GRADE 10 School Rosario National High School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial
equations.
2. Performance The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
3. Learning The learner generates The learner generates The learner generates The learner
Competencies patterns. (M10AL-Ia-1) patterns. (M10AL-Ia-1) patterns. (M10AL-Ia-1) generates patterns.
(M10AL-Ia-1)

Objectives a. Define sequence. a. Identify the first few a. Find the general or a. Solve
b. Identify the next terms of a nth term of a problems
term of a sequence given the sequence involving
sequence nth term/equation. b. Identify the pattern sequence.
c. Value b. Determine the of each sequence b. Identify the nth
accumulated pattern of the given c. Value accumulated term of the
knowledge as rule. knowledge as given problem.
means of new c. Value accumulated means of new c. Value
understanding. knowledge as understanding. accumulated
means of new knowledge as
understanding. means of new
understanding.
Sequence Identify the First Few Find the nth term of a Problems involving
II. CONTENT Terms of a Sequence Sequence Sequence
given the nth Term of a
Sequence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 14-15 14-16 14-16 14-16
2. Learner’s pp. 9-10 9-11 9-11 9-11
Materials
3. Textbook Next Century
Mathematics, Mirla S.
Esparrago et.al., pp.2
and 15
4. Additional www.world.mathigon.org https://
Materials from www.youtube.com/
Learning watch?
Resources (LR) v=UuceRRQGk8E
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Grade 10 LCTGs by DepEd Cavite DepEd Cavite DepEd Cavite
DepEd Cavite Mathematics 2016 Mathematics 2016 Mathematics 2016
Mathematics 2016 PPT, Laptop, Television PPT, Laptop, Television PPT, Laptop,
PPT, Laptop, Monitor Television, Activity
Notebook
IV. PROCEDURES
A. Reviewing previous With Pattern or Without GROUP YOURSELF Think-Pair-Share Study and complete
lesson or presenting the Pattern? the pattern given in
new lesson The teacher will give Find the next three terms each item.
Identify if each picture the pattern or sequence of the given sequence.
below shows a pattern and the students will 1.
or not. If there is a identify the next term by 1.
pattern, put a check grouping themselves. 2. 2. 2, 4, 8, 16, ___
mark (✓) and identify it, 3.
otherwise put a cross 4. 3. Rosario, Novelata,
mark (x). Kawit, Bacoor,
Roario, ___
5.
 1. Banderitas 6. 4. Jan, Apr, Jul, ____
7. 5. 5, 8, 11, 14, ____

2. Coffee beans

3. Tahong shells

4. Stack of Stones In the

Beach

B. Establishing a purpose Complete the pattern Consider the picture From the previous 1. Given the
for the lesson generated from the at below: activity: sequence 0, 4,
previous activity. 1. What are the next 8. 12, 16 what
terms of the given is the next
a. Color of the sequence? number? What
Banderitas: 2. Can you find the is the 8th
Green, Blue, Red, pattern? number?
Orange, Yellow, 3. What is the 2. Given the
Green, Blue, general/nth term of sequence 9, 4,
Red, Orange, the sequence? -1, -6, -11 what
 Yellow, _____ is the next
number? What
b. Number of Coffee is the 10th
beans 4, 6, 8, _____ 1. Do you see any number?
pattern form the
d. Tahong shells given picture?
Close, Open, 2. Write the terms of
Close, Open, coffee bean.
Open, Close, 3. If the pattern
Open, Open, continues what will
Open, _____ be next term?
4. Can you give an
e. Number of Stack equation that will
of Stones 1, 2, 3, satisfy the
4, 5, _____ sequence form by
the coffee bean?
f. Dates in the
calendar for the month
of July 3, 10, 17, 24,
_____
C. Presenting The set objects in the llustrative Example: A sequence is a function Find the nth term of
examples/Instances of the priming activity are Consider the rule form of whose domain is the each pattern.
new lesson called sequences. the sequence finite set {1, 2, 3,…, n} or
an = 7n – 4. the infinite set {1, 2, 3,…}. 1. 3, 7, 11, 15
Illustrative Example: Example: 2. 3, 9, 15, 21, 27
Identify if the set If we are asked to get the a 1 2 3 4 5
of each object shows a first five terms of the an 3 -1 1.5 10 π
pattern or not then find sequence, we have This finite sequence has
the next term. a1= 7(1) – 4 = 3 5 terms. We may use the
1. a2= 7(2) – 4 = 10 notation a1, a2, a3, …, an
a3= 7(3) – 4 = 17 to denote a(1), a(2), a(3)
a4= 7(4) – 4 = 24 …a(n) respectively.
a5= 7(5) – 4 = 31 In Grade 10, we often
2. 0, 4, 8, 12, 16, encounter sequences
___... Therefore, the sequence that form a pattern such
 can also be denoted as as that found in the
3. 9, 4, -1, -6, 3, 10, 17, 24, 31. sequence below.
-11, ____ Example:
a 1 2 3 4…
4. 1, 3, 9, 27, 81,
_____ an 4 7 10 13…

5. 160, 80, 40, The above sequence is

20,10, ___
D. Discussing new Think Pair Share
concepts and practicing
new skills # 1 Study the following
patterns then supply the
missing term to
complete the sequence.
1. Jan, Mar, May, Jul,
Aug, ___, ____
2. 5, 8, 11, 14, ___, 20,
___...
3. 1/2, 1, 3/2, 2, 5/2,
___, 7/2, 4, ___,…
4. 3, -6, ___, -24, 48,
___ …
an infinite sequence
where
an = 3n + 1
How do you generate a Find the nth term of each The SSG Club
sequence from a given sequence proposed a project on
rule/nth term? collecting pet bottles
1. 6, 11, 16, 21, 26 to lessen the trash on
2. 2, 10, 18, 26, 34 our school. If the
3. 8, 6, 4, 2, 10 officers can collect 25
pet bottles on the first
day, 45 on the
second day , 65 on
the third day, and the
pattern continues,
how many pet bottles
can they collect in the
fifth day?How many
pet bottles they will
collect in one week?

5. 1, 4, 9, 16, ___, 36,

49, 64, ___
E. Discussing new Guide Questions: Given the following nth How did you find the 1. Can you see a
concepts and practicing term, supply each blank by activity? pattern in a
new skills # 2 1. What pattern is a correct answer following given
 shown in every the task at the right to Can you find the pattern? situation?
item? generate the pattern. 2. What is the nth
2. If the pattern a. Given an = 2(n+1), list How did you find the nth term of the
continues in each of the first 5 terms of the term of each number? given pattern?
the item, what will sequence.
be the next item?
Solution:
if n = 1
a__ = 2(__+1) Substitute n
a1 = 2(__) Add the terms
inside the parenthesis
a1 = ___ Multiply the
factors
Do the same procedure if n
= 2, n = 3, n = 4 and n = 5.
Then, list the sequence
below.
___, ___, ___, ___, ___

b. Given an = (12)−1 ,
generate a sequence with
4 terms.
Solution:
if n = 1
a__ = (12)___−1
Substitute the value of n 4

a1 = (12)___ Subtract the

exponent
a1 = ____ Simplify the
exponent and the fraction
Do the same procedure if n
= 2, n = 3 and n = 4 then,
list the sequence below.
 ___, ___, ___, ___
F. Developing mastery Find the Number Complete the table below by substituting
What is thethe given term
general Find the nth term of
(leads to Formative values of n to an and list downofthe terms
each of the below:
sequence the given sequence.
Assessment 3) Study the given sequence 1. 3, 5, 7, 9, 11,
sequence, identify 1. -2, 1, 4, 7 13
the pattern then find 2. 3, 6, 12, 24 2. 12, 19, 26, 33,
the missing number. 5 5 5 40
3. -5, − , − , −
2 3 4 3. 9, 6, 3, 0, -3
1. 1 3 5 7 9 4. 4, 1, -4, -11
____ 13 15 5. 64, 36, 16, 4
17

2. 0 5 10
____ 20 25
30 35 40

3. 17 15 13
____ 9 7
5 3

4. 25 35 45 ___
65 75

5. 34 44 54 64
___ 84 94

G. Finding practical Answer the following 1. Emilia helps her mother Christian helps his A rabbit population of
application of concepts problems. in selling “Kalamay Buna” (a mother in selling Mr. Ricafrente grew
and skills in daily living delicacy from Indang). From “ Tinapang Bangus” in the following
1. The table below the money that her mother ( a product from Rosario, pattern: 2, 4, 8, 16…
shows the cost of is giving her, she plans to Cavite). From the money If all the rabbits live
renting the Cavite save Php25 every week for that his mother is giving and the pattern
Hall at Island Cove seven weeks. Form a him, he plans to save continues, how many
Resort and Leisure sequence that will show the Php30 every week for rabbits will be in the
Park in Kawit, amount of money she is five weeks. Form a 8th generation? Write
 Cavite depending saving from the first to sequence that will show the nth term of the
on the number of seventh week. the amount of money he sequence.
attendees. 2. The increase in the is saving from the first to
Number Rental population of Cavite fifth week, and identify
of Cost in Province follows a pattern. the nth term of the given
Persons Peso That is, 1.5% of its previous situation.
20 6200 year’s population is added
to the present to obtain the
25 6500
next. If the current
30 6800
population of Cavite is
35 7100 3,000,000, list the
province’s population for the
Jose booked the next 2 years.
hall for a birthday
party for 40
persons. How much
will he pay?

