GRADE School BAGONG SILANG NATIONAL HIGH SCHOOL Grade

Level
10

10 Teacher AIVE MAY D. EDIG Learning MATH

LESSON Dates SEPTEMBER 28, 2022
Area
Quarter FIRST
PLAN
At the end of the lesson, students will be able to:

I. OBJECTIVES
a. differentiate a sequence is a geometric or arithmetic;
b. identify the common ratio of a geometric sequence; and
c. find the missing term of a geometric sequence.

The learners demonstrates understanding of key concepts of sequences,

A. Content Standards
polynomials and polynomial equations.
The learners shall able to formulate and solve problems involving
B. Performance sequences, polynomials and polynomial equations in different disciplines
Standards through appropriate and accurate representations.

C. Learning
Competencies/ The learners should be able to illustrates a geometric sequence.
Objectives (M10AL-Id-1)
(Write the LC code)

II. CONTENT GEOMETRIC SEQUENCE

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Learner’s material in Math 10: Quarter 1, module 5: pp. 1-12.
pages
3. Textbook pages
Objective 2
4. Additional Materials
from Learning http://coolmath.com/algebra/19-sequences-series/07-geometric-
Resource (LR) sequences-01.html
portal http://www.mathisfun.com

B. Other Learning
Resources
IV. PROCEDURES
PRILIMINARY a. Prepare the class by asking learners to arrange their chair and to pick
up any piece of paper scattered on the floor and that the classroom is free
from any noise or other disturbances.

b. Prayer: For those Muslims and Mansaka/Mandaya students say your

prayer in your own dialect in silent. For those who are catholic let us do
the sign of the cross and for those non- Catholic students join us in reciting
the prayer.

c. Greetings

d. Check the attendance of learners

e. Class rules Reminder: -Indicator 4-Objective 5

 Avoid making unnecessary noise.
 Be quiet and listen when the teacher/classmates are talking.
  Raise your hand to speak or ask questions.
 Share new ideas.
 Be ready to learn.
 Always try your best and try new things.
 Have Fun and Believe that you can.
Note: In every wrong answer of the students show them gentle face reaction.
Indicator 3-Objective 4

ELICIT

Divide the class into three (3). On this game, each group will be tested on
who is the good listener. Everyone on the class will be given a chance to
participate the game. The teacher will play the music “12 days of
Christmas” wherein the students will be putting the pictures on
corresponding numbers according to number of days. The first group to
form the correct sequence on the right box will receive chocolate as a
reward.

On the twelfth day of Christmas, my true

love sent to me
Twelve drummers drumming
Eleven pipers piping
A. Reviewing previous Ten lords a-leaping
lesson or Nine ladies dancing
presenting the new Eight maids a-milking
lesson Seven swans a-swimming
Six geese a-laying
(3 minutes) Five gold rings (five golden rings)
Four calling birds
Three French hens
Two turtledoves
And a partridge in a pear tree

LESSON PLAN
GEOMETRIC SEQUENCE
Learning Area
ENGAGE
B. Establishing a
With the same group of 3, review the learner’s understanding and let them
purpose for the
lesson arrange the sequence of the given pictures and events. Allow them to
explain their works. Indicator 7-Objective 8

Araling Panlipunan Integration

C. Presenting
examples/instances Indicator 1-Objective 1
of the new lesson Group I: Human Evolution- Charles Darwin’s Theory
(5 minutes)
 Group II: Mga nananakop sa bansang Pilipinas
Pananakop ng espanyol
Pananakop ng kastila
Pananakop ng hapon
Pananakop ng amerikano

Group III: Philippine Presidents from 2001 - 2022

Ipaliwanag sa salitang Filipino kung ano ang kanilang gagawing ukol sa

larawan at pangyayari at isalin sa salitang bisaya upang lubos na
maintindihan nga mga mag-aaral ang layunin.
Indicator 2-Objective 3

Give positive feedback to all groups by giving different clap style.

