CENTRAL NATIONAL HIGH SCHOOL

BATASAN EXTENSION

WEEKLY HOME LEARNING PLAN

Grade 10
Week 1 Quarter I
October 5 - 9, 2020

Day & Time Learning Area Learning Competency

8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
Monday

Mathematics

*Generates Pattern
*Generates Pattern
 *Illustrates an arithmetic
sequence

11:30-1:00 Lunch Break

1:00-3:00

Filipino

Friday Self-assessment Tasks: Portfolio Preparation: e.g. Reflective Journal; Other Learning Area T
9:30-11:30 Education

11:30-1:00 Lunch Break

Self-assessment Tasks: Portfolio Preparation: e.g. Reflective Journal; Other Learning Area Tasks fo
 Self-assessment Tasks: Portfolio Preparation: e.g. Reflective Journal; Other Learning Area Tasks fo
1:00-3:00

3:00 onwards Family Time

TRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

KLY HOME LEARNING PLAN

Grade 10
Week 1 Quarter I
October 5 - 9, 2020

Learning Tasks Mode of Delivery

fast and get ready for an awesome day!

ing with family.
Study the figures below.

a. Do the figures show a pattern?

Describe it.
b. Draw the next figure. ________
a. Do the figures show a patt
Identify what is next by observing the pattern.

Find the first 5 terms of the sequence given the nth

term.

Determine whether the series of numbers is

sequence or NOT, if sequence,
identify whether it is finite or infinite:

Supply the missing term for each sequence. Then,

give the rule.

Have the parent

hand-in the output
to the teacher in
school.
 Have the parent
hand-in the output
to the teacher in
Fill in the blanks. school.

1. A sequence that has a last term is called

___________.
2. The ellipsis dots indicates that the sequence is
_________
3. The fourth term in the sequence 1, 8, 27, 64,
125, ... is ______.
4. The missing term in the sequence 2, -2, ___, -2, 2
is _____.
5. Give the first 5 terms of the sequence an = 12 -3n

B. Classify the following sequences as Finite

Sequence or Infinite.
1. {1, 3, 5, 7, 9…}
2. {2, 4, 6, 8, 10}
3. Set of counting numbers
4. Set of even numbers from 2 to 20
5. Set of odd numbers divisible by 3

C. Write the next three terms of each sequence

1. 2, 3, 5, 8, 12,
2. 13, 10, 7, 4, 1,
3. 2x, 4x, 6x, 8x, 10x

D. Given the following terms of the sequence, give

its general rule or nth term.
1. 3, 5, 7, 9,…
2. 1, 2, 4, 8,…
3. 1, 8, 27, 64,…
4. 2, 5, 10, 17, 26,…

Determine whether the given sequence is arithmetic

sequence or not. If it is
arithmetic sequence, determine the common
difference and the next two terms.
 1. Define Arithmetic sequence in your own words,
give your example.
2. How to obtain the common difference of an
Arithmetic Sequence?
3. Complete the table:

A. Determine whether the given sequence is

arithmetic sequence or not.
If it is arithmetic sequence, give the common
difference and the next three terms.
AS / Not AS d 3terms
1. -2, 0, 2, 4, … _____________ _______
___________
2. 7, 10, 15, 22, 31, … _____________ _______
___________
, 2, … _____________ _______ ___________
4. √2 , √4, √8, √16, √32, √64, … _____________
_______ ___________

B. Given the first term (a1) and the common

difference (d) of an arithmetic
sequence, give the next 4 terms.
5. a1 = 9, d = 8 9, ____, ____, ____, ____
6. a1 = 18, d = -6 18, ____, ____, ____, ____

Lunch Break b. Draw the next figure. ____

Have the parent

hand-in the output
to the teacher in
school.

eparation: e.g. Reflective Journal; Other Learning Area Tasks for Inclusive

Lunch Break

aration: e.g. Reflective Journal; Other Learning Area Tasks for Inclusive Education
aration: e.g. Reflective Journal; Other Learning Area Tasks for Inclusive Education

Family Time
a. Do the figures show a pattern? Describe it.
b. Draw the next figure. ________
 CENTRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

WEEKLY HOME LEARNING PLAN

Grade 8
Week 1 Quarter I
January 8 - 15, 2021

Learning Learning
Day & Time Learning Tasks Mode of Delivery
Area Competency

8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
Using Models or Activity 1: Observe carefully the figures
Illustrations, Explain below. Answer the questions that follow on
how movements along page 2 and write them in the box.
faults generate
earthquakes.
Activity 2: When Fault Move
Have the parent
hand-in the output
Monday SCIENCE 8 Activity 3:Stick - Slip to the teacher in
school.