2. A rabbit population
grew in the following
pattern: 2, 4, 8, 16…
if all the rabbits live
and the pattern
continues, how
many rabbits will be
in the 8th
generation?
3. Lewis is offered P20
000.00 as starting
salary for a job, with
a raise of P2 000.00
at the end of each
year of outstanding
performance. If he
maintains
 continuous
outstanding
performance, what
will his salary be at
the end of 6 years?
H. Making generalizations A sequence is a function
and abstractions about the whose domain is a finite
lesson set of positive integers
{1, 2, 3, …, n} or an
infinite set {1, 2, 3, …}. It
is a string of objects, like
numbers, that follow a
particular pattern.
(world.mathigon.org)
Each element or object
in the sequence is called
term.
When the sequence
goes on forever it is
called an infinite
sequence, otherwise it is
a finite sequence.
I. Evaluating learning A. Study the
following patterns
then supply the
missing term to
complete the
sequence.
1. 2, 4, 7, 11, ____
2. 7, 9, 11, ____,
____, 17, 19
A sequence is a 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.
Find the first 5 terms of
the sequence given the
nth term.
1. an = n + 4
2. an = 2n – 1
3. an = 12 – 3n
4. an = 3n
5. an = (-2)n
A sequence is a 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.
What is the nth term for
each sequence below:
1. 3, 4, 5, 6, 7,…
2. 3, 5, 7, 9, 11,…
3. 2, 4, 8, 16, 32,…
4. -1, 1, -1, 1, -1,…
1 1 1 1
5. 1, , , , ,…
2 3 4 5
A sequence is a
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.
Ms May Ann Fuerte
the adviser of Rosario
National High School
newspaper “Ang
Kronikel” assigned
her writers to write
news about Brigada
Eskwela. A writer
wrote 890 words on

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
3. 1, 8, 27, 64, 125, the first day, 760
____ words on the second
day and 630 words
4. 5, 10, 7, 14, 11, on the third day, how
22, 19, _____ many words did the
writer wrote on the
fifth day?
A. Follow Up A. Follow up: A. Follow up: Study:
1. Observe the 1. Find the nth term Define Arithmetic
things around Cut out pictures that show of each sequence Sequence
you. Take a a pattern and identify the a. 4, 7, 10, 13, 16
picture of objects rule of the given pattern. b. 4, 13, 28, 49,
forming a 76
sequence. B. Study
Determine the nth term
B. Study of the given sequence
1. Write the 2, 4, 7, 11, ____
sequence that
satisfy the given
equation:
an = 3n + 1
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
4. Content Standards The learner demonstrates understanding of key concepts of sequences.
5. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
6. Learning The learner illustrates an The learner determines The learner determines The learner determines
Competencies arithmetic sequence arithmetic means and nth arithmetic means and nth arithmetic means and nth
(M10AL-Ib-1) term of an arithmetic term of an arithmetic term of an arithmetic
sequence (M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1)

a. Describe and illustrate
Objectives an arithmetic sequence.
b. Find the common
difference of the terms of
an arithmetic sequence.
c. Identify if a sequence
is an arithmetic
sequence.
Illustrating Arithmetic
II. CONTENT Sequence
III. LEARNING
a. Find the missing terms of
an arithmetic sequence.
b. Find the nth term of an
arithmetic sequence.
c. Appreciate arithmetic
sequence in solving real
life problems
Finding the nth term of
an Arithmetic Sequence
a. Find the unknown variables
in
a n= a 1 + (𝑛−1) of an arithmetic
sequence.
b. Appreciate arithmetic
sequence in solving real
life problems
Finding the unknown
variables in
a n= a 1 + (𝑛−1)𝑑 of an
Arithmetic Sequence
a. Find the arithmetic means
of an arithmetic sequence.
b. Insert a certain number of
terms between two given
terms of an arithmetic
sequence.
c. Appreciate arithmetic
means in solving real life
problems.
Arithmetic Means
RESOURCES
C. References
5. Teacher’s Guide pp. 14-16 pp. 16-18 p. 16-17 pp. 17
6. Learner’s
pp. 9-11 pp. 12-14 pp. 12-14 pp. 14–15
Materials
7. Textbook Mathematics III: Mathematics III: Concepts, Mathematics III: Concepts, Mathematics III: Concepts,
Concepts, Structures Structures and Methods for Structures and Methods for Structures and Methods for
and Methods for High High School by Oronce, High School by Oronce, High School by Oronce,
School by Oronce, Orlando, et.al., pp. 509 – 511 Orlando, et.al., pp. 509 – 511 mOrlando, et.al.,
Orlando, et.al., pp. 509 – pp. 512–516
511 Mathematics III An
Integrated Approach by
Coronel C. Antonio, et.al.,
pp. 63–65
Exploring Mathematics II by
Oronce and Mrndoza, p.490
8. Additional http:// https://encrypted- http://study.com/
Materials from newsinfo.inquirer.net/ tbn2.gstatic.com/images? academy/lesson/
Learning 567965/name-play-with- q=tbn:And9 arithmetic-mean-
Resources (LR) maragondon- peaks GcTDtmvLno6Yae_NrVU1 definition-formula-
portal W=K8fyDZUXzWWsd4FhA example.html
E-Bqg9PZUzr9Q http://
www.mathgoodies.com/
lessons/vol8/mean.html
http://www.123rf.com/
photo_37149016_group-
of-red-anthurium-flower-
in-pot-blooming-in-
botanic-farm-anthurium-
andraeanum-araceae-or-
arum.html
https://
www.pinterest.com/
annakarinsund/examens-

D. Other Learning Grade 10 LCTGs by DepEd
Resources Cavite Mathematics 2016,
Worksheets and Picture
IV. PROCEDURES
A. Reviewing previous Saulog Transit Inc. is one
lesson or presenting the of the many bus
new lesson transportation companies
in the Philippines servicing
routes between Cavite and
Metro Manila, Olongapo
or Baguio City.
One day, on its way back
to its terminal at Mendez,
via Aguinaldo Highway,
one (1) passenger went
down at SM City Bacoor,
then, another four (4)
passengers went down to
Robinson’s Place Imus,
seven (7) passengers went
down to Robinson’s Place
Pala-pala and ten (10)
passengers went down to
Lourdes Church at
Tagaytay.
B. Establishing a purpose List down the number of
Grade 10 LCTGs by
DepEd Cavite
Mathematics 2016, and
Worksheets
Emer is a runner from
Naic. He plans to join an
ultramarathon of 50 km
from Naic town plaza to
the Kaybiang tunnel next
month. During the first day
of his training he ran 5 km
from Naic town plaza to
barangay Muzon. To
improve his stamina and
endurance, he increased
the distance he runs by 1.5
km every day.
What is the distance that
he will run on the 7 th day of
his training?
Complete the table based
on the number of km that
Emer will run for each day.
Does the distance that
fest/
http://www.bluedreamer27
.com/saint-mary-
magdalene-exhibit-in-
kawit-cavite/
Grade 10 LCTGs by Grade 10 LCTGs by
DepEd Cavite Mathematics DepEd Cavite
2016, Worksheets and Mathematics 2016,
PowerPoint presentation Worksheets and
PowerPoint presentation
Group the class into Group the class into two (2)
groups with four members groups then let them find
each. Match the following the missing terms in each of
arithmetic sequence to the the following arithmetic
10th term and the rule by sequence. The group with
drawing a line from one highest points after the
column to the next one. game will be the winner.
1. 2, 6, 10, ___, ___, ___
2. 9, 17, ___, ___, ___, 49
3. 7, 9, ___, ___, 15, ___
4. 4, ___, 20, 28, ___, ___
5. 5, ___, ___, 20, 25, ___
6. ___, ___, ___, 3, –1, –5
7. ___, ___, 14, 20, __, 32
8. ___, 45, 40, ___, __, 25
9. 4, –4, __, __, __, –36
10. –12, __, __, __, 8, 13
How did you find the How were you able to find
for the lesson passengers who went Emer will run everyday activity? the missing terms in the
down in each place. show an arithmetic How were you able to sequence?
Does it form sequence? sequence? Why? match the sequence to the
If it does, how is the 10th term, and to the rule?
sequence formed?
C. Presenting Let us take the number of
Illustrative Example 1: The formula for the nth Follow the instructions
examples/Instances of the Using the generated kilometers that Emer will term of an arithmetic below then find a partner to
new lesson sequence from the run each day. Suppose sequence is a n=a1 + ( n − 1 ) d , share your answer. You may
previous scenario: that he will continue where use a clean sheet of paper
training everyday, how a 1 = first term and a pen while doing the
Arithmetic Sequence many kilometers will he run a n = last term activity.
Subtracting two in the 10th, 15th, and 20th n = number of terms 1. Choose two (2) different
consecutive day? How do you get d = common difference numbers.
terms (i.e.: d=a2-a1) them? Do you think a
formula would help? 2. Denote the smaller
Let us take the first four number as x and the larger
terms. Let a 1 = 5, a 2 = 7, number as y.
4-1 7-4 10 a 3 = 9, a 4 = 11. 3. Find the mean of these
=3 =3 =3 Consider the table below two numbers. That is, add
Common difference (d) and complete it. Observe these two numbers then
how each term is rewritten. divide the sum by 2. In
x+ y
symbols, .
2
How else can we write the 4. Denote the first mean as
terms? Study the table and m2.
complete it. 5. Now, find the mean of the
In general, the first n terms smaller number x and m2. In
of an arithmetic sequence x+ m2
with a 1 as first term and d symbols, .
2
as the common difference
6. Denote the second mean
are
a 1, a 1+d 1,a 1+2d 1, …, a 1+(n- as m1.
1)d. 7. Then, find the mean of
the larger number y and m2.