Indicator 3-Objective 4

D. Discussing new EXPLORE

concepts and
practicing new a. Have each pair of learner bring a scissors and a piece of A4 bond paper,
skills #1 and perform the following procedures:
(5 minutes)
a.1. Cut the paper in half.
a.2. Stack the halves. Cut the stack in half.
a.3. Continue stacking and cutting the paper intro strips about half an
inch wide.

b. Guide the class in filling out the given table:

Number of Cuts 1 2 3 4 5

Number of pieces 2 4 8 16 32
 new number of pieces
previous number of pieces

c. Ask this question: “What can you observe about the change in the
number of pieces with each cut after the first?”

d. Call a learner to list the numbers from the least to the greatest, with
commas separating the numbers.

Number of pieces 2 4 8 16 32

(List 2, 4, 8, 16, 32)

e. Let the learners find the common ratio between any two consecutive
terms in the sequence. (Common ratio: 2)

f. Tell/Ask the learners that the sequence 2, 4, 8, 16, 32 is an example of a

type of sequence.

Let the learners arrange the food web with corresponding letters to identify
the type of Sequence.
Science Integration
-Indicator 1-Objective 1

C R E G O M E T I
After the learners translate Geometric Sequence in bisaya and mansaka
term, the teacher will present the topic and lesson objectives.

Geometric sequence is a sequence in which each term is obtained by

multiplying the preceding term by a fixed number.

EXPLAIN

From the definition given, let the leaners identify and explain whether the
given sequence is geometric or not.

SHADING THE BOXES

E. Discussing new 1. Prepare a crayon of any shade you want.
concepts and practicing 2. Color the boxes that contain geometric sequences.
new skills #2
(5 minutes)

Let the learners explain their answer. Indicator 7-Objective 8

F. Developing mastery EXTEND

(leads to Formative
Assessment) Divide the class into 5 groups according to their level of gifts/ skills.
Indicator 5-Objective 6
Indicator 8-Objective 9
Assign each group with one of the five tasks prepared.
Indicator 6-Objective 7

Let the learners present their work in front. Each group must assign a
leader, secretary, repertoire and a member.

Group I: (Mathematical/Logical Learners)

A THOUGHT TO PONDER
A message is hidden in the boxes. Follow these steps to decode the
message.
Step 1. Identify the common ratio of each of the geometric sequences
found in the Question Box.
Step 2. Match the answers that you got with those found in the Answer
Box by writing the word/punctuation that corresponds with the correct
common ratio in the Answer Box.

Group II- (IP Learners)

 Let the Mansaka learners write down and explain the courtship and
marriage culture and tradition.
Group III - (Linguist Learners)
 Write at least 2 stanzas of a poem pertaining to Life sequence of a
butterfly. Present the output thru choral reading.

Group IV – (Bata nga kasaligan sa buluhaton sa panimalay)

 Indicator 2-Objective 3
 To check their idea/knowledge in washing dishes, let the learners
arrange the dishes accordingly.
Glasses/cups- spoon and fork- plates/bowl/serving dishes-
cookware/pots and pans

Group V- (Learners with cooking skills)

 Write the procedure of cooking adobong manok.

G. Finding practical ELABORATE

applications of concepts
and skills in daily living Overall, to be more knowledgeable about the lesson these are some
questions that are related to the topic Geometric sequence that can
strengthen your knowledge about it.

H. Making generalizations Guided Questions:

and abstractions about the 1) What is Geometric Sequence?
lesson
2) What is the importance of learning geometric sequence?
3) How is geometric sequence used in rea-life?

EVALUATE

Answer the following questions. Write the letter of your choice.

1. What operation is used in obtaining the next terms in a geometric

sequence?
A. Addition C. Division
B. Multiplication D. Subtraction

2. Which of the following terms is closely related to a geometric sequence?

A. Common Ratio C. Both A & B
I. Evaluating learning B. Common Difference D. None of these.
(10 minutes)
For items 3 to 5, determine whether the given situation presents an
arithmetic sequence, a geometric sequence, or neither. Write A for
arithmetic, G for geometric, and N for neither.

_____ 3. An amount of money invested in a bank that offers an interest rate

of 6% compounded annually

_____ 4. Saving ₱5 in your piggy bank daily

_____ 5. Pushing a swing with a constant force

J. Additional activities EXTEND

for application or Site a situation in your life where geometric sequence is present.
remediation You can draw or maybe write it in a form of poem or narrative.
REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for remediation
who scored below 80%
Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:
Checked by:

AIVE MAY D. EDIG ERWIN A. MANUEL

Teacher I Teacher-In Charge