THE NOTRE DAME OF ESPERANZA, INC.

Saliao, Esperanza, Sultan Kudarat

SCHOOL YEAR 2020-2021

CURRICULUM MAP
SUBJECT: Mathematics
GRADE LEVEL: 10
TEACHER(S): Karoll Frenz Romeo P. Jardeleza
STRAND(S):

QUARTER UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES/ ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL CORE
CONTENT STANDARD (CS) STANDARD (PS) SKILLS VALUES
First Patterns & The learner The learners is able to The learner determines Paper-and-Pencil Discovery Main: Workbook OPEN – MINDEDNESS
(Week 3) Algebra demonstrates formulate and solve the sum of the terms of Test Research Work in Mathematics 10
(Sequences) understanding of problems involving a given arithmetic Note Taking Other resources: ACCOUNTABILITY
key concepts of sequences in different sequence. Online Game Practice Exercises Next Century
sequences. disciplines through (M10AL-1c-1) Journal Entry Mathematics 10
appropriate The learner illustrates a E-Math 10
representations. geometric sequence Situation Analysis Realistic Math 10
(M10AL-1d-1) and Exploration
The learner Venn diagram
differentiates a Construction
geometric sequence
from an arithmetic
sequence.
(M10AL-1d-2)

21st Century Skill

Obtained:
Critical Thinking,
Information Literacy,
Technology Literacy,
Flexibility, Productivity

PREPARED BY: CHECKED BY: APPROVED BY:

KAROLL FRENZ ROMEO P. JARDELEZA MS. GLORY JEAN P. DAP-OG REV. FR. ELMER I. DELA CRUZ, DCC, Ed.D.
Department Head, JHS Mathematics Junior High School Academic Coordinator Director / Principal
Mathematics 10 Subject Teacher
 THE NOTRE DAME OF ESPERANZA, INC.
Saliao, Esperanza, Sultan Kudarat
JUNIOR HIGH SCHOOL DEPARTMENT
SCHOOL YEAR 2020-2021

MATHEMATICS
GRADE 10
(INSTRUCTIONAL LEARNING ACTIVITY)

NAME:_____________________________________________________________ FINAL SCORE:

LAST NAME FIRST NAME MIDDLE INITIAL
GRADE: ___________ SECTION:__________________________________
SUBJECT TEACHER: _________________________________________________
ADVISER:__________________________________________________________
 LESSON
]
ARITHMETIC SERIES
4
ACTIVITY 1.4.1
A MAGIC TRICK!
Determine the sum of the given sequence below using
the following guide questions. Show your solutions
below every question.
1 + 2 + 3 + … + 98 + 99 + 100
1. What is the sum of the pairs 1 and 100, 2 and
99, 3 and 98, …, 50 and 51?
2. How many pairs are there in item #1?
3. From your answers in items #1 and #2, how do
you get the sum of the integers from 1 to 100?
4. What is the sum of the integers from 1 to 100?
5. What can you conclude from the activity?
ACTIVITY 1.4.4
PRACTICE EXERCISES
On your workbook, answer the following problems.
Use your concept notes for your references in
formulas.
 Letter A (page 11) #1-#5
 Letter B (page 11) #1-#5
 Letter C (page 12) #1 - #2
 Letter D (page 12) #1 - #3
ACTIVITY 1.4.6 Solve the following problems involving arithmetic sequences,
series & means. Write your solutions on another sheet of paper.
FINAL TEST ON ARITHMETICS
PART 1:. Find the indicated term for each sequence
1. 1, -4, -9, … (15th term)
2. 25, 33, 41, … (14th term)
3. -22, -17, -12, … (36th term)
4. 2, 2.5, 3, 3.5, … (47th term)
5. 3, 2, 1, … (10th term)
PART 2: Determine the arithmetic means as indicated
1. 4 arithmetic means between 38 and 98
2. 4 arithmetic means between -2 and 16
3. Two arithmetic means between 6 and 9
4. 5 arithmetic means between 1 and 3
5. 3 arithmetic means between ¾ and 15/4
ACTIVITY 1.4.2
WHO IS CARL GAUSS?
Research about Carl Friedrich
Gauss and tell his contribution
about sequences and series.
Write your answers on a
separate sheet of bond paper.
ACTIVITY 1.4.3
CONCEPT NOTES
After your research in Activity 1.4.2, answer the
following guide questions.
1. What is an arithmetic series?
2. How do you determine the sum of the terms
in an arithmetic sequence?
3. What is the formula of the arithmetic series
if the given is the first term, the common
difference and the number of terms?
4. Derive the mother formula of the arithmetic
sequence if the unknown is
a. the last term of the sequence
b. common difference
c. number of terms
d. first term of the arithmetic sequence
ACTIVITY 1.4.5
REFLECT ON THIS!
After solving the problems in Activity 1.4.4, answer
the following essential question in three to five
sentences.
1. How important are sequences and series?
PART 3: Find the sum of the terms of the ff. arithmetic sequence
1. First Term = 12, Tenth Term = 38
2. First Term = 15, Tenth Term = 55
3. First Term = 10, d = 7, n = 10
4. First Term = -20, d = 4, n = 10
5. First Term =2, Third Term = 8, n = 12
PART 4: Solve the following problems.
3𝑘+1
1. Find k so that 2(k+1). 2k and 2 form an arithmetic
sequence.
2. Find the sum of all integers less than 150, but greater
than 20 that are divisible by 7.
2
 INTRODUCTION TO GEOMETRIC
LESSON