If a 1and d are known, it is
easy to find any term in
arithmetic sequence by
using the rule.
a n=a1 + ( n − 1 ) d
D. Discussing new The sequence generated Illustrative Example 1:
concepts and practicing from the given scenario What is the 10th term of the
new skills # 1 which is 1, 4, 7, 10 is an arithmetic sequence
example of an Arithmetic 5, 12, 19, 26, …?
Sequence because it is Solution:
formed by adding a Since a 1=5 and d = 7,
constant number which is then a 10 =5+ ( 10 −1 ) (7 )=68
3 to the preceding term to Illustrative Example 2:
obtain the next. The What is the 21st term of the
constant number 3 is the arithmetic sequence
common difference, 7, 13, 19, 25, …?
Solution:
denoted as d, which can
Since a 1=7 and d = 6,
be obtained by subtracting
then a 21=7+ ( 21− 1 )( 6 )=127
two consecutive terms
(d = an – an-1).
y+ m2
In symbols, .
2
8. Denote the third mean as
m3.
9. Lastly, arrange all the
numbers in the form x, m1,
m2, m3, y.
10. Share your answer with
your partner.
Illustrative Example 1: Does the result form
In the arithmetic sequence 5, arithmetic sequence?
9, 13, 17, … which term is What is its common
401? difference?
Solution: What do you call m1, m2, m3?
The problem asks for n when How did you obtain the
a n = 401. missing term of the
From the given sequence, a 1 arithmetic sequence?
= 5, d = 4 and a n = 401. Is the common difference
necessary to obtain the
Substituting these values in
missing term of the
the formula, we have
a n= a 1+(𝑛−1)𝑑 sequence?
401= 5+(𝑛−1)4 How did you obtain the
Solving for n, we have common difference?
401= 5+4𝑛−4 If we cannot solve the
401= 4𝑛+1 common difference by
401−1= 4𝑛+1−1 subtracting two consecutive
400= 4𝑛 terms, is there any other
400 (14)= 4𝑛(14) way to solve for it?
𝟏𝟎𝟎=𝒏 What is an arithmetic
Therefore, 401 is the 100th mean?
term.
Illustrative Example 1:
Illustrative Example 2: Insert three arithmetic
What is the common
difference of an arithmetic
sequence if a 1=3, a 45 =179,
and n =45?
Solution:
The problem asks for d.
From the given sequence, a 1
= 3, a 45 = 179, and n=45.
Substituting these values in
the formula, we have
179 = 3+ (45 − 1)𝑑
179 = 3 + (44)d
Solving for d, we have
179 = 3 + 44d
179 - 3 = 44d
176 = 44d
4=d
Therefore, 4 is the
common difference.
means between 3 and 11.
Solution 1:
We look for three numbers
m1, m2, and m3 such that
3, m1, m2, m3, 11 is an
arithmetic sequence. In
this case, we have a1 = 3,
n = 5, a5 = 11. Using the
general formula for
arithmetic sequence,
a n=a1 + ( n − 1 ) d
11=3+ (5 − 1 ) d
solve for d
11=3+ 4 d
11 −3=3− 3+4 d
8=4 d
() ()
1 1
8 =4 d
4 4
d=2
Since d = 2, so we have
m1=a 1+ d
m1=3+2=5
m2=m 1 +d
m2=5+2=7
m3=m 2 +d
m3=7+ 2=9
Therefore, the three
arithmetic means between
3 and 11 are 5, 7, and 9.
Solution 2:
Still we look three
numbers m1, m2, and m3
such that 3, m1, m2, m3, 11
 is an arithmetic sequence.
In this case, we nee to
solve for m2, the meanof
a1 = 3 and a5 = 11. That is
(a1+ a5 ) (3+11)
m 2= =
2 2
14
¿ =7
2
Now, solve for m1, the
mean of a1=3 and m2=7.
That is
(a + m ) (3+7)
m 2= 1 2 =
2 2
10
¿ =5
2
Then, solve for m3, the
mean of a5=3 and m2=7.
That is,
(a5 +m2)
m 3=
2
(11+7) 18
¿ = =9
2 2
Forming the sequence 3,
m1, m2, m3, 11, we have
3, 5, 7, 9, 11.
E. Discussing new How is an Arithmetic Think-Pair-Share Think-Pair-Share Think-Pair-Share
concepts and practicing Sequence formed? Supply each blank by a Answer the following Supply each blank by a
new skills # 2 How can the common correct answer following the problems. correct answer following the
difference in an task at the right to solve the 1. Which term of the task at the right to answer
arithmetic sequence be question. arithmetic sequence the question.
obtained? a. Find a 45 of the sequence 7, 14, 21, 28, .… is 105? a. Insert two terms in the
4,7,10,13,16, … Given: a 1 = ____ ; d = ____ ; arithmetic sequence
Given: a 1 = ____ ; d = ____ ; n a n = ____ 15, ___, ___, 36.
= ____ Solution: a n=a 1+(𝑛−1)𝑑
Solution: a n= a 1+ (𝑛−1)𝑑 substitute the given
substitute a 1, n and d ____ = ___ + (𝑛−1)____
a n = ___ + (___− 1)___ distribute d
subtract the terms 105 = 7 + ____ − ____
a n = 4 + (____)3 subtract the constants in
substitute a 1, n and d the right side then apply APE
a n = ___ + (___− 1)___ 105 = ______
subtract the terms inside apply MPE
the parenthesis _____ = 𝑛
a n = 4 + (____)3
multiply 2. What is the common
a n = 4 + (____) difference of the arithmetic
add sequence if the first term is
a n=_____ 5, last term is 41, and the
number of terms is 13?
Given: a 1 = ____ ; a n= ____ ;
n = ____
Solution: a n= a 1+(𝑛−1)𝑑
substitute the given
___ =___ + ( ___−1)d
multiply d
41 = 5 + ____d
apply APE
105 = ______
apply MPE
_____ = 𝑛
Given: a1 = __ ; n = __ ;
a4 = ____
Solution:
a n=a1 + ( n − 1 ) d
substitute a1, n and a4
___ = ___ + (___−1)
subtract the terms inside
the parenthesis
36 = 15 + (____)𝑑
apply APE
___ = 3𝑑
apply MPE
𝑑 = _____
After solving d, find the
second (m1) and the third
(m2) term.
substitute a1 and d then
add.
𝒎𝟏 = 𝑎1+𝑑=___+___= ___
substitute m1 and d then
add.
𝒎𝟐 = 𝑚1+𝑑 = __+__= ___
b. Insert three arithmetic
means between 12 and 56.
Given: a1=___; a5=____
Solution:
substitute a1 and a5
then solve for m2.
Substitute a1 and m2 then
solve for m1.
Substitute a5 and m2 then
solve for m3.
F. Developing mastery “How well do you know Find Since a n for each of Use the nth term of an Answer the following.
(leads to Formative me?” the following arithmetic arithmetic sequence 1. Insert two arithmetic
Assessment 3) Which of the following sequence. a n=a1 + ( n − 1 ) d to answer means between 20 and 38.
sequences is an arithmetic 1. a1 = 5; d = 4 ; n = 11 the following questions. 2. Insert three arithmetic
sequence? Why? 2. a1 = 14; d = –3 ; n = 25 1. The second term of an means between 52 and 40.
1. 3, 7, 11, 15, 19 3. a1 = 12; d = ½; n = 16 arithmetic sequence is 24, 3. Find the missing terms of
2. 4, 16, 64, 256 4. –10, –6, –2, 2, 6, … and the fifth term is 3. Find the arithmetic sequence 5,
3. 48, 24, 12, 6, 3, … n = 27 eth first term and the __, __, __, __, 25.
4. 1, 4, 9, 16, 25, 36 5 5 common difference. 4. Find the missing terms of
5. 3, , 2, ,1,… n=
1 1 2 2 2. Given the arithmetic the arithmetic sequence 0,
5. 1, , 0, -
2 2 28 sequence of 5 terms of the __, __, __, __, __, 15.
6. -2, 4, -8, 16, … firs term is 8 and the last 5. The fifteenth term of an
7. 1, 0, -1, -2, -3 term is 100. arithmetic sequence is –3
1 1 1 1 3. Find the 9th term of the and the first term is 25.
8. , , , , …
2 3 4 5 arithmetic sequence with Find the common
x x 1 difference and the tenth
9. 3x, x, , , … a 1=10 and d = − .
3 9 2 term.
10. 9.5, 7.5, 5.5, 3.5, … 4. Find a 1 if a 8=54 and a 9=60
.
5. How many terms are there
in an arithmetic sequence
with a common differenceof
4 and with first terms 3 and
59 respectively?
G. Finding practical Answer the following Answer the following Solve the following Answer the following
application of concepts problem. problems. problems. problems.
and skills in daily living A merchandiser in Alfa 1. You went to a hiking with 1. Tinapa (smoked fish) is 1. Flower farms in Tagaytay
Mart was tasked to stack your friends at Pico de Loro best paired with Atchara grew different variety of
22 cans of Evaporated milk at Maragondon, Cavite. Upon (pickled papaya). Diana, a flowers including anthurium.
with 10 cans at the bottom reaching the summit, you tinapa vendor in Salinas, Monica, a flower arranger,
of the stack. The drop a coin. The coin falls a Rosario, Cavite, decided to went to Tagaytay to buy
illustration is shown at thedistance of 4ft for the first sell atchara at her store. On anthurium. She plans to
right. seconds, 16ft for the next, the first week, she started to arrange the flowers
28ft on the third, and so on. sell 15 atchara bottles and following an arithmetic
Find the distance the coin due to high demand, she sequence with four (4)
will fall in 6 seconds? decided to add 7 more layers. If she put one (1)
2. Antonio is studying bottles on each succeeding anthurium on the first layer
Chabacano, a native dialect weeks. Supposed that the and seven (7) on the fourth
from Cavite City and Ternate. pattern continues, how may layer, how many anthurium
1. Write the number of He started practicing one (1) week is needed to sell 57 should be placed on the
cans per layer on the word for an hour and atchara bottles? second and third layer of the
space provided below. decided to add two more 2. A Zumba Program calls for flower arrangement?
__, __, __, __, __, __, __, words every succeeding 15 minutes dancing each day 2. St. Mary Magdalene
__, __, __ hour. If the pattern for a week. Each week Parish Church in Kawit, one
2. Does the number of continues, how many thereafter, the amount of of the oldest churches in
cans in each layer of the Chabacano word did he learn time spent dancing increases Cavite, established in 1624
stack show an arithmetic in one day? by 5 minutes per day. In how by Jesuit Missionaries. The
sequence? Explain your 3. Rico bought an e-bike at many weeks will a person be church is made of red bricks
answer. Php29, 000. If it dancing 60 minutes each preserved for more than a
2. If it shows an depreciates Php500 in day? hundred years. Suppose that
arithmetic sequence, value each year, what will 3. The 10th term of an the lowest part of the
then what is the be its value at the end of arithmetic sequence is 40 church wall contains five (5)
common difference? 10years? and the 20th term is 30. layers of red bricks, 4bricks
Find the common on the top and 16bricks on
difference and the first the bottom layer. Assuming
term. an arithmetic sequence, how
4. If the 9th floor of a many bricks are there in the
building is 40 meters above
2nd, 3rd and 4th layer of the
the gound and the ground
wall?
floor is 4 meters in height
and each floor apart from 3. In some of the Kiddie
parties nowadays, Tower
 the ground has equal Cupcakes were quite
height. Find the height of popular because it is
each floor. appealing and less
expensive. In Juan Miguel’s
1st birthday party, his
mother ordered a six (6)
layer tower cupcakes. If the
1st and 4th layer of the
tower contains 6 and 21
cupcakes, respectively, how
many cupcakes are there in
the 6th layer (bottom) of the
tower assuming
arithmetic sequence in the
number of cupcakes?
H. Making generalizations What is the formula to find Other than solving directly Arithmetic Means are the
and abstractions about the An arithmetic sequence is the nth term of an arithmetic from terms between any two
lesson a sequence where every sequence? a n=a1 + ( n − 1 ) d , below are nonconsecutive terms of an
term after the first is the formula or equation that arithmetic sequence.
obtained by adding a could be used if one of these It is necessary to solve the
constant. variables is unknown. common difference of an
Common difference (d) is arithmetic sequence to
the constant number insert terms between two
nonconsecutive terms of
added to the preceding
an arithmetic sequence.
term of the arithmetic
The formula for the
sequence. It can be general term of an
calculated by subtracting arithmetic sequence, 𝒂𝒏 =
any two consecutive terms + (𝒏−𝟏) and the mid-point
in the arithmetic between two numbers,
sequence. x+ y
can also be used.
2
I. Evaluating learning Determine whether the Find the nth term of each Solve the following questions. Use the following numbers

