GRADES 1 TO 12 School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
PAYAO NATIONAL HIGH SCHOOL Grade Level 10- Magiting, Magalang, Masipag, Bukas Palad
Teacher FATIMA C. MACABAGO Learning Area Mathematics
Teaching Dates and Time WEEK 2 Jun. 10-14, 2019 Quarter FIRST
1st session 2nd session 3rd session 4th meeting
* Define and describe arithmetic sequence. * Graph an arithmetic sequence.  * Define and describe arithmetic sequence.
* Find the value of the common difference of * Determine the next terms of the given * Differentiate arithmetic means from arithmetic
arithmetic sequence. sequence by using the formula of arithmetic sequence.
sequence. * Determine the arithmetic means of the given
sequence by finding the common difference of
the two terms.
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and accurate representations.
illustrates an arithmetic sequence illustrates an arithmetic sequence M10AL- Independence Day Determines arithmetic means and nth term
M10AL-Ib-1 Ib-1 of an arithmetic sequence.*** M10AL-Ib-
c-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
List the materials to be used in different days. Valid sources of materials sustain interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
12-13 12-13  14-16
 22-28
Visual Aid, Toothpick, popsicles 
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge indicate the time allotment for each step.
Literacy and ESP Recall on matchstick activity  Recall on arithmetic sequence.
Recall on the definition of sequence.
1. How are sequences used to 1. If we have arithmetic
model and solve some sequence, what does
mathematical ideas and real- arithmetic means?
life situations?
2. How do you define
arithmetic?
B. Establishing a purpose for the Post the objectives of the lesson. Post the objectives of the lesson.  Post the objectives of the lesson.
lesson.

C. Presenting examples / instances Arithmetic Common Difference Example: find the common difference of the  Example:
Sequence terms of the arithmetic sequence A(n)=8, 5, 2, Insert three arithmetic means between
of the new lesson. -1, -4, … then graph the sequence.
21, 31, 41, 51, … d=31-21=10 17 and 1.
0, 1/3, 2/3, 1, … d=4/3-1=1/3
D. Discussing new and practicing new Define and describe the concept of arithmetic Discuss the definition of arithmetic sequence  Discuss the concept in determining the
skills # 1. sequence. and its formula. arithmetic means in a given sequence.

E. Discussing new concepts and Provide guide questions and let them present Discuss the steps of graphing an arithmetic  Discuss the process or steps in getting the nth
practicing new skills # 2. their ideas. sequence. term of a given arithmetic sequence.

F. Developing mastery Contextualization and TLE Contextualization and TLE  Let the students answer the activity no. 6 entitled
Let the students do a group activity by Let the students do a group activity by “what is missing?”
performing the matchstick activity no. 5 performing the matchstick activity no. 6.

G. Finding practical applications of ESP ESP 

concepts and skills in daily living. What lesson did you get in performing the Life is sequential. Cite some examples of arithmetic
activity or how will relate it to some situations
you’ve encountered in life?
means in real life situation.

H. Making generalizations and Call a volunteer to summarize the lesson. Call a volunteer to summarize the lesson.  How do you differentiate arithmetic means from
abstractions about the lesson. arithmetic sequence?

I. Evaluating learning A. Determine whether each sequence is A. Name the next 5 terms for each  Solve each problem.
arithmetic or not. If it is, find the common
difference and give the next two terms.
arithmetic sequence, given the first 1. Find the 10th term of the
term and the common difference. sequence -37, -34, -31, …
B. Determine the next three terms of
the arithmetic sequence.
J. Additional activities for application ICT
or remediation. Assignment: Search for the definition of
arithmetic means and its examples.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide you so when you meet them, you can ask them relevant questions.
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 lesson work? No. of learners

who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this 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?

FATIMA C. MACABAGO AIDA E. CALONIA ROLANDO T. CHAVEZ

Subject Teacher HT-II/ Mathematics Coordinator School Principal III

RUBRICS

4 The problem is properly modelled with appropriate mathematical concepts used in the solution and a correct final answer is obtained.
3 The problem is properly modelled with appropriate mathematical concepts partially used in the solution and a correct final answer is obtained.
2 The problem is not properly modelled, other alternative mathematical concepts are used in the solution, and a correct final answer is obtained.
1 The problem is not properly modelled by the solution presented and the final answer is incorrect.with appropriate mathematical concepts used in the solution and the final
answer is incorrect.

Table of Specification

1st session 2nd session 3rd session 4th session

Easy 1, 2, 3, 4 1, 2  1,2,3
Average 5, 6, 7, 8, 9 3  4
Difficult 10 4, 5  5