Date: June 17, 2019 Day: Monday Sections: Thessalonians, James, Hebrews, Titus, Philippians

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sequences.
The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate and
B. Performance Standards
accurate representations.
At the end of the period, students will be able to:
C. Learning Competencies / Objectives a. Identify an arithmetic sequence (M10AL-lb-1)
Write the LC code for each b. Find the common difference of a given sequence (M10AL-lb-1)
c. Determine the next few terms (M10AL-lb-c-1)
Topic: Patterns and Algebra
II. CONTENT Quarter 1
Subtopics: Sequence
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 18
2. Learner’s Materials pages 9-10, 14
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
https://www.youtube.com/watch?v=7xZkMbeq81I
B. Other Learning Resources
https://www.youtube.com/watch?v=p-rc5mTDt9E&t=16s
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson Watch a video: Cool Test about finding the missing term
Watch a video: Introduction to Sequences (1 minute and 10 seconds)

Continue watching the video: Introduction to Sequences (6 minutes and 59 seconds)

A Sequence or a progression is a set of numbers written in a special order by the application of a definite rule. Each
C. Presenting examples/ instances of the number of the sequence is called a term. The first term is called the first term, followed by the second term, third term
new lesson and so on.
An arithmetic sequence is a sequence where each term/element/member after the first is obtained by adding the same
constant.
Common difference is a constant added to each term of an arithmetic sequence to obtain the next term of the sequence.
A. Which of the following sequence is an arithmetic sequence?
1. 3, 7, 11, 15, 19
2. 4, 16, 64, 256
3. 48, 24, 12, 6, 3,…
4. 1, 4, 9, 16, 25, 36
5. 2, 3, 5, 8, 12, 17, 23,…
6. 1, ½, 0, - ½
7. -2, 4, -8, 16,…
8. 1, 0, -1, -2, -3
D. Developing mastery
B. Find the common difference in each sequence.
(Leads to Formative Assessment)
1. 3, 6, 9, 12, 15,…
2. 7, 15, 23, 31,…
3. 9, 4, -1, -6, -11,…
4. 31, 24, 17, 10,…
5. 10, 5, 0, -5, -10, -15,…
C. Find the next three terms in the sequence below.
1. 1, 4, 7, 10, 13,…
2. 3, 8, 13, 18, 23,…
3. 12, 9, 6, 3,…
E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and
1. How do you determine whether a sequence is arithmetic or not?
abstractions about the lesson
Find the next three terms in the sequence below and identify the common difference.
1. 5, 16, 27, 38, 49,…
G. Evaluating learning
2. -16, -18, -20, -22,…
3. 21, 17, 13, 9,…
H. Additional activities for application or
Activity 1 on page 9-10 and Activity 6 on page 14
remediation
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 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 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?
Prepared by: Noted by:

MARY JUNE P. SORIA GERALDINE G. BUHAT

Subject Teacher SUBJECT COORDINATOR

Page 1 of 2 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade8_SY2018-19

Page 2 of 2 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade8_SY2018-19