J. Additional activities for
application or remediation
given sequence is
arithmetic sequence or
not. Draw a if the
sequence is an arithmetic
sequence and a if NOT. If
the sequence is an
arithmetic sequence, find
the common difference.
1. 4, 8, 16, 32, …
2. 2, 6, 10, 14, …
3. 2, 5, 10, 17, …
4. 1, 8, 9, 16, …
5. 2, 11, 20, 29, …
1. Follow-up
a. Can the common
difference be negative? If
so, describe the sequence.
b. From the previous
assignment, identify which
of the following is an
arithmetic sequence then
find each common
difference.
1, 4, 7, 10, … 9,
12, 15, 18, …
2, -10, 50, -250, …
5, 10, 20, 40, …
2, 6, 10, 14, … 3,
12, 48, 192, …
7, 12, 17, 22, … 4,
11, 18, 25, …
arithmetic sequence. 1. Given the sequence 3, 1, – inside the box to complete
1. a 1=20, d=4 , n=37 1, –3, …, find a12. the arithmetic sequence
2. a 1=−3 , d=2, n=12 2. Find the 9th term of the below. You may use a
3. a 1=4 , d=−3, n=17 arithmetic sequence number more than once.
2 12, 24, 36, … 1. 2, ___, ___, 14
4. a 1=6, d= , n=11
3 3. If a1 = –17 and d = 4, find 2. 4, ___, ___, ___, 10
3 a22 of the arithmetic 3. 6, ___, ___, ___, 16
5. a 1=16, d= , n=20
2 sequence. 4. 9, ___, ___, ___, __, 24
a
6. 31 for 26, 20, 14, … 4. Find the 16th term of the 5. ___, 17, ___, ___, 11
7. a 13 for 17, 313, 309, … arithmetic sequence whose
8. a 9 for 40, 43, 46, 49, 52, … first term is 6 and the
9. a 25 for -29, -34, -39, -44, - common difference is 0.25.
49, … 5. Which term is 27 in the
10. a 11 for -1, 3, 7, 11, … arithmetic sequence 54, 51,
48, …?
1. Follow-up 1. Follow-up 1. Follow-up
Given the first term and a. Complete the statement a. Find the arithmetic mean
common difference, find the for each arithmetic sequence. of –23 and 7.
first four terms and the 1. 55 is the ___th term of 4, b. How many numbers are
formula. 7, 10, … divisible by 9 between 5 and
1, a 1=25 , d=100 2. 163 is the ___th term of -5, 1000?
2. a 1=24 , d=− 15 2, 9, … 2. Study: Sum of Arithmetic
3. a 1=5 , d=5 2. Study: Sequence
4. a 1=9 , d=−50 a. Finding arithmetic means. a. How to find the sum of
2. Study: Finding the missing b. How to insert terms in an terms in an arithmetic
term of an arithmetic arithmetic sequence. sequence?
sequence. b. Find the sum of the
following arithmetic
sequence
1, 4,7,10,13, 16, 19, 22, 25
4, 11, 18, 25, 32, 39, 46, 53,
60
2, 6, 10, 14, 18, 22, 26, 30,
 1, 3, 9, 27, … 1, 34
4, 16, 64, … 7, 12, 17, 22, 27, 32, 37, 42,
2. Study: Finding the nth 47
term of an arithmetic 9, 12, 15, 18, 21, 24, 27,
sequence 30, 33
a. Formula to find the nth
term of an arithmetc
sequence.
b. How to find then nth
term in an arithmetic
sequence.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
7. Content Standards The learner demonstrates understanding of key concepts of sequences.
8. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
9. Learning The learner finds the sum The learner finds the sum The learner finds the sum The learner finds the sum
Competencies of the terms of a given of the terms of a given of the terms of a given of the terms of a given
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
(M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2)

