1 or r ≤ -1, there is
buko tarts did he sell no of terms r = the
General formula for come to a no
after 10 days? constant ratio, r​ ≠ 1
finding the sum of infinite sum.
Geometric Series stop?
Why do you think
such as ​The formula may also ​Thesum of infinite so? Can you prove
be used or three Geometric Sequence it?
possible values of r. can be described in

procedure until
��− ��

repeat the
you solve the and that is either
required positive or I. Evaluating learning Find the
geometric negative; while if geometric means of the following
means. n is even, there geometric sequences
e. ​In bx = r​n​, If the are two common (Show your solution)
exponent being ratios which are
cancelled is odd, positive and
there is only one negative​.
common ratio
 Assuming that each of the given
geometric sequence is a pyramid

Solve the problem and show the

Worksheet complete
Find the geometric means.​ Geo Solution.
Case 2 When r > 1 then, Sn ​=
a1(��​�� ​
−��) ��− ��

Case 3 When r = 1 then, Sn ​= ​na

between 3, - total number of inches on each
1. Find the missing 3072? members in each side. It is
terms in the 3. What are the 5 sequence. positioned to
geometric [ 2 ] 6 24 [ 3 ] 1/2 16
geometric means 1. 5, 15, 45, 135, form a new
sequence -2, __, [ 1 ] 5 6 [ 4 ] 9 36 ​√2 405, 1215 square by
Insert ​
__, __, __, -64. a​1 ​a​2 [ 1 ] 8.1 12. ​1 2. 2, 8, 32, …. 8192 connecting the
2. Insert 4 metri c ​ ​9​.
3. 4, 12, …... a midpoint of the
geometric means Mean ​s 1. A square is 16 sides of the
networking. Find the
original square. Then two of the
in the sequence shaded region.
2, __, __, __, __,
__, 1458? 2. Christy suffers
4. Complete the from allergy
geometric once she ate
sequence 1782, shrimps.
__, __, __, 22 Unfortunately,
5. Insert 3 she
geometric means accidentally
from 3 to 1627. ate Palabok
corner with shrimps in
triangles are Balay na Dako
shaded. The Restaurant in
process is one of their
repeated until family
the nth time bondings. Dr.
and each time, Diaz of Ospital
two of the ng Tagaytay
corner recommends
triangles are that she take
shaded. 300 mg of her
Find the total medication the
area of the
 Geometric Sequence Geometric
2. What are the missing ​a f f b 1. In the given sequence
terms in the sequence geometric Find the sum to
5120, __, __,__, __, 5 de
sequence, the infinity of each
What is the proportion
that uses f? second term is 3 Geometric
3. Insert 5 geometric
means between 7 and Answer: and the sixth term sequence. a. 5​,
28,672 ��​ ��​ is 48, find the sum 5​
��​=​ ��​ T
​ hen f of the first 10 4​,
4. What are the three is the geometric mean terms. 5​
between d and e. 16​,​ 64​…
terms between 160 2. How many 5
J. Additional activities for being the first term and ancestors from
application or 10 as the last? parents to great 1​
remediation Given b. 1, ​ 2​, …
great-great
5. Insert five geometric 2​ 2​
means to the geometric ac grandparents do c. 2, ​ 3​, ​ 9​,…
sequence 4374, __, __, b you have? 2. Study:
Harmonic
B. Study: Sum of Sequence and
Infinite Geometric Fibonacci
first day, and Sequence
decrease the a. What is
dosage by one
half each day
until the last
Answer the following day. What is
problems about the total
Geometric Means: amount of
medication
1. What are the four A. Follow Up Christy will
geometric means take?
between -4 and 972? Given A. Follow Up 1. Follow-up:
Sum of Finite Sum of Infinite
Harmonic Sequence? b. What is
Fibonacci 14 sequence
Sequence? from infinite
Proportion Geometric
��​
sequence.
��​=​ 14 2. What is the formula to
4 find the sum
of infinite
Geometric
��​ sequence?
��​=​ 10
4

10
��​
��​=​ 14

Find the geometric mean

proportional between
a. 4 and 14 b. 4
and 10 c. 10
and 14

Study
1. Finite and infinite
V. REMARKS geometric sequence.

