Detailed Lesson Plan in Mathematics for Grade 10

I. Learning Objectives:

At the end of the lesson, the students will be able to:

1. Define arithmetic sequence.

2. Supply the missing terms of an arithmetic sequence.
3. Observe the value of accuracy.

II. Subject Matter:

A. Topic: Illustrates an Arithmetic Sequence

B. References:
 Worksheets(https://cdn.kutasoftware.com/Worksheets/Alg2/Arithmetic
%20Sequences.pdf)
 Arithmetic Sequence, pp. 3, 13, 37
https://lrmds.deped.gov.ph/detail/416
 Video: https://youtu.be/GijrTfz0tIU
C. Materials: Visual Aids, Laptop, Projector and etc.
D. Value Focus: Creativity, Collaboration, Resourcefulness, Critical Thinking

III. Procedure:
A. Preparatory Activities
Teacher’s Activity Student’s Activity
1. Prayer
Good morning class! Before we start, let
us put ourselves in the presents of God.
(Name of student) Please lead the
prayer. (Prayer leader: Lets bow down our head and
pray…. Amen.)

Amen!
2. Greetings
Good Afternoon once again class!
“Good afternoon ma’am! Good afternoon
classmates! It’s nice to see you again.”
Before you take your seats, can you tap
the right shoulder of your seatmate and
saying “Hi seatmate, have a wonderful
day!” with a big smile.
“Hi seatmate, have a wonderful day!”
Please take your seats.
“Thank you Ma’am!
3. Setting of Classroom
So, what will you do when the class
started? Anyone?
“Sit properly”
“Keep quiet and listen carefully”
“Gadgets are not allowed during class hour
unless its emergency”
And lastly?
“Raise your right hand if you want to “Raise your right hand if you want to answer
answer and question” and question”

Okay! Very good! I hope all of you

will cooperate with that.
“Yes ma’am!”
4. Attendance
Class monitor, who are the absentees for
today?
Class monitor: “No absentees for today
ma’am”
There are no absentees for today.
Very good! So, all are present.
5. Review
Do we have an assignment?
“Yes ma’am”
Please pass your assignment.
(Students will pass their assignment)
(Review assignment in Problems
involving Sequence)

Guess the Magic

Direction: Identify the next three terms

in the given set of numbers. Each item
corresponds to the letter of the correct
answer.

1. 1, 5, 9, 13, 17, ___, ___, ___

2. -12, -7, -2, 3, 8, ___, ___, ___
3. 0, 15, 30, 45, ___, ___, ___
4. 1, -1, 1, -1, 1, -1, ___, ___, ___
5. 2, -4, 4, -16, 32, ___, ___, ___
6. 2.13, 2.25, 2.37, ___, ___, ___
7. -37, -31, -25, -19, ___, ___, ___
8. 5, 10, 16, 23, 31, ___, ___, ___

C- -25, -31, -37

E- 13, 18, 23
S- 21, 25, 29
N- 2.61, 2.73, 2.85
Q- 60, 75, 90
U- 1,-1,1
E- -64, 128, -256
E- 40, 50, 61

Expected Answers:
1. S- 21, 25, 2
2. E- 13, 18, 23
3. Q- 60, 75, 90
4. U- 1,-1,1
5. E- -64, 128, -256
6. N- 2.61, 2.73, 2.85
7. C- -25, -31, -37
8. E- 40, 50, 61

From our assignment, we learned

that this patterns and numbers
formed a SEQUENCE and as we
observe this sequence have a pattern
or sequence. Mathematically, we can
define a sequence as function whose
domain is a finite set of positive
integers {1, 2, 3, …, n} or an infinite set
{1, 2, 3, …}. Each element or object in
the sequence is called term. A
sequence having last term is called
finite sequence while a sequence with
no last term is called infinite
sequence.
Sequences may come in rule form.
These are sequences stated in general
or nth terms.

B. Lesson Proper
1. Motivation
Before we proceed to our new lesson
today, do you have any clarifications or
questions class?
“No ma’am”
Okay! For today’s lesson, we will have a
group activity but before that, let’s have 3
group. Row 1 for group 1, row 2 for
group 2 and row 3 for group 3 and you
will form a small circle.

