Content Standards: The learner is able to demonstrate understanding of key concepts of

sequences, polynomials and polynomial equations.

Performance Standards: The learner is able to formulate and solve problems involving
sequences, polynomials and polynomial equations in different
disciplines through appropriate and accurate representations.
Learning Competency and Code: The learner is able to Illustrates arithmetic sequences
M10AL-Ib-1
Quarter: 1 Week: 2 Day: 5

I. Objectives:
At the end of 60 minutes, 75% of the learners are expected to:
1. identify if the sequence is arithmetic or not;and
2. find the common difference in a given arithmetic sequence.

II. Content:
Subject Matter: Arithmetic Sequence
Integration:
(Learning Area): Economics
Strategies: Think-pair- share, Collaborative Approach
Materials: Power point, pictures, Worksheet, Piso Coins, Manila Paper, Pentelpen
References: Mathematics LM10, Grade 10 Mathematics: Patterns and Practicalities
(Pages 19-24)

III. Learning Tasks:

Preliminary Activities (2 mins)
 Prayer
 Greetings
 Checking of Attendance

A. Elicit (5 mins)
 Let the students answer Activity 1: “Teach Me”. Show the questions on the board let
them answer and share/exchange their ideas to 2 - 3 persons in the class.
Activity 1: “Teach ME”
1. What is an arithmetic sequence?
2. What is common Difference?
3. How to solve the common difference?
4. How would you know that the sequence is arithmetic?
5. Give one example of an arithmetic sequence.
B. Engage (10 mins)
 Let the students do Activity 2: “AS or NOT? Let the students identify the following
sequences.
 Give each student a worksheet with the following activity.
Activity 2: “AS or NOT” Write AS if the sequences are Arithmetic Sequences then give the
common difference and NOT if it is not an arithmetic sequence
1. 35, 32, 29, 26
2. -2, -4, -6, -8, …
3. -10, -50, -60, 70, …
4. 19, 24, 29, 34, …
5. 20, 10, 5, -10 …

Guide Question:
1. How would you know that the sequence is arithmetic or not?
2. How did you find the common difference?

C. Explore (15 mins)

 The teacher will divide the class into 6 groups. Each group will do the Activity 3
“Complete Me” below. They be task to complete the table using the figure.

Activity 3: “Complete Me”

A. Complete the table by filling in the number of coins.
Number of squares 1 2 3 4 5 6 7 8 9 10
Guide Questions:
Number of coins
1. Is there a sequence formed on the number of coins?
2. What is the first term?
3. What is added to the term to get the next term?
4. What is the next term of the sequence?
Answer Key: Activity 3: “Complete Me”
Number of squares 1 2 3 4 5 6 7 8 9 10
Number of coins 4 6 8 10 12 14 16 18 20 22
B. Explain (15 mins)
 Each group will choose a representative to present their output in front.
 The teacher will facilitate the activity.
 The teacher will give another example.

Example: Complete the sequence 3, ___, 11, 15, ____, …
3. What is the 2nd term? 4th term?
4. What is the common difference?
5. Is the sequence arithmetic?

C. Elaborate (5 mins)
 The students will work by pair and complete the statements below.
Activity 4: “Fill Me In” .
1. A sequence is arithmetiic when the _________________ between any two terms is
constant?
2. A sequence is arithmetic if it has ______________ difference.
3. The notation d refers to the _____________ of the arithmetic sequence.
4. When the terms in th sequence are increasing in magnitude, the sign of the common
difference is ____________.
5. When the terms in th sequence are decreasing in magnitude, the sign of the common
difference is ____________.
Answer Key:
1. Difference 4. Positive
2. Common 5. Negative
3. Common difference

D. Evaluate (15 mins)

Direction: Write AS if the sequence is Arithmetic Sequences then give the common
difference and NOT if it is not an arithmetic sequence
1. 1, 5, 9, 13, ...
2. -4, -8, -16, ...
3. 3, -3, -9, -15
4. -5, -4, -3, -2, ...
5. 20, 35, 50, 65, ...