a. find the sum of terms a. give the sum of terms a. determine the sum of a. find the sum of terms
Objectives of a given arithmetic of a given arithmetic terms of a given of a given arithmetic
sequence. sequence. arithmetic sequence. sequence.
b. solve problems b. answer problems b. solve problems b. solve problems
involving the sum of involving the sum of involving the sum of involving the sum of
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
c. appreciate the sum of c. value the sum of c. appreciate the sum of c. appreciate the sum of
arithmetic sequence in arithmetic sequence in arithmetic sequence in arithmetic sequence in
solving real life problems solving real life problems solving real life problems solving real life
 problems
II. CONTENT Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide pp. 19 pp. 19 pp. 19 pp. 19
10. Learner’s pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21
Materials
11. Textbook E – MATH 10 by Orlando Next Century Next Century Math Essentials by
A. Orence and Marilyn Mathematics by Mirla Mathematics by Mirla Maria Teresa S.
O. Mendoza, pp. 29-35 S. Esparrago, Nestor S. Esparrago, Nestor Angeles, Avelino
V. Reyes, Jr. And V. Reyes, Jr. And Santos, et. al, pp.8,
Simplified Mathematics Catalina B. Manalo, pp Catalina B. Manalo, pp 40
10 by Arnold V. Garces 29-40 29-40
and Criselle Española Next Century
Robes, pp 23-27 Our World of Math by Mathematics by Mirla
Julieta G. Bernabe, S. Esparrago, Nestor
Maricel C. Corpuz, et. V. Reyes, Jr. And
al., pp.8 – 16 Catalina B. Manalo,
pp 29-40
12. Additional https://
Materials from www.algebra.com/
Learning algebra/homework/
Resources (LR) sequences-and-
portal series/word-problems-
on-arithmetic-
progressions.lesson
http://
www.analyzemath.com/
math_problems/arith-
seq-problems.html
F. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
 Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous Motivational Activity: How many building Motivational Activity: Michael plays
lesson or presenting the Perform the instructions blocks are stacked in a Let us consider the with Lego bricks. He
new lesson below then answer the corner if there are 11 following problem. wants to build the
questions followed. layers in all? (Refer to Karen saves Php 50 construction shown in
1. Form a pyramid of the picture below) from her monthly the figure with 4 bricks
cans with 6 cans in the allowance on the first at the bottom. How
first row. month. Php 100 on the many Lego bricks does
2. Place one (1) fewer second month, Php 150 he need?
cans in each successive on the third month, Php What if Michael will add
row thereafter. 200 on the fourth month. four more bricks at the
3. After forming the If she will save bottom to make it 8,
pyramid, how many rows continuously in this how many more Lego
does the pyramid have? manner, how much will bricks does he need
4. How many cans are be her total savings for making the top layer
there in each row? Does the first ten months? consist of one brick
the number of cans in only?
each row form an
arithmetic sequence?
5. How many total cans
are there in the pyramid?
B. Establishing a purpose The secret of Karl Motivational Activity: Find the sum of the first A rock relay is held at
for the lesson What is 1 + 2 + 3 + ... + A conference hall 40 terms of the the Bermuda Bay. Ten
50 + 51 + ... + 98 + 99 + has 20 rows of seats. arithmetic sequence rocks are placed 3m
100? The first row contains 18 whose first and third apart along a line. A
A famous story tells seats, the second row terms are 15 and 21, basket is placed at the
that this was the problem contains 21 seats, the respectively. start of the line, 10m
given by an elementary third row contains 24 Based on the problem, from the first rock. A
school teacher to a seats and so on. How the given are a1, a3 and player starts at the
famous mathematician to many seats are there in n basket, runs to the first
n. And the formula 𝑆𝑛 =
keep him busy. Do you the last row? How many 2 rock, picks it up, and
know that he was able to seats are there in the [2𝑎1 + (𝑛−1) 𝑑 requires returns to place the
get the sum within conference? the value of d. rock in the basket. Each
seconds only? Can you of ten rocks is picked
beat that? up and carried to the
basket, one at a time.
What is the total
distance covered by a
person who places all
10 rocks in the basket?

C. Presenting Discussion Method Discussion Method Discussion Method What is the total
examples/Instances of the Illustrative Example: Illustrative Example: Find the sum of the first distance covered by a
new lesson Find the sum of the first How many terms is 40 terms of the person who places all
20 terms of the arithmetic needed for –3, 2, 7, … to arithmetic sequence 10 rocks in the basket?
sequence 15, 19, 23, 27, have a sum of 116? whose first and third Solution:
… Solution: terms are 15 and 21, The first term a1 = 10, d
Using the formula for the respectively. = 3 and n = 10. To find
Solution 1: sum of arithmetic Solution: the distance covered by
We first find a20 by sequence We need to solve the person, we must
substituting a1 = 15, d = 4 n first for d by substituting solve for Sn.
𝑆𝑛= [2𝑎1 + (𝑛 – 1) 𝑑], n
and n = 20 in the formula 2 a1 = 15, a3 = 21 and n =
𝑺𝒏 = [𝟐𝒂𝟏+(𝒏−𝟏)𝒅]
an = a1 + (n−1) d substitute Sn = 116, a1 = 3 to the formula 2
a20 = 15 + (20 − 1) 4 –3 and d = 5. 𝑎𝑛= 𝑎1 + (𝑛−1)𝑑 10
a20 = 15 + (19) 4 = [𝟐(10) + (10 –
We have 21= 15 + (3−1)𝑑 2
a20 = 15 + 76 n 21= 15 + 2𝑑 𝟏) 3 ]
a20 = 91 116= [2(−3) + (𝑛−1)5]
2 6 = 2𝑑 = 5 (47)
Solving for S20, we n 𝑑=3 𝑺𝒏 = 235
substitute n = 20, a1 = 15 116= [2(−3) + 5𝑛 − 5]
2 Solving for S40,
and an = 91 in the n substitute a1 = 15, n = 40 Since the person, after
formula 116= [−6 + 5𝑛 − 5] and d = 3 to the formula
2 picking up each rock,
n n n returns to place the
𝑆𝑛= (𝑎1+𝑎𝑛) 116= [5𝑛 − 11] 𝑆𝑛 = [2𝑎1 + (𝑛−1) 𝑑 ]
2 2 2 rocks in the basket, so
20 n 40 we must double Sn.
𝑆20= (15 + 91) 2[116= (5𝑛−11)] 𝑆40 = [2(15) + (40 − 1)
2 2 2 Thus, the total distance
20 232= 𝑛(5𝑛−11) 3] covered is
𝑆20= (106)
2 2
232= 5𝑛 − 11𝑛 𝑆40 = 20 [30 + 117] 2 Sn = 2 (235) = 470 m.
𝑆20= 10 (106) 5𝑛 − 11𝑛 – 232 = 0
2 𝑺𝟒𝟎= 𝟐𝟗𝟒𝟎
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎 Using quadratic formula, Therefore, the sum of
Therefore, the sum of the we have, the first 40 terms is
first 20 terms of the a = 5; b = –11; c = –232 2940.
arithmetic sequence 15, − b ± √b − 4 ac
2

