MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Name: Camile Agbuya Subject: MATED 185
Course/Section: BSE-Math 3A Technology for Teaching and Learning 2

7E MODEL LESSON PLAN

Grade Level: 10 Course Title: MATHEMATICS 10
Quarter: 1 Week 3 DOMAIN: Mathematics
Developer: Camille L. Agbuya

Part 1. Standards, Competencies, and Objectives

Content Content Standards/Code Performance Standards Competency
Geometric The learner demonstrates understanding of The learner is able to The learners should be able to:
sequence key concepts of sequences, polynomial and formulate and solve problems 1. Illustrates a geometric sequence
polynomial equations. involving sequences,  Identify the common ratio of a
polynomials, and polynomial geometric sequence
equations in different  Find the missing terms of a
disciplines through appropriate geometric sequence.
and accurate representations. 2. Differentiates a geometric sequence
from an arithmetic sequence
Part 2
7E Model Brief description of the Activity 5 Tenets of the Whole Child 21st Century Skills Financial
Approach Literacy

Challenged
Supported
Engaged
Healthy

Safe

Elicit Let the participants recall how to generate / / / / / Critical thinking and
patterns. communication
Engage Let the participants analyze and understand / / / / / Critical thinking and
the given illustrations. communication
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College of Teacher Education
Explore Let the participants analyze the situation and / / / / / Critical thinking and
come up with a solution. communication
Explain Let the participants analyze the sequence and / / / / / Critical thinking and
answer the guide questions. communication
Elaborate Let the participants find the missing term of a / / / / / Critical thinking and
geometric sequence that the facilitator problem-solving
prepares in Nearpod and apply to real-world
problems.
Evaluate Using Nearpod, the facilitator will assess / / / / / Critical thinking
how much the students have learned.
Extend Let the participants think critically and / / / / / Critical thinking
logically to prepare them for the next lesson
Part 3. Lesson Proper
ELICIT
Description of the Activity
Let the participants recall how to generate patterns

Elicit – reviewing previous lesson or presenting the new lesson

Instruction: Go to https://nearpod.com/student/ and enter the code: UCIR8 to join in. We will be also using the Google meet for the discussion.
Check out the link in our chat group in messenger.

Tell whether the sequence is finite or infinite

1. { numbers of people∈ your barangay }
2. { set of prime numbers }
3. { set of trees ∈the world }
4. { set of all grade 10 students∈ SNHS }
5. { x : x is aninteger between−60∧60 }
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
What comes next to this pattern?

0
A B C D

0
ENGAGE
Description of the Activity
Let the participants analyze and understand the given illustration.

Engage – Establishing a purpose for the lesson and capture the attention of the student by discovery.
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
In your Facebook account, how would you know how many reactors will you have in a couple of minutes if a certain pattern is
observed?

When saving your money, do you know how much your money increased monthly, quarterly, or yearly?

EXPLORE
Description of the Activity
Let the participants analyze the situation and come up with a solution.

Explore – allow students to build their own understanding

 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

You are planning to buy a fancy dress worth PHP2250.00 for your mom as a present for upcoming Mother’s Day Celebration. You have
decided to sell all your unused but still fine clothes and other things online. Every weekend you do fb live to sell your clothes and you started
last February 6. On the first week of your online selling, you earned 200 pesos and saved 10 pesos for the present for your mom. You decided to
double the amount to be save every week. Will you be able to buy the fancy dress at the end of the third week of April? How do you say so?

EXPLAIN
Description of the Activity
Let the participants analyze the sequence and answer the guide question.

Analyze the given sequence below

10, 20, 40, 80, 160, 320,…

Guide questions:
1. What pattern can you see to this sequence?
2. How will you get the next term of this sequence?
3. How will you obtained the succeeding term of the sequence?
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Geometric Sequence is a sequence where each term after the first term is obtained by multiplying the preceding term by a nonzero constant
number.
Common Ratio (r) – a constant number being multiplied to the terms. Common ratio is obtained by dividing the succeeding term by the
a2 a 3 a4
preceding term or or
a1 a 2 a3

Take a look with these two different sequences.

A B
1, 5, 9, 13, 18,… 1, 3, 9, 27, 81,…
Guide question:
1. Which do you think is a Geometric sequence? Arithmetic sequence?
2. What did you observe in the sequence A? Sequence B?
3. What do you call the constant number in the sequence A? sequence B?

Study the table below to differentiate a geometric sequence from an arithmetic sequence.
SEQUENCE PATTERN ARITHMETIC/GEOMETRIC
3, 5, 7, 9, 11,13,… 2 is added to the preceding term to get the Arithmetic
next term
4, 12, 36, 108,… 3 is multiplied to the preceding term to get Geometric
the next term

ELABORATE
Description of the Activity
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Let the participants find the missing term of a geometric sequence that the facilitator prepares in Nearpod and apply to real-world problems.
Elaborate – allow students to practice acquired skills and apply their knowledge

Identify the value of the missing term that will satisfy the given geometric sequence.
1) 4, 12, 36, __
2) __, 24, 96, 384
3) 1, __, 25, 125
4) __, -9, 27, -81, __
5) ½, 1, 2, 4, __

Study the situation below. Answer the following question.

Your room is too cold, so you decided to adjust the thermostat. The current
temperature of the room is 700 Fahrenheit. In an attempt to get warmer, you
increase the temperature by 10% every hour. An hour later, it’s still not warm
enough, so you increased it by 10% again. When this still isn’t effective, you
continuously increase the temperature in this manner. What sequence can be form?
What is the common ration of the sequence?

EVALUATE
Description of the Activity
Using Nearpod, the facilitator will assess how much the students have learned.
Evaluate – determine how much learning and understanding has taken place.

Given the sequence, identify whether it is an arithmetic sequence or geometric sequence. If it is a geometric sequence, find the common ratio.
1. -23, -31, -39, -47,…
2. 23, 223, 423, 623,…
3. -4, 12, -36, 108,…
4. -1, 5, -25, 125,…
5. 124, 62, 31, 31/2,..
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Match the correct answer to a given sequence or concepts about arithmetic sequence and geometric sequence.
1. The constant number in a sequence {8, a. Common difference
16, 32, 64} b. Geometric sequence
2. a constant number being multiplied to c. Arithmetic sequence
obtain the succeeding terms d. Common ratio
3. The constant number in a sequence { -5, - e. -48
2, 1, 4, 7} f. 3
4. 9, 0, -9, -18, __ g. -27
5. 1, 4, 16, 64,… h. 2
6. a constant number being added to obtain
the succeeding term.
7. -3, -7, -10, -13,…
8. 6, -12, 24, __

EXTEND
Description of the Activity
Let the participants think critically and logically to prepare them for the next lesson.

Extend – additional activities for application and remediation that will prepare the students for the next lesson.

Find the indicated nth term of the following geometric sequence

1. 1, 5, 25, 125,… find a 9
2. -3, -1, -1/3, -1/9,… find a 10
3. -1, -3, -9, -27,… find a 12
4. 7, 28, 112, 448,… find a 15
5. 16, 8, 4, 2, 1,… finda 9
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

References:

Real- life Geometric and Arithmetic Sequences by Jasmine Johnson (prezi.com)

Geometric and Arithmetic in Real Life - éclaire (weebly.com)