5.1 SEQUENCES
ACTIVITY 1.5.1 Study the following problem below and answer the questions
THE VIRAL PICTURE that follow. Use another sheet of bond paper for your answers.

Suppose you changed your profile picture in Facebook and after an hour, you checked your notifications and 10
of your friends reacted to it. After an hour, 20 of your friends already reacted to your profile picture. After three
hours, 40 of your friends reacted to it. The table below shows the number of reactions on your profile picture
after three hours.
Number of hours (h) 1 2 3 4 5 6 7 1. Compute for the number of reactions in 4 hours to 7
Reactions (r) 10 20 40 hours.
2. Is there a pattern? If yes, how does the pattern
continue?
3. What can you say with the pattern? How does it
behave?
4. What are your conclusions to the problem?

ACTIVITY 1.5.2 ACTIVITY 1.5.3

CONCEPT CAPSULE WHAT’S THE DIFFERENCE?

Use the guide questions below for your concept On the same sheet as Activity 1.5.1, construct a Venn
notes. Attach it on the back part of Activity 1.5.1. diagram showing the similarities and differences between
1. What is a geometric sequence? arithmetic and geometric sequence. Use the format below.
2. What is a common ratio?
3. How does geometric sequence differ
from arithmetic sequence?
4. What are the similarities between
arithmetic and geometric sequences?

ACTIVITY 1.5.4 Determine whether each sequence is arithmetic,

ARITHMETIC, GEOMETRIC OR NEITHER geometric, or neither. Write your answers only on
the same sheet as the previous activities.

1. 11, 14, 17, 20, … 6. 6, 9, 14, 21, 30, … 11. 6, 18, 54, 162…
2. 2,4, 8, 16, … 7. 1, -3, 5, -7, … 12. 4, 10, 16, 22, …
3. 5, 8, 12, 17, 26, … 8. 80, 40, 20, 10, … 13. 1, 1, 2, 3, 5, 8, …
4. 34, 30, 26, 22, … 9. 20, 30, 36, 42, … 14. 625, 125, 25, 5, …
5. 1, 8, 27, 64, … 10. 100, -50, 25, -12.5, … 15. 5, 8, 13, 21, 34, …

CONCEPT SUMMARY PREPARED BY:

ARITHMETIC SERIES INTRODUCTION TO GEOMETRIC KAROLL FRENZ ROMEO P.

SEQUENCES JARDELEZA
Mathematics 10 Subject Teacher
The sum 𝑆𝑛 of the first n terms of an A sequence in which each term is Department Head, JHS
arithmetic sequence is obtained by multiplying the preceding Mathematics
𝑛
𝑆𝑛 = (𝑎1 + 𝑎𝑛 ) or term by a fixed number is called a
2
𝑛 geometric sequence or geometric
𝑆𝑛 = (2𝑎1 + (𝑛 − 1)𝑑 progression. The fixed number being CHECKED BY:
2
multiplied to every term of the
For examples, see pages 9 and 10 of sequence is called the common ratio. MS. GLORY JEAN P. DAP-OG
the workbook. Junior High School Coordinator
For more details, see page 14 of the
workbook.
APPROVED BY:
____ My son / daughter finished the worksheet on the specified date.
REV. FR. ELMER I. DELA
CRUZ, DCC, Ed.D.
_________________________________________________ __________________ Director / Principal
Parent’s/Guardian’s Signature over Printed Name Date