VI. REFLECTION 2. Sum of finite and

infinite terms of
A. No. of learners who geometric sequence
earned 80% in the sequence.
__, __, __, 6 1. Differentiate finite
geometric
​4 10
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
GRADE 10 Time ​Quarter FIRST
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area MATHEMATICS ​Teaching Dates and

Session 1 Session 2 Session 3 Session 4 ​I. OBJECTIVES

16.Content 17.Performance ​Standards

Standards The learner demonstrates understanding of key concepts of
sequences. sequences in different disciplines through ​appropriate and
accurate representations.
The learner is able to formulate and solve problems involving
18.Learning sequences ​(M10AL-lf-2)
Competencies Objectives

The learner illustrates

other types of a. Determine the type of
sequences (e.g., sequence involve in the involving geometric
harmonic, Fibonacci). problem sequence
(M10AL-lf-1) b. Apply the formula in b. Create their own
solving real-life problem and solution
involving geometric
sequence
c. Develop cooperation
assigned task while doing the
The learner solves assigned task.
a. a. Determine Harmonic problems involving The learner solves
and sequences ​(M10AL-lf-2) problems involving
Fibonacci sequences
sequences (M10AL-lf-2)
b. Solve problems
involving a. Formulate and solve
problems involving real-life problems
Harmonic and
Fibonacci arithmetic sequence c.
sequences. Show enthusiasm in
c. Value the performing any
a. Write the corresponding
presence of
arithmetic sequence
sequence in our ​daily life.
b. Solve real-life problems
The learner solves
involving harmonic
problems involving
 sequence problems RESOURCES​ ​K. Problem Solving Problem Solving
c. Speed and accuracy in References Involving Sequences Involving ​Sequences
finding the harmonic II. CONTENT Harmonic Sequence ​and Problem Solving
sequence of real-life III. LEARNING Fibonacci Involving Sequences
22.Learner’s
p. 26 p. 26 p. 26 p. 26

21.Teacher’s ​Guide

Materials ​pp. 37 - 40 pp.

​ 43 - 46 pp. 43 - 46 pp. 43 - 46 ​23.Textbook
24.Additional DEPED Cavite
Materials Mathematics 2016 Activity
from Sheets and PowerPoint
Learning presentation
Resources
(LR) portal Activating Prior
L. Other Learning Knowledge Grade 10 LCTGs by
Resources DepEd Cavite
GUESS WHAT’S NEXT! Mathematics 2016,
Determine the next term in Worksheets and
each PowerPoint presentation
sequence
IV. PROCEDURES​ ​A. 1. S, M, T, _______ 2. J, J,
Reviewing previous lesson A, S, (Pass the Message) (QUICK THINKING ONLY)
or presenting the new Suppose the auditorium of
________ Insert 3 Arithmetic means
lesson the Tagaytay
Grade 10 LCTGs by between 2 and 8 using the
www.mathisfun.com/n International Convention
DepEd Cavite formula a​n ​= a​1 ​+ (n – 1)d?
umbers/fibonacci Center (TICC) has 20
Mathematics 2016,
sequence.html seats in the first row and
Worksheets and
that each row has 2 more
PowerPoint presentation
seats than the previous
row. If there are 30 rows ​in
Grade 10 LCTGs by the auditorium, how
 _______ use in finding the sum of
5. 2, 6, 8, arithmetic sequence?
__________
6. 1, 4, 9, 16,
_______
7. 1, 8, 27,
Grade 10 LCTGs by DepEd _________
Cavite Mathematics 2016, 8. 4, 7, 12, 19, To solve real-life
Worksheets and ______ problems involving
PowerPoint presentation 9. 3, 9, 27, 81, sequences, remember the
______ words “ SEE, Plan, DO
10.1, ½, 1/3, ¼, 1/5, __ and CHECK”.
many seats are in the last
Determine whether each row?
sequence is arithmetic,
geometric or neither. If the
sequence is arithmetic, give
B. Establishing a the common difference; if
purpose for the lesson geometric sequence, give the
common ratio.
1. 3, 9, 27, 81,…...…. 2. 1, 7,
What is the formula
13, 19, 25,…. 3. 1, 1, 2, 3, 5,
can we use in finding the
8,…… 4. ½, ¼, 1/6, 1/8,……
sum of geometric
(THINK-PAIR-SHARE) 5. 256, 64, 16, 4, 1,…
sequence?
Other types of
A pile of bricks has 38 sequences are
bricks on the first row, 34 Harmonic and
on the second row, 30 Fibonacci Sequences.
bricks on the third row. Fibonacci
How many bricks are ther C. Presenting sequence is a Can you still remember the
To solve real-life
examples/Instances of the Can you still remember the problems involving
in the 9​th ​row? way/process in solving
new lesson way/process in solving sequences, remember the
geometric sequence?
3. J, M, M, J, S, arithmetic sequence? words “ SEE, Plan, DO
_____ and CHECK”.
4. 3, 5, 8, 13, What is the formula can we
 going to apply? saved Php 9, on the
2. Determine the arithmetic second
sequence.
3. What is the reciprocal of its
arithmetic sequence?