(Students will group their selves and form a

Please choose a leader and a secretary small group)
in your group. And write all your names
in a ¼ piece of paper.

So, I have a popsicle sticks here and a (Students will choose a leader and
sheet of paper. By group, you will be secretary)
given a 50 popsicles sticks.
So here’s the direction for today’s
activity.
(Flash the direction/PPT)

You have only 2 minutes to do the

activity. If you’re done, each group leader
will pass the sheet of paper for the
answers and the names.

Time’s up! Leaders, please pass all the (Students will do the activity)
papers.

(Leaders will pass the paper)

Motive Questions:
1. Is there a pattern in the number of
sticks?

2. How is each term (no. of sticks) “Yes ma’am”

found?
“By adding 3 to the preceding term, ma’am”
3. What is the difference between any
two consecutive terms?
“3 ma’am”

Based on our activity, what you think will

be our lesson for today?
“It will be all about Arithmetic Sequence
ma’am”
Your right! Our lesson for today is all
about Arithmetic Sequence.

From the squares made of popsicle

sticks, how many popsicle sticks are
there in 1st square?
“4 sticks ma’am”
nd
Okay! Correct! How about for the 2
square?
“7 sticks ma’am”
Next, in 3rd square?
“10 sticks ma’am”
And lastly, in the 4th square?
“13 sticks ma’am”
What can you observe from the pattern
from using the popsicle sticks?
“It has a common difference ma’am?
Correct! So what is the common
difference of each sticks?
“3 ma’am”
Correct! The common difference of each
sticks is 3.

The sequence generated from the given

scenario which is 4, 7, 10, and 13 is an
example of an Arithmetic Sequence
because it is formed by adding a
constant number which is 3 to the
preceding term to obtain the next. The
constant number 3 is the common
difference, denoted as d, which can be
obtained by subtracting two consecutive
terms.
So in finding the common difference,
here’s the formula of that,
(d = a2 – a1).
(solve the common difference in each
sticks)

Okay! Do you understand? Is there any

question? “No ma’am”
2. Activity
If there’s none, let’s have a mental drill.
To apply our lesson for today, let’s have
a short mental drill. And if you know the
answer, please raise your right hand.
Okay, for the mental drill. You will identify
if the sequence is an arithmetic or not.

Which of the following is an arithmetic

sequence? Justify.

1. 1, 3, 9, 27, 81
NO, no common difference
Correct, it is not an arithmetic
sequence.

2. 2, 4, 6, 8, 10
YES, there is a common difference
 Yes correct, it is an arithmetic
sequence with 2 common difference.

3. -9, -6, -3, 0, 3

YES, there is a common difference
Correct! It is an arithmetic sequence
and the difference is 3

4. 2, 3, 5, 8, 13
NO, no common difference
No, it is not an arithmetic sequence

5. -21, -15, -9, -3, 3

YES, there is a common difference
And lastly correct! It is an arithmetic
sequence and has a common
difference of 6.

Is any clarification here class?

“No ma’am”

3. Analysis
Okay good! Now that you know how to
identify if the sequence is an arithmetic
and to find the common difference, let’s
discuss how supply the missing term in
arithmetic sequence.

Supply the missing terms in each

arithmetic sequence:

1. 2, 8, 14, _, _
So, what is the common difference?
“6 ma’am”
Yes, 6 is the common difference.

2
2+6=8
8+6=14
14+6=20
20+6=26
The missing terms are 20 and 26.

Expected Answer: 20, 26

2. 3, 14, _, _, 47
Here in number 2, what is the
common difference?
“11 ma’am”
Correct! 11
 3
3+11=14
14+11=25
25+11=36
36+11=47
So, the missing terms here in number
2 are 25 and 36.

Expected Answer: 25, 36

3. __, __, 1, 5, 9
Okay, here in number 3. What is the
common difference?
“4 ma’am”
Very good! 4 is the common
difference.