19, 23, 27, … is 1060. n=

2a
−(− 11) ± √ (−11) − 4 ( 5 ) (− 232)
2
Solution 2: n=
Substituting a1 = 15, d = 2(5)
4 and n = 20 in the 11 ± √ 121+ 4 640
n=
formula 10
 n 11 ± √ 4761
𝑆𝑛= [2𝑎 +(𝑛−1)𝑑], we n=
2 1 10
have 11 ± 69
20 n=
𝑆20= [2(15) + (20 − 1) 10
2 Since we are looking
4] for the number of terms
20 n, the only accepted
𝑆20= [2(15) + (19) 4]
2 solution is the positive
20 solution. That is 𝒏=𝟖
𝑆20= [2(15) + 76]
2 Therefore, eight (8)
20 terms of the sequence –
𝑆20= (30 + 76)
2 3, 2, 7, … is needed to
20 have a sum of 116.
𝑆20= (106)
2
𝑆20= 10(106)
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎
Using an alternative
solution, the sum of the
first 20 terms of the
arithmetic sequence 15,
19, 23, 27, … is still
1060.
D. Discussing new Supply each blank by Supply each blank by Supply each blank by __, __, __, ...first few
The
concepts and practicing a correct answer a correct answera correct answer terms of a sequence of
new skills # 1 following the task at the following the task at thefollowing the task at the positive integers
right to solve the right to solve theright to solve the divisible by 5 is given
problem. problem. problem. by
a. Find the sum of the How many terms of Find the sum of the
first 15 terms of the the arithmetic sequence first 10 terms of the
arithmetic sequence 9, 21, 28, 35, 42, … is arithmetic sequence  The above
12, 15, … equal/summed 9,625? whose a1 and a4 are 5 sequence has a first
Given: a1 = ____ ; d = and 38, respectively. term equal to 5 and a
____ ; n = ____ What are the given? Given: a1 = ____ ; a4 = _____ = difference
common a1 + (n – 1)dd=
Solution: a1 = 21, d = 7 and S n = ____ ; n = ____ 5. We need to know the
Solve for a15 9,625 Solution: rank of the term 1555.
𝑎𝑛= 𝑎1+(𝑛−1)𝑑 We have 𝑎𝑛= 𝑎1+(𝑛−1)𝑑 We use the formula for
𝑎𝑛=___+(___−1)___ n ____= _____+(____−1)𝑑 the nth term as follows
___= [2(__) + (𝑛−1) _ ]
substitute a1, n and d 2 substitute the given
𝑎𝑛=9+(____)3 substitute a1, d, and Sn 38= 5+(____)𝑑
subtract the terms n subtract the terms  Substitute a1 and
___= [ __ + _𝑛 − _ ]
inside the parenthesis 2 inside the parenthesis d by their values
𝑎𝑛=9+(____) multiply ____= 3𝑑 ____ = __ + __(n – 1)
multiply n apply APE
___= [ __𝑛 − __ ]
𝑎𝑛=_____ 2 𝑑=____  Solve for n to
add add apply MPE obtain
n Solve for S10. ____ = __n
Then solve for S15. 2[ ___= ( __𝑛 – __ ) ] n
2
n 𝑆𝑛= [2𝑎1+(𝑛−1)𝑑]
multiply 2 n = ____
𝑆𝑛= (𝑎1+𝑎𝑛)
2 ____= 𝑛 (__𝑛− __)] n We now know that 1555
¿¿ 𝑆𝑛= [2(__)+(__−1)___]
7𝑛2 + 35𝑛 – 19, 250 = 0 2 is the ____th term, we
𝑆15= ¿(____+____)
2 Using quadratic formula, substitute a1, n and d can use the formula for
substitute n, a1 and a15 we have, 10 the sum as follows
15 𝑆𝑛= [___+(___)11]
𝑆15= (_____) a = __; b = __; c = ___ 2
2 − b ± √b − 4 ac
2
multiply 2 and a1 and
n= 311
add the terms inside the 2a then subtract the value S___ = (5 + 1555)
parenthesis 2
n=¿¿ √ (¿ ¿ )2 − 4 ¿ ¿ ¿ of n and 1
❑¿ 10
𝑆15= ¿ ¿+¿
2 n=−35 ± √ ¿ ¿ ¿ 𝑆𝑛=
2
[10+____ ]
¿¿
find the product of the multiply
numerator − 35 ± √ 540 , 225
n= 10
𝑆15= ______ 14 𝑆𝑛= [____ ]
− 35 ±735 2
divide n= add
14
𝑆𝑛= ____[109]
Since we are looking
for the number of terms divide
n, the only accepted 𝑆𝑛= ______
solution is the positive multiply
solution. That is 𝒏=____
Therefore, _____
 terms of the sequence
21, 28, 35, 42, … is
needed to have a sum of
9,625.
E. Discussing new A movie house has The total seating Find the sum of the In a pyramid of
concepts and practicing 20 rows of seats. The capacity of an first 21 terms of an cheer dancers for the
new skills # 2 first row contains 20 auditorium is 1,065. The arithmetic sequence MAPEH class of Grade
seats, the second row first row has 21 seats whose first term is 3 and 10 students, the bottom
contains 22 seats, the and each row has one third term is 17. row has 7 cheer
third row contains 24 seat more than the row dancers, 6 in the
seats and so on. How in front of it. How many second row, 5 in the
many seats are there in rows of seats are there third row and so on,
the last row? How many in the auditorium? with 2 cheer dancers on
seats are there in the top. How many cheer
movie house? dancers are necessary
for the pyramid?
F. Developing mastery Find Sn for each of the  Find the specified term Find the indicated Solve each problem.
(leads to Formative following given. for each arithmetic variable in each 1. Find the sum of
Assessment 3) 1. 6, 11, 16, 21, 26, 31, series. arithmetic series. all integers that
36, 41, 46; S9 1. a1 = 4, d = 4 and a. a1 = -22, an = 14, are multiples of 4
2. 10, 15, 20, 25, …; S20 Sn = 40; n = ___ n = 10 ; d = __ from 1 to 150.
3. a1 = 25, d = 4; S12 2. a1 = 10, an= -8 and Sn = __ 2. Find the sum of
4. a1 = 65, a10 = 101; S10 Sn = 9; n = ___ b. a1 = 7, an = -15, n the positive
5. a4 = 41, a12 = 105; S8 3. a1 = -7, d = 8 and = 12 ; d =___ integers less
Sn = 225; n = ___ Sn = ____ than 150 but
4. an = 16, d = 3 and c. a1 = -9, an = -15, n greater than 20
Sn = 51; n = ___ = 4 ; d = ___ Sn that are divisible
= ___ by 7.
d. a1 = 6, an = 30, n 3. Find the sum of
= 7 ; d = ____ all positive
Sn = ____ integers less
than 100.
4. Find the sum of
all the positive
even integers
 consisting of two
digits.
G. Finding practical Find Sn for each of the Find the missing for Do as indicated Answer the following
application of concepts following given. each of the following 1. Find the sum of the problems.
and skills in daily living 1. Find the sum of the given. first 101 terms of an 1. Find the seating
first 25 terms of the 1. How many numbers arithmetic sequence capacity of a movie
arithmetic sequence between 8 and 315 whose third term is -2 house with 40 rows of
17, 22, 27, 32, ... are exactly divisible and whose sixth term seats if there are15
2. Find the sum of the by 6? Find their is 10. seats on the first row, 18
first 50 terms of the sum. 2. Find the sum of the seats in the second row,
arithmetic sequence 2. An auditorium has first 20 terms of an 21 seats in the third row
if the first term is 21 930 seats, with 18 arithmetic sequence and so on.
2. A store sells Php
and the twentieth seats at the first row, whose fourth term is 6
1000 worth of Suman sa
term is 154. 21 seats in the and eleventh term is
Kawit, a delicacy from
3. Find the sum of all second row, 24 in 30.
Kawit, Cavite, during its
the positive integers the third row, and so 3. Find the sum of the first week. The owner of
consisting of two forth. How many first 15 terms of an the store has set a goal
digits. rows of seats are arithmetic sequence of increasing her weekly
there? whose sixth term is -9 sales by Php 300 each
3. Marlon needs P and tenth term is -15. week. If we assume that
2,520 for his Baguio the goal is met, find the
tour. He save P 50 total sales of the store
on his baon on the during the first 15 weekof
first week and ask operation.
for an additional P 3. Francisco plans to
20 from his tatay on save Php 10 every week
the succeeding on his Bamboo coin
weeks. How many bank. If he will increase
weeks does he need his savings by Php 1.50
to request an every succeeding week,
additional to reach how many weeks is
the amount he needed to save a total
need? amount of Php 219?
H. Making generalizations The sum of terms in an The sum of terms in an The sum of terms in an The sum of terms in an
and abstractions about the arithmetic sequence can arithmetic sequence can arithmetic sequence can arithmetic sequence
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
be solve using the be solve using the be solve using the can be solve using the
n n n n
formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏),
2 2 2 2
given the 1st and last given the 1st and last given the 1st and last given the 1st and last
term of the sequence or term of the sequence or term of the sequence or term of the sequence or
n n n n
𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅],
𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅],
2 2 2 2
given the first term and given the first term and given the first term and given the first term and
the common difference. the common difference. the common difference. the common difference.
Each row of the table Each row of the Complete the table Three of the
contains the values of table contains the values below for each
elements in a1, an d, n,
three quantities a1, d, an, of three quantities a1, d, arithmetic series. and Sn of the arithmetic
or Sn of an arithmetic an, or Sn of an arithmetic a1 an d Snsequence are given.
sequence. Complete the sequence. Complete the 1. a200 = Find
S200 = the missing
table below by solving table below by solving 2 elements in each case.
200 200
the other two. the other two. 2. a100 = S100 = 1. a1= -3, an = 39, n
a1 d a n n Sn a 1 d a n n Sn 5 = 15
100 100
1 1. 1 1 55 3. a15 = S15 = 2. a1= 24, an = 3, d
2 5 10 73 = -3
. 2. 2 2 98 28 28
2 3. 1 1 100 5050 4. S10 = 2 1
7 -2 -15 -2 3. a1= , d = , n =
. 4. 5 7 365 205 3 6
3 5. 23 159 1638 10
-1.5 15 2 0 1
. 4. an = 19, d = ,
4 2
5 7 9 n=5
.
5 5. a1 = -2, n = 14,
2 7 8 and Sn = 20
.
a. Find the sum of all odd a. Find the sum of the a.Find the sum of the 1. Follow-up
numbers from 1 to 99. first 40 terms of the first eighteen terms of a. Find the sum of all
b. Find the sum of all the arithmetic sequence the arithmetic odd numbers from 1 to
even numbers between 1 whose first and third sequence whose 99.
and 100 terms are 15 and 21, general term is an = 15 2. Study: Geometric
c. Find the sum of the respectively. + 8n Sequence
arithmetic sequence 15, b. Find S24 for the b.Find the sum of the a. Define geometric
sequence and common
 30, 45, 60, … 50th term. sequence 2, 14, …, first sixteen terms of ratio.
12n-10, … the arithmetic b. Identify which of the
c. Find S25 for the sequence whose following is NOT an
sequence -8, 7, …, general term is an = 3n arithmetic sequence.
15n-23, … +4 How did the non-
arithmetic sequence
formed? Identify its
pattern.
1, 4, 7, 10, …
9, 12, 15, 18, …
2, -10, 50, -250, …
5, 10, 20, 40, …
2, 6, 10, 14, …
3, 12, 48, 192, …
7, 12, 17, 22, …
4, 11, 18, 25, …
1, 3, 9, 27, …
1, 4, 16, 64, …
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
 10. Content Standards The learner demonstrates understanding of key concepts of sequences.
11. Performance The learner is able to formulate and solve problems involving sequences in different discipline through
Standards appropriate and accurate representations.
12. Learning Illustrates a geometric Differentiates a geometric Differentiates a finite The learner
Competencies sequence. sequence from an geometric sequence from determines the
( M10AL-Id-1) arithmetic sequence. an infinite geometric geometric means
( M10AL-Id-2 ) sequence. between terms of a
¿M10AL-Id-3 ) geometric sequence.
(M10AL-Ie-1)