Activity 4: Stick - Shake

3:00 onwards Family Time

Prepared by: Noted by:

JENELYN S. PARAISO JESSIE T. ECHIVARRE

Teacher I Principal III
 CENTRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

WEEKLY HOME LEARNING PLAN

Grade 9
Week 1, Quarter II
January 8 - 15, 2021

Day & Time Learning Area Learning Competency

8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
Explain how the
Quantum Mechanical
Model of the atom
describes the energies and
psoitions of the electrons.

Monday SCIENCE 9

3:00 onwards Family Time

Prepared by:
JENELYN S. PARAISO
Teacher I
TRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

KLY HOME LEARNING PLAN

Grade 9
Week 1, Quarter II
January 8 - 15, 2021

Learning Tasks Mode of Delivery

fast and get ready for an awesome day!

ing with family.
Lesson 1: Electrons and Energy Level

Activity 1: Refer to the illustration above to answer

the questions below.

Activity 2: Complete the table below.

What I have Learned

Have the parent
hand-in the output
to the teacher in
Lesson 2: Electron Configuration school.

What is It

What I have Learned

Family Time

Noted by:
JESSIE T. ECHIVARRE
Principal III
 CENTRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

WEEKLY HOME LEARNING PLAN

Grade 9
Week 1-II, Quarter II
January 8 - 22, 2021

Day & Time Learning Area Learning Competency

8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
Illustrate situations that
involve the following
variations: (a) direct; (b)
Inverse; (c.) joint; (d)
combined Variation
(M9AL-IIa-1);

Translates into variation

statement a relationship
between two quantities
given by:
(a) table of values; (b) a
mathematical equation;
(c)a graph, and vice versa
(M9AL- IIa-b-1);

Solves problems involving

Variation: Direct and
Monday MATH 9 Inverse Variation(M9AL-
IIb-c-1)
3:00 onwards Family Time

Prepared by:

JENELYN S. PARAISO
Teacher I
TRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

KLY HOME LEARNING PLAN

Grade 9
Week 1-II, Quarter II
January 8 - 22, 2021

Learning Tasks Mode of Delivery

fast and get ready for an awesome day!

ing with family.
Activity 1: Extra Rice ( direct Variation)

Activity 2: Melting Ice Cube ( Inverse Variation)

Activity 3: Let The Past and Present Be Joint

Together (Joint Variation)

Activity 4: ( Combined Variation )

Lesson #1B: Translates into variation statement a Have the parent

relationship between two hand-in the output
to the teacher in
school.

Activity 5: Let's Go! ( direct variation)

Activity 6: Renovate a House ( inverse variation )

Week 2:
Activity 1: Analyze The Problem Then Solve. Show
Your Solutions.
 Family Time

Noted by:

JESSIE T. ECHIVARRE
Principal III
 CENTRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

WEEKLY HOME LEARNING PLAN

Grade 10
Week II, Quarter II
January 18 - 22, 2021

Day & Time Learning Area Learning Competency

8:00-9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00-9:30 Have a short exercise/meditation/bonding with family.
Solve problems involving
polynomial functions
( M10AL-IIb - 2)

Monday MATH 10

3:00 onwards Family Time

 Family Time

Prepared by:

JENELYN S. PARAISO
Teacher I
TRAL NATIONAL HIGH SCHOOL
BATASAN EXTENSION

KLY HOME LEARNING PLAN

Grade 10
Week II, Quarter II
January 18 - 22, 2021

Learning Tasks Mode of Delivery

fast and get ready for an awesome day!

ing with family.
What I Know: Read each item carefully and write
the CAPITAL LETTER that corresponds to your
answer.

What's In: Mapping or Diagram, Graphically or

by writing a rule or an equation.

What's New. Study each illustration. Answer the

questions that follow.

What is It. Let us consider the figures used and

shown in What's New.
Have the parent
hand-in the output
What's More: Read and Analyze each situation to the teacher in
carefully. school.

What I have Learned: Make a written reflection as

to why you think polynomials are useful.

What I Can Do: Solve The Given Problem.

Assessment

Family Time
 Family Time

Noted by:

JESSIE T. ECHIVARRE
Principal III