Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF PANGASINAN II
DON BENITO AGRO-INDUSTRIAL HIGH SCHOOL

DAILY LESSON LOG

Quarter: FIRST Grade Level: 10
Week: 2 Learning Area: Mathematics
MELC:
MELC 4: Illustrates a geometric sequence
MELC 5: Differentiates a geometric sequence from an arithmetic
sequence
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
1 At the end of the class with at A. Introduction The school will provide printed
least 75% level of performance, In this module, you will learn more about sequences. Enjoy and module which will require the
learners would be able to: Sequence believe in yourself, say it to yourself “ I can do it, yes…yes…yes!” learners to:
In your Facebook account, how would you know how many 1. Read an informative text
a. Illustrates a geometric
likers/reactors will you have in a couple of minutes if a certain
sequence about geometric sequence,
pattern is observed? When saving money in the bank, have you
b. Differentiates a realized how much will it increase monthly, quarterly, or yearly? will do / answer simple
geometric sequence These are just situations that will help you arrange and organize tasks.
from an arithmetic things accurately and make wise decisions.
sequence 2. Perform Activities
In this module, you will learn the mathematical concept of geometric
sequences. This module will discuss what is a geometric sequence indicated.
and how it differs from an arithmetic sequence. It also includes
interesting activities which will help you understand the difference Activity 1
between the geometric sequence and arithmetic sequence. Directions: Identify the
B. Answer: Pre- Test: common ratio for each
Multiple Choice geometric sequence. Write
Directions: Read and analyze the following items and determine the your answer on a separate
letter of the correct answer from the given choices. Write your sheet of paper.
answer on a separate sheet of paper. Activity 2
Directions: Find the missing terms in
Discussion each geometric sequence. Write your
A geometric sequence is a sequence where each term after the first is answer on a separate sheet of paper.
obtained by multiplying the preceding term by a nonzero constant called Activity 3
the common ratio. Directions: Determine whether the
given sequence are Geometric,
 Arithmetic or Not. Write G for
Geometric, A for Arithmetic and N for
Not. Write your answer on a separate
sheet of paper.

3. Answer Part III. Assessment

Multiple Choice
Directions: Read each item carefully.
Choose the letter of the correct answer.
Write the letter of your answer on a
sheet of paper.

Remember: An arithmetic sequence is a sequence obtained by

adding a common difference (d) to the preceding terms to obtain
the next terms.

Remember: An arithmetic sequence is a sequence obtained by

adding a common difference (d) to the preceding terms to obtain
the next terms.

A. Perform Activities indicated

Activity 1
Directions: Identify the common ratio for each geometric
sequence. Write your answer on a separate sheet of paper.
Activity 2
Directions: Find the missing terms in each geometric sequence. Write
your answer on a separate sheet of paper.

2 At the end of the class with at Discussion:

least 75% level of performance, Determine whether the sequence is geometric or arithmetic.
learners would be able to: Sequence Remember: A geometric sequence is a sequence obtained by
multiplying a common ratio to the preceding terms to obtain the
a. determines arithmetic
succeeding terms.
means, nth term of an
arithmetic sequence and sum
of the terms of a given
arithmetic sequence
Perform Activities indicated
Activity 3
Directions: Determine whether the given sequence are Geometric,
Arithmetic or Not. Write G for Geometric, A for Arithmetic and N for
Not. Write your answer on a separate sheet of paper.
 Answer Part III: Assessment
Multiple Choice
Directions: Read each item carefully. Choose the letter of the correct
answer. Write the letter of your answer on a sheet of paper.

Prepared by: Checked by:

MARA CIELA C. MESA JOSEPHINE C. POSELIRO MA. LUISA P. ALEGADO

Subject Teacher Head Teacher III Principal III

Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF PANGASINAN II
DON BENITO AGRO-INDUSTRIAL HIGH SCHOOL

DAILY LESSON LOG

Quarter: FIRST Grade Level: 7
Week: 2 Learning Area: Mathematics
MELC 3: Represent the absolute value of a number on a number line
as the distance of a number from 0.
MELC 4: Perform fundamental operation on integers.
Day Objectives Topic/s Classroom-Based Activities Home-Based Activities
1 At the end of the class with at A. Introduction The school will provide printed
least 75% level of performance, In the previous lesson you have learned about sets and sets module which will require the
learners would be able to: Absolute Value and operations. In this module, you will learn about the integers and its learners to:
Operations on Integers absolute value. You will appreciate how easy it is to represent an
a. Represent the absolute
absolute value on the number line. You will also learn how to 1. Read an informative text
value of a number on a
perform the fundamental operations on integers. Be ready to
number line as the about Absolute Value and
encounter the rules needed to add, subtract, multiply and divide
distance of a number Operations on Integers, will do /
integers.
from 0. B. Answer Pre- Test. answer simple tasks.
b. Perform fundamental C. Presentation/Discussion
operation on integers. 2. Perform Activities indicated.

Activity 1
Directions: Give the value of the
following.
Activity 2
Directions: Perform the indicated
operations in column A then match it
with column B.
Write your answer before each
number.

A. 3. Answer Part III: Assessment

Marie and Maria have the same distance from Tim’s house in Directions: Choose the letter of the
opposite direction. Marie walked 3 miles west represented by -3 and correct answer. Write your answer on the
Maria walked 3 miles east represented by +3. Tim’s house line before the number.
represented by the integer 0. Another important concept associated
with integers is the absolute value. The absolute value of a number is
defined as the distance of a number from 0 on the number line. It is
indicated by the symbol |x| to denote the absolute value of x.
Absolute value can never be negative since it is a distance.
 B.
C.
Generalization:
D. The absolute value of a number is the distance on the number line
between the number and zero without any regards to its direction.
Thus, the number represented as a positive number.
E.
Addition of Integers
F. Rule 1: To add two integers having like signs, add their
G. absolute values and affix their common sign.

Rule 2: To add two integers having unlike signs, subtract their

absolute values and affix the sign of the integer with the bigger
absolute value.

Subtraction of Integers
Rule : To subtract two integers, change the sign of the subtrahend
and then proceed to the rule in addition.

H. Perform Activities indicated.

Activity 1
Directions: Give the value of the following.

2 At the end of the class with at A. Presentation/Discussion

least 75% level of performance, Multiplication of Integers
learners would be able to: Absolute Value and Rule 1: To multiply two integers having like signs, multiply their
Operations on Integers absolute values and the result is always positive.
a. Perform fundamental
operation on integers. Rule 2: To multiply two integers having unlike signs, multiply their
absolute values and the result is always negative.

Division of Integers
Rule 1: To divide two integers having like signs, divide their
absolute values and the result is always positive.
 Rule 2: To divide two integers having unlike signs, divide their
absolute values and the result is always negative.

B. Perform Activities indicated.

Activity 2
Directions: Perform the indicated operations in column A then
match it with column B.
Write your answer before each number.
c. PART III. Summative Evaluation
Directions: Choose the letter of the correct answer. Write your
answer on the line before the number.

Prepared by: Checked by:

MARA CIELA C. MESA JOSEPHINE C. POSELIRO MA. LUISA P. ALEGADO

Subject Teacher Head Teacher III Principal III