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 4, June 24-27, 2019 Quarter FIRST
1st meeting 2nd meeting 3rd meeting 4th meeting
 Define and illustrate, and graph a geometric sequence.
 Differentiates a geometric sequence from an arithmetic sequence.
 Differentiates a finite geometric sequence from an infinite geometric sequence.
 Determines geometric means and nth term of a geometric sequence.
The learner demonstrates understanding of key concepts of inequalities in a triangle, and parallel and perpendicular lines.
The learner is able to communicate mathematical thinking with coherence and clarity in formulating, investigating, analyzing, and solving real life problems involving triangle inequalities, and
parallelism and perpendicularity of lines using appropriate and accurate representations
Illustrates a geometric sequence. M10AL-Id-1 Differentiates a geometric sequence from an Differentiates a finite geometric sequence Differentiates a finite geometric sequence from
arithmetic sequence. M10AL-Id-2 from an infinite geometric sequence. an infinite geometric sequence. M10AL-Id-3
M10AL-Id-3
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.
GEOMETRIC SEQUENCE
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.
pp. 27-29 pp. 27-29 pp. 27-29 pp. 27-29
pp. 41-46 pp. 41-46 pp. 41-46 pp. 41-46
Visual Aid Visual Aid Visual Aid Visual Aid
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.
Review the previous lesson. Recall on arithmetic sequence. Recall on the definition of finite and infinite Let the students present their assignment on
arithmetic sequence. the class.
Media Literacy
Let the students watch the fit ‘n right “Can you give me an examples of
commercial then ask the following finite and infinite geometric
guide questions to them: sequence?”
1. After watching that
commercial Esmula, are you
now convinced to drink fit’n
right to reduce your fats?
Why?
2. What do you think is my point
of letting you viewed this
 video?
3. How does it connect to our
lesson for today?

B. Establishing a purpose for the lesson. Post and emphasized the objective of the lesson. Post and emphasized the objective of the Post and emphasized the objective of the Post and emphasized the objective of the
lesson. lesson. lesson.

C. Presenting examples / instances of the HOTS and Literacy Examples: Example:

new lesson. Arithmetic sequence: 2, -1, -4, -7,…
Guide questions for presenting the Finite sequence
Geometric sequence: -40, 20, -10, 5,
new lesson: 1, 5, 25, 125, 625
-5/2,…
1. When we say ratio, what does
it mean to you? Infinite sequence
2. What are the things that are in ½, 1/6, 1/18, 1/54, 1/162,…
ratio form?
3. Give some examples of
geometric sequence.
D. Discussing new and practicing new Defining and illustrating geometric sequence. Discussing the difference of a sequence that Discuss the finite geometric sequence and Differentiate the finite geometric sequence and
skills # 1. are arithmetic and geometric. infinite geometric sequence. infinite geometric sequence.

E. Discussing new concepts and practicing Describing graph of a geometric sequence. Providing more examples. Providing more examples. Providing more examples.
new skills # 2.
F. Developing mastery Let the students do the activity entitled “Fold
me Up”
Rubrics
Criteria 5 3 1
Analyzing Carefully Incompletely Didn’t
problems understand understand understand
and the problem. the
analyze the problem.
problem.

Reflecting Correctly Most of the No answer.

answers all answers is
the guide wrong.
questions.

G. Finding practical applications of Contextualization HOTS

concepts and skills in daily living. Ask the students, “Can you illustrate ratio in “How are you going to relate the
real life situations?”
arithmetic and geometric sequence
in real-life situations? Can you cite
an example of each?”
H. Making generalizations and Call somebody to generalize the lesson. Call somebody to generalize the lesson. Call somebody to generalize the lesson. Call somebody to generalize the lesson.
abstractions about the lesson.
I. Evaluating learning Decide whether each sequence is arithmetic Short quiz.
or geometric. Table of Specification
1. 8, 10, 12, 14, 16, … Easy 1, 2,
2. 8, 4, 2, 1, ½ Average 5, 3, 4
 For evaluation only… Difficult 6
J. Additional activities for application or ICT
remediation. Assignment:
Search some things that are limited
and unlimited in the world and make
an explanation of how does it relate
to finite and infinite.
Rubrics
Criteria 5 3 1
Math
Content
Reflection
Presentation
V. REMARKS … to be continue
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?

Prepared by: Checked by: Noted by:

FATIMA C. MACABAGO JAIME A. JULCANI ROLANDO T. CHAVEZ

Subject Teacher Master Teacher/ Mathematics Coordinator School Principal III