Illustrative example #1.

A cooperative member
saved a certain amount
deducted from his granted
amount for each loan he
1. What sequence are we
file. On the first loan he
sequence where its first reciprocals from an sequence, convert it ​into
two terms are either both 1, arithmetic sequence. an Arithmetic
or 0 and 1; and each term, Illustrative example #1.
thereafter, is obtained by Examples: Jackfruit tree
adding the two preceding 1. 1/24, 1/20, produces 2 more fruits
terms. 1/16, 1/12,….. each year. If it bore 9 big
2. 4/3, 1, 4/5, fruits in year 2000, how
Examples: 2/3,…. many would it bear in
1. 1, 1, 2, 3, 5, 8, 13, 2012? How many
21,….. In activity #1, Jackfruit tree will they
2. 0, 1, 1, 2, 3, 5, 8, 13, which sequence is produced by the end of the
21,…. Harmonic and which twelfth year?
sequence is
SEE – What kind of
Harmonic Fibonacci? Solution:
To solve problems sequence is
sequence is a
involving Harmonic used in the
sequence whose
problem?
 Illustrative example #1.
9 + 11 + 13 + …, + a​12 Pacita donates Php 50 on
the first week to a
charitable institution, Php
100 on the second week,
Php 200 on the third week.
The amount
doubles each week. How
much is her total donation
for 10 weeks?

Solution:

​PLAN – What is the

appropriate
formula to be
​PLAN – What is the used and
appropriate SEE – What kind of needed
formula to be sequence is values?
used and involve in the
needed problem? S​n ​= [a​1​(1-r​n​)]/(1-r) Where
values? a​1​=50: r =2: n =10
DO – Perform the 50 + 100 + 200 + 400 +
A​n ​= a​1 ​+ (n - 1)d Where …, + a​10
a​1​=9: d=2: n = 12 indicated
operation and
simplify
 indicated
operation and
simplify
loan he saved Php16, and
Php23 on the third loan,
and so on.

A. What is the
corresponding
sequence?
B. What is its harmonic
sequence?
C. Which term of his loan
did he saved is Php338?

Solution: A​n ​= a​1 ​+ (n - 1)d

338 = 9 + (n - 1)7
Arithmetic sequence: 9, 16,
338 = 9 + 7n -7
23….338
338 = 2 + 7n
Harmonic sequence: 1/9, 338 - 2 = 7n
1/16, 1/23…..1/38 ​336​ = ​7n
77
n = 48

Therefore, 1/338 is the 48​th

term.
DO – Perform the
sequence by taking appropriate formula in again get the
the reciprocal of each the Arithmetic reciprocal of the
term. Use the sequence, and then, term/s.
 There is no problem
formula for the sum of ​A​n ​=
a​1 ​+ (n - 1)d A​11
the terms of a = 9 + (12 - 1)2 = 9 + 50 + 100 + 200 + 400 +
harmonic sequence, (11)2 = 31 fruits in 800 + 1600 + 3200 +
simply complete the year 2011 6400 +
sequence and add all 12800 + 25600 =
the terms. S​n ​= (n/2)( a​1 + ​a​n ​) 51,150
S​12 ​= (12/2)(9 + 31) =
Illustrative example: (6)(9 + 31) = 240
Illustrative example #2.
th CHECK – The answer
1. Find the 12​
term of the should satisfy all the The used sponge has
Harmonic given information in the some bacteria in it. The
sequence 1/9, problem number of bacteria
1/12, 1/15,…. increases five times
9 + 11 + 13 + 15 + 17 every hour. If the number
Solution: + 19 + 21 + 23 + 25 + of bacteria is 50 on the
27 +29 + 31 = 240 first hour, how many
Get the reciprocal bacteria are there at the
of each term. Sn = [50(1–2​10​)]/(1–2) = end of five hours?
9, 12, 15, …. [50(1–1,024)]/(-1) = [50 (
- 1,023 )] / ( -1 ) = Solution:
Solve the 12​th ​term 51,150
of Arithmetic SEE – What kind of
sequence CHECK – The answer sequence is
using A​n ​= a​1 should satisfy all the involve in the
given information in the
+ (n-1)d values in the formula
and simplify,
Find the values of n, A​n ​= a​1 ​+ (n-1)d A​n ​=
a​1​, and d 9 + (12-1)3 A​n ​= 9 +
n = 12; a​1 ​= 9; d = 3 (11)3 A​n ​= 9 + 33 A​n
= 42
Substitute the
 indicated
Get the reciprocal operation and
The 12​th ​term is 1/42 simplify
problem?
Sn = [a​1​(1-r​n​)]/(1-r)
50 + 250 + …, + a​5 = [50 ( 1 –5​5 ​)] / (1 –
5)
​PLAN – What is the = [50 ( 1 – 3,125 )] / ( -4
appropriate )
formula to be = [50 ( - 3,124 )] / ( -4
used and )
needed = -156,200/-4 =
values? 39,050