9
9-4=5
5-4=1
1-4=-3
-3-4=-7
And the missing terms are -3 and -7

Expected Answer: -7, -3

4. Abstraction
Here in number 3, how can you
supply the missing terms if the
missing terms are in the first term
using the nth terms of the arithmetic
sequence?
Okay! To get the missing terms in the
first term. First we will deepen the
understanding of arithmetic
sequence.

An arithmetic sequence is a
sequence where every term after the
first is obtained by adding a constant
called the common difference. The
first n terms of an arithmetic
sequence with a1 as first term and d
as common difference are

a1, a1 + d, a1 + 2d, …, a1+( n -1) d

So from this one, we can form the

formula to find the nth term of the
arithmetic sequence.
The nth term of an arithmetic
sequence is defined as:

an=a1+( n -1) d

where:
an = value of nth term
a1 = 1st term
n = the number of terms
d = common difference

From the number 3 example

__, __, 1, 5, 9

Given:
a1 = 1
Why 1? Supposed our 1st term
Here is 1
n=0
0? Because there is no number of
terms
d=4

Let’s solve for the 2nd term

an=a1+( n -1) d
ao= 1+(0-1)4
ao= -3

Let’s solve for the 1st term

Note: The a1 here is -3

an=a1+( n -1) d
ao= -3+(0-1)4
ao= -7
“No ma’am”
Okay! Any question?

Let’s have another example before

we have a seatwork.

Suppose you jog every day to

maintain good health. On the 1st day
of the week you ran 150 meters; on
the 2nd day, 155 meters; on the 3rd
day, 160 meters; and on the 4th day,
165 meters. How many meters
 should you cover on the 8th day?

With this, we make a table

No. of 1 2 3 4 n=8th
Days day?
No. of 15 155 16 165
Meters 0 0

To solve the meters in the 8th day, we

will use the formula of nth term of
arithmetic sequence.

What is the formula? “an=a1+( n -1) d , ma’am””

Very good!

an=a1+( n -1) d

What are the given?

an = a8
a1 = to? “150 ma’am”

Very good!
a1 = 150

n= to?
“8 ma’am”
Why 8?
th
Correct! n= 8 because we will find the “Because we will find the 8 day ma’am”
8th day/term.

The common difference is?

Very good! The common difference “5 ma’am”

(d) is 5.

So, let’s solve!

an=a1+( n -1) d
a8 =150+( 8 -1) 5
a8= 185

Therefore, 185 meters on the 8th day.

No. of 1 2 3 4 n=8th
Days day?
No. of 15 155 16 165 185
Meters 0 0
 IV. Values Integration:

At the end of the lesson, the students are able to identify if a sequence is an
arithmetic sequence and we can appreciate arithmetic sequence in solving real
life problems.

V. Assessment:
Seatwork: 1 whole sheet of paper, 15 minutes. (Expected answers are highlighted)

Direction: Give the common difference & supply the missing terms in each
arithmetic sequence.
Expected answers:
1. 2, 5, 8, _, _ ( 11, 14 d= 3)
2. -8, _, _, 7, 12 ( -3, 2 d=5)
3. _, _, 1, 7, 13 ( -11, -5 d=6)
4. 6, 7, 8, _, _, ( 9, 10 d=1)
5. 10, 6, _, _, -6 ( 4, -2 d=4)

VI. Assignment:
What to do Direction: Find the following nth terms in an arithmetic
sequence with 25 as the first term and 3 as the common
difference (d).

1. 3rd term 2. 5th term

Where to put/write 1 whole sheet of paper (yellow pad)

When to submit (next meeting during math class schedule)
Criteria Criteria Outstanding Satisfactory Developing Beginning
10 7 5 3
Comput All Computation Computation Computation
ation computation is generally is generally is incorrect.
is complete correct and incorrect
and correct. complete but and/or
may contain incomplete.
minor flaws.
Neatnes Orderly Orderly Packet with Disorderly
s packet and is packet and is several with many
incredibly net with few smudges. smudges.
neat with no smudges.
smudges.
Work All work is Most work is Some steps Students did
shown meticulously meticulously for problem not show any
shown. shown. solving are work.
missing.

VII. Remarks:

VIII. Refection:

Prepared by:
CATHLINE M. AUSTRIA
BSED/3 Student