Objectives a. Illustrate geometric a. Differentiate a geometric a. Differentiate a finite a. Solve the common
sequence. sequence from an geometric sequence from ratio when two
b. State whether the arithmetic sequence. an infinite geometric consecutive terms are
given sequence is b. Tell whether the given sequence. given
geometric or not. sequence is geometric or b. Tell whether the given b. Find the common
c. Develop explorative arithmetic. geometric sequence is ratio when the first and
skills in doing each task. c. Value critical thinking. finite or infinite. last terms are given
c. Value critical thinking. c. Appreciate the use
of the common ratio in
solving geometric
sequence.

Illustrating Geometric Differentiating Geometric Differentiating Finite

Finding the Common
II. CONTENT Sequence Sequence from an Geometric Sequence
Ratio of Geometric
Arithmetic Sequence. from an Infinite
Sequence
Geometric Sequence.
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide pp. 22 – 24 pp. 24 - 26 p. 24
14. Learner’s pp. 26-28 pp. 12, 27, 39 - 40 pp. 31 – 42
p. 30
Materials
15. Textbook Our World of Math,
Julieta G. Bernarbe et.
 al., pp. 22 and 33
16. Additional http://
Materials from whatis.techtarget.com/
Learning definition/infinite-
Resources (LR) sequence
portal
H. Other Learning Laptop Laptop Laptop Grade 10 LCTGs by
Resources DepEd Cavite
Mathematics 2016
PPT, Laptop, Monitor,
Activity Sheets
IV. PROCEDURES
A. Reviewing previous DIVIDE AND CONQUER SPEED AND ACCURACY LET’S GROUFIE Hep, Hep! Hooray
lesson or presenting the Direction: TEST
new lesson 1. Choose two (Using a flashcard, I will be With your own set Identify if the given
representatives from showing a sequence, fill in criteria, group the sequence is geometric
each group: A and B. the missing item. First to following: or not. Say Hep, Hep!
give the correct answer will  Line if geometric, otherwise
2. Members A will be the get a price. )  Line segment say Hooray!
one to answer on the  1, 2, 3, 4, 5, …
board. 1. 8, 3, -2, __, -12, … 100 1. 7, -14, 21, -28
2. 120, 60, 30, __, …  1, 2, 3, 5, 7, 11, 2. 20, 15, 10, 5,…
3. Members B should 3. 5, __, 80, 320, … 13, 17, … 3. 1, 4, 9, 16,…
position themselves 4. -1, __, 17, 26, …  Natural numbers 4. 9, -9, 9, -9,…
in a row at the same 5. __, 1, 3, 9, …  Even numbers 5. 1, 1/3, 1/9, 1/27,…
distance from the board. less than 50
4. Every correct answer
made by member A will
allow member B to move
1 step forward.

5. The group with the

second member
closest to the board will
 be considered winner.
Find the ratio of the
second number to the
first number.
1. 2, 8 6. 16, 32
2.-3, 9 7. -49, 7
3.1, ½ 8. ¼, ½
4.-5, -10 9. 2/3, ¾
5.12, 4 10. ½, 1
B. Establishing a purpose Ratio is a relationship
for the lesson between two quantities
normally expressed as
the quotient of one
divided by the other.
All answers you got
in the previous activity
are examples of ratio.
You need the
concept of ratio in order
to understand the next
kind of sequence.
Let’s explore in the
next activity.
C. Presenting WATCH AND SEE
examples/Instances of the Divide the first number by
new lesson the second whenever
possible. Record the
result from least to
greatest.
Geometric and In the previous
arithmetic sequences discussions, geometric
involve different sequence is a sequence
operations. where each term after the
The given sequences first is obtained by
are examples of both. multiplying the preceding
Which are geometric term by a nonzero
sequences? Which are constant called the
arithmetic sequences? common ratio.
Let us find out as we There are two types of
consider the following geometric sequence
activities: namely: finite geometric
sequence and infinite
geometric sequence.
Into what aspect they
differ, that’s for us to find
out.
READ AND ANALYZE FINDING OUT
1. Do you remember the Considering the given
sitting arrangement done items above, we could
last year when you took group them this way:
the NCAE. There were 30
students in each room.
1. Which of the
sequences are
geometric?
2. How do we know
that the sequence is
geometric?
3. Identify the
common ratio of the
given geometric
sequence in the
previous activity.
Illustrative Examples:
1. Solve the common
ratio in the geometric
sequence 4, __, __,
__, 64
 The table 1 shows that the
1. 54, 3 number of students varies
( Ans: 2, 6, 18 ) directly as the number of
2. 32, 2 rooms or as the number of
( Ans: 2, 4, 8, 16 ) rooms increases, the
3. 375, 5 number of students also
( Ans: 3, 15, 75 ) increases. Can you guess
the number of students
Notice the sequence when there are 12 rooms
formed by the quotients used? Table 1 is an
arranged from least to example of Arithmetic
greatest. Sequence.
Those are examples
of geometric sequence.
The next number
could be obtained by 2. Suppose that the
multiplying the preceding number of a certain
number by the divisor bacteria grows as shown in
used. table 2 below. At the start,
In geometric there are only 1, 000
sequence, that constant bacteria and after 1 hour
number multiplied to the the number of bacteria is
preceding number to doubled. It is consistent
obtain the next is called that based from the
the common ratio. observation, the number of
bacteria is always doubled
every hour. Can you tell
the number of bacteria
after 7 hours? 10 hours?
Table 2 is an example of
Geometric Sequence.
Step 1: Identify the
first term, last term
and the number of
terms in the problem.
Group A are items which
suggest limit thus it is a1 = 4 a5 = 64
considered finite. n=5
Group B are items whose Step 2: Use the
last value cannot be formula, an = a1r(n-1)
determined. It has no which we learned
limit, therefore, they are from our past lesson
infinite. to find the common
ratio.
an = a1r(n-1)
64 = 4r5-1
64 = 4r4
64 =4r4
4 4
16 = r4
24 = r4
±2 = r
Answer: The
common ratios, r = 2
and r = -2
A. Facts observed in
table 1:
1. The sequence of the
number of students is
30, 60, 90, 120, 150,
180
2. This is an arithmetic
sequence
3. The first term is
increased by 30 to get
the second term, and
the second term is
increased by 30 to get
the third term, and so
forth and so on.
4. 30 is known as the
common difference
5. The operation involved
is addition or its
inverse.