S​n ​= [a​1 ​-a​1​rn​​ )]/(1-r) or S​n CHECK – The answer

= [a​1​(1-r​n​)]/(1-r) Where should satisfy all the
a​1 ​= 50: r = 5: n = 5 given information in the
problem
DO – Perform the

D. Discussing new concepts and

practicing new skills # 1
Solve each problem.

1. Insert two
harmonic means between 6 and 3/2. Solution:
Get the
reciprocals of the terms.
6
________
3/2
_______

Get now the

Arithmetic
sequence,
determine the
value of n = _____; a​1 ​= _____;
d = _____

Use the
formula A​n ​= a​1 ​+ (n-1)d, Find the
value of d.

Use the
Arithmetic means using
Do the following with a partner!
1. To replace the trees destroyed by typhoon Yolanda, the forestry department of Tagaytay has developed a ten-year plan. The
first year they will plant 100 trees. Each succeeding year, they will plant 50 more trees than they planted the year before.
A. How many trees
will they plant
during the fifth
year?
B. How many trees
will they have
planted by the end
of the tenth year?

Solution:

Complete the table:

What type of sequences ​involve in the problem?

50 + 250 + 1250 + 6250 + 31250 =
39,050

Do the following with a partner!

1. A young man gave his wife a gift of Php 400 on their wedding day. To please her, he
gave her Php 800 on their first wedding
anniversary, Php
1600 on their second wedding anniversary, and so on.

A. How much would she receive on

their 9​th ​wedding
anniversary?
B. Compute the total amount the wife
had received as
gifts from their
wedding day up to
their ninth wedding
anniversary?

Solution:
Complete the table:

Do the following by group!

1. The Grade 10 students of Bagbag National High School have a research on who is the inventor of the worldwide web (www). All they need
to do is to open a password by solving situation given by the teacher.
 a​2 ​= a​1 ​+ d; Get the a​1 ​= _____; pr
a​3 ​= a​2 ​+ d reciprocals of the d = _____ op
terms. riat
Get the 2/3 Complete the e
reciprocal of each ________ Arithmetic sequence to
term. 1/2 by using sol
________ a​4 ​= a​3 ​+ d ve
6, ____, ____, 3/2 a​5 ​= a​4 ​+ d the
2. Find the sum of Get now the a​6 ​= a​5 ​+ d pr
2/3, ½, 2/5, __, __, Arithmetic sequence, a​7 ​= a​6 ​+ d obl
__, __, 1/5 determine the value What formula is em
Solution: of n = _____; ap ?
 Wh n= e
at __; the
are d= val
the __ ue
val _ s
ue Su of
s bst a​1​,
tha itut n
t e an
yo the dd
u val
ne ue S​n
ed s =
to of __
an a​1​, A​10 ​= _______ __
sw n __
B.
er an __
Wri
the dr __
te
pro A​n __
the
ble = Si
for
m? __ mp
mu
__ lify
la.
__
S​n
__
=
__
__
__
__
__
__
_
A. Determine the __
Si
values of a​1​, n and d. __
mp
a​1 __
lify.
= Su
__ bst
_; itut
 e tha a​1
in t =

the yo __;
pr u n=
obl ne __;
em ed r=
? to __
W an Su
hat sw bst
for er itut
mu the e
la pr the
is obl val
ap em ue
pr ? s
op of
riat a​1​,
e n
to an
sol dr
ve A​n
the =
S​10 ​= __________ __
W pr
obl __
hat __
typ em
e ? A. Determine the __
W v __
of alu __
se hat
ar es __
qu of Si
en e
the a​1​, mp
ce n lify.
s val
ue an A​g ​= _____________
inv d r.
olv s
 Simplify
B. S​n ​= ____________
Wri
te
the W
for H
mu O
la. IN
S​n VE
= NT
__ E
__ D
__ TH
__ E
__ W
__ O
_ RL
D
WI
D
E
Substitute the values W
of a​1​, n and r EB
S​n (W
= W
__ W)
__ ?
__
__
__
__
__
 differentiate arithmetic sequence? 2.
Arithmetic What is the
sequence from
Harmonic
sequence.
2. Is the sum of the
Harmonic
sequence the
reciprocal of the
sum of the
arithmetic
sequence? Verify your
answer.
3. How can you find the
nth term of a ​Harmonic
E. Discussing new
1. How can you determine if the given
concepts and
practicing new skills # 2 problems involve
Write the complete geometric sequence? 2.
Arithmetic sequence __, What is the
__, __, __, __, __, __, __

Get the reciprocal of each appropriate formula to be

term used in arithmetic
2/3, ½, 2/5, __, __, __, sequence?
__, 1/5 3. Is there another way to answer? Explain briefly
get the correct your solution.
Add all the terms 1. How can you
S​n ​= 2/3 + ½ + 2/5 + __ +
__ + __ + __ + 1/5

1. Using Two-Column
Chart Method, determine if the given
compare or problems involve
 G. Finding practical
sequence? application of
2. What is the appropriate concepts and skills in daily
formula to be used? living
appropriate formula to be 3. Is there another way to sequence?
used? get the correct answer?
3. Is there another way to Explain briefly your
get the correct solution. Find the indicated sum in
answer? Explain
each
briefly your solution.
1. How can you find the nth sequence.
term of an harmonic 1. 3/2, 6/7, ___, 6/13 2. 2,
F. Developing mastery 1, 2/3, ___, ___, 1/3
(leads to Formative 3. ___, 1/3, 1/5, 1/7, ___
Assessment 3) 4. 1, 1, 2, 3, 5, 8,…, 55
7, 10, 17, 27, 44, 71, 115,
…a​10
 Solve the problem. Show Php20 each week
your complete solution. thereafter. The project will
take 5 weeks. How much
1. Rico qualified as a money will you
basketball varsity

Remember This! Group Activity Solve the problem. Show

The sequences in column
your complete solution.
A are all Solve each problem:
Arithmetic. Supply the
missing terms in 1. To raise fund, Math
Column A and match them Club Officers collect old
in Column B which are newspapers player of Tagaytay
Harmonic. Write the letter City Science National High
that corresponds to the School. As part of his 1. Yolanda gets a starting
answer in the box. training, his salary of Php7,000 a
Solve the problem. Show coach asked him to run month and an increase of
your complete solution. 2km farther each week Php500 annually. What
than he ran the week would be her salary during
1. Mrs. Pamienta gave her before. The first week he the seventh year?
daughter Arlene Php300 ran 3 km. If he keeps up
on her 7​th this
birthday, and intends to pattern, how many km will
increase this by he be able to run at the
Php250 each year. end of the tenth ​week?
How much will the Solve each problem:
daughter receive on her
debut? Your father wants you to
and bottles. On the
first day, they help him build a dog
house in your backyard.
collected goods
He says he will pay you Solve each problem:
amounting Php750,
on the second day Php10 for the first week
and add an additional 1. Your room is too cold so
you decide to adjust the this doesn’t warm the the Fibonacci sequence is a involving sequences:
thermostat. The current room enough for you sequence where its first
two terms are 1. Determine the type of
either both 1, or 0 and 1; sequence involve in the
and each term, thereafter, problem.
is obtained by adding the 2. Use the appropriate
two preceding terms. arithmetic formula.
Harmonic 3. Substitute the needed
sequence is a values
sequence whose 4. Perform the indicated
reciprocals from an operation and simplify
arithmetic sequence. earn, in total, if you work
for the 5 weeks?
To solve problems
involving Harmonic
sequence, convert it into
H. Making an Arithmetic sequence by
generalizations and taking ​the reciprocal of 1. Determine the type of
abstractions about the each sequence involve in the
lesson they collected problem.
Php600, and 2. Use the appropriate
Php450 on the third day. geometric formula. 3.
Substitute the needed
A. How much will they values and simplify
collect on the fifth decide to increase
day? To solve problems thermostat to 64°. This
B. How much is the total involving sequences: temperature still isn’t
collection at warm enough , so you
temperature of the room is the end of the fifth continue to increase it in
60° Fahrenheit. In an day? this manner until you
attempt to get warmer, reached its 12​th ​term.
you increase the What is its 12​th ​term and
temperature to 62°. When To solve problems its harmonic sequence?
To solve problems
involving harmonic
sequence:

1. Determine the
corresponding arithmetic
equence.
2. Use the appropriate
formula. 3. Substitute the
needed values and
simplify
4. Take its reciprocal