B. Facts observed in
table 2:
1. The sequence of the
number of bacteria is
1000, 2000, 4000, 8000,
16000
2. This is a geometric
sequence
3. The first term is
multiplied by 2 to get the
second term, and the
second term is
multiplied by 2 to get
the third term, and so

D. Discussing new Fold Me Up
concepts and practicing Do the activity with a
new skills # 1 partner. One of you will
perform the paper folding
while the other will do the
recording in the table.
1. Start with a big square
from a piece of
paper. Assume that the
area of the
square is 64 square
units.
2. Fold the four corners
to the center of the
square and find the area
of the resulting
square.
3. Repeat the process
three times and
record the results in the
table below.
Squar 1 2 3
e
Area
E. Discussing new 1. What is the area of the
on.
4. 2 is known as the
common ratio
5. The operation involved
is multiplication or its
inverse.
State whether each of the
following sequences is
arithmetic or geometric.
Name the common
difference for arithmetic
and the common ratio for
geometric seguence.
1) 3, 7, 11, 15, 19, 23 …
2) 2, 6, 18, 54, 162 …
3) 7, 14, 28, 56, 112 …
4) 6, 24, 96, 384 …
5) 9√4, 7√4, 5√4, 3√4…
1. How do you find doing
State whether each of the
following geometric 1. What are the three
sequences is finite or properties of the
infinite. geometric sequence
1) 4, 12, 36, 108,…. that we need to know
2) 2, 6, 18, 54, 162 in order to solve the
3) 7, 14, 28, 56, 112 … common ratio?
4) -3, 3, -3, 3
3 3 3 3 2. What is the formula
5) , , , , …
4 4 4 4 to be used to solve the
common ratio?
3. Why do we have to
multiply both sides of
the exponential
equation 64 = 4r4 by
1/4 ?
4. What do we do to
number 16? Notice
that 16 = r4 becomes
24 = r4.
5. Why do we cancel
the exponents in the
equation
24 = r4?
1. How do you find doing
concepts and practicing square formed after the the activity? the activity? 1. Find the
new skills # 2 first fold? Second fold? 2. Which of the items are 2. Which of the items are common ratio in
Third fold? arithmetic sequence and finite geometric sequence the sequence 8,
2. Is there a pattern in geometric sequence? and which are infinite __, __, __, 128.
the areas obtained after 3. What are the important geometric sequences?
3 folds? characteristics that you 3. What are the important Solution:
3. You have generated a should remember in characteristics that
sequence of areas. What identifying arithmetic or you should remember in an = a1rn -1
are the first 3 terms of geometric sequence? identifying finite ___ = 8r__ – 1
the sequence? or infinite geometric
4. Is the sequence a sequence? ___ = 8r__
geometric sequence?
Why? ___ = 8r__
5. What is the common 8 8
ratio? The fourth term?
___ = r__

___ = r__

r = ____ ; r =
_____

2. Find the
common ratio in
the sequence 4,
__, __, 108

Solution:

an = a1rn -1
___ = __r 4 – 1

___ = __r3

____ = __r3
 __ __

___ = r3

___ = r3

r = ____ ; r =
_____

F. Developing mastery State whether each of TRY THIS… TRY THIS…

(leads to Formative the following sequences A. Examine the sequence State whether each of the Give the common
Assessment 3) is geometric or not. If it 12, 17, 22, 27, 32, … following geometric ratio in each of the
is, find the common ratio. sequences is finite or following geometric
Step 1. Subtract the infinite. sequences:
1. 5, 20, 80, 320, … second term by the first
2. 7√2, 5√2, 3√2, √2, … term 1) 3, -6, 12, 24 1) 8, __, __, __, 5000
3. 5, -10, 20, -40, … 2) 64, 16, 4, 1, … 2) 3, __, __, 648
4. 1, 0.6, 0.36, 0.216, … Step 2. Check if the 3) 8 terms of the 3) 7, __, __, __, __,
5. 10/3, 10/6, 10/9, difference between the 2 1 1701
sequence 24, 4, , , …
10/15, … third term and the second 3 9
term is the same with step 4) 4 terms of the
1. 1 1 1 1
sequence , , ,
3 9 27 81
Step 3. Therefore, the 5) all terms of the
sequence 12, 17, 22, 27, sequence 1, √2, 2, 2√2
32, … has a common
difference ( d = ___)
Therefore, it is ________

B. Examine the sequence

2, 6, 18, 54, 162 …

Step 1. Divide the second

term by the first term

G. Finding practical TRY THIS…
application of concepts
and skills in daily living
Suppose the amount of
water in the bottle
doubles every second. It
is consistent until the
bottle is filled with water
having 100ml after 1
second.
a. Record your
observation in 5 seconds.
b. Is the sequence
formed geometric?
c. What is the common
ratio?
Step 2. Check the result if
the same operation is
applicable to get the third
term.
Step 3. Therefore, the
sequence 2, 6, 18, 54,
162 …has a common ratio
( r = ___)
Therefore, it is _________
State whether each of the
following sequences is
arithmetic or geometric:
1. 4, 12, 36, 108, 324…
2. -4, 13,, 30, 47, 64…
3. 3, -6, 12, -24, -72 …
4. 3, 5, 7, 9, 11…
5. -3, 3, -3, 3, -3…
State whether each of the
following geometric 1. What is the
sequences is finite or common ratio if
infinite. three geometric
1 1 means are
1) -4, -1,− , − , …
4 16 inserted between
2) 7 terms of the 7 and 567?
3 3
sequence , ,15, … 2. If six terms are
20 2
3) 6, 12, 48, …, 768 to be inserted
4) all terms of the between 8,748
sequence 120, 60, and 4 being the
30, 15, … first term and last
5) ..., 4, 8, 16, 32, 64 term respectively,
What is the
common ratio?
3. The growth rate
of ants is rapidly
increasing. There
were 10 ants at
the beginning but
on the 7th day, it
was counted by
keizelyn and she

H. Making generalizations A geometric sequence
and abstractions about the is a sequence where
lesson each term after the first is
obtained by multiplying
the preceding term by a
nonzero constant called
the common ratio.
Arithmetic Sequence is
a sequence where each
term after the first is
obtained by adding the
same constant, called the
common difference.
Common Difference is
a constant added to each
term of an arithmetic
sequence to obtain the
next term of the sequence.
Geometric Sequence is
a sequence where each
term after the first is
obtained by multiplying the
preceding term by a
nonzero constant called
the common ratio.
Common Ratio is a
constant multiplied to each
term of a geometric
sequence to obtain the
next term of the sequence.
Finite sequence is a
function whose domain is
the finite set { 1, 2, 3, …,
n }. They have a first and
a last term.
Infinite sequence is a
function whose domain is
infinite set { 1, 2, 3, …}. A
sequence that goes on
forever, indicated by
three dots following the
last listed number.
found out that the
total number of
ants was already
640. Make a table
to show the
number of ants
from first day to
seventh day.
a. Determine the
number of terms, first
term and last term in
the given geometric
sequence.
b. Use the formula an
= a1rn -1 to find the
common ratio.
c. Substitute the first
term, last term and the
exponent
d. Simplify the
exponent
e. Apply Multiplication
Property of Equality to
cancel the coefficient
of r or make the
coefficient of r equal to
1
f. Express both sides
 ot the exponential
equation with the
same exponent

g. Cancell the
exponent, since
expressions with the
same exponents are
equal

h. If the exponent
being cancelled is
even, there are two
roots which are
positive and negative
roots, and

i. If the exponent being

cancelled is odd, there
is only one
root/common ratio and
that is either positive
or negative

I. Evaluating learning State whether each of State whether each of the State whether each of the
the following sequences following sequences is following geometric Find the common ratio
is geometric or not. If it arithmetic or geometric: sequences is finite or of each of the
is, find the common ratio. 1) 3, 9, 27, 81, 243 … infinite. following geometric
1.3, 12, 48, 192, 768,…. 2) 7, 21, 63, 189, 567 … sequence:
2.½, 1, 2, 4, 8,… 3) 7, 14, 21, 28, 35 … 1) 4, -12, 36, -108
3.-5, -3, -1, 1,3,… 4) 5, 25, 45, 65, 85 … 2) all terms of the 1) 5, __, __, __, __,
4.-5,- 8,-13, -21,- 34,… 5) 2, 8, 32, 128, 512 5 5 5 5 160
sequence , , ,
5.625, 125, 25, 5….. 7 21 63 189
3) 200, 100, 50, 25, … 2) 3, __, __, __, -5,625
4) 3 terms of the

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
sequence 5, 15, 75, 225, 3) 256, __, __, 4
…
5) …200, 100, 50, 25 4) 8, __, __, __, 648
5) 2, __, __, __, __, 2
243
A. Follow Up A. Follow Up A. Follow Up
Think about this: State whether the given 1. Find the
Is 4, 0, 0, 0,0, … a sequence is an arithmetic common ratio of the
geometric sequence? or geometric following geometric
A. Follow Up
1) 77, 70, 63, 56, 49 … sequences (Show
List down 5 examples of
B. Differentiate a 2) 6400, -1600, 400, -100, your solution).
finite geometric sequence
geometric sequence from 25 … a) -2, __, __,
and 5 example of infinite
an arithmetic sequence. 3) 6, 30, 150, 750, 3750 … __,__, -64.
geometric sequence.
b) 2,__,
B. Define a finite and an __,__, __, __, 1458
B. Answer:
infinite geometric
Activity 4 and 5
sequences. B. Study
Learners Module
1. Define
pp. 28 - 29
geometric mean.
2. Insert three
geometric means
between 3 and -3072.
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
13. Content Standards The learner demonstrates understanding of key concepts of sequences.
14. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
 Standards appropriate and accurate representations.
15. Learning Determine the geometric The Learner determines The learner finds the sum The learner finds the
Competencies means between terms of the geometric means of the terms of a given sum of the terms of a
a geometric sequence between terms of a finite geometric given infinite
(M10AL – le-1) geometric sequence sequence. geometric sequence.
(M10AL – le-1) (M10AL – le-2) (M10AL – le-2)

Objectives a. Find geometric means a. Give the geometric a. Know the general a. Determine the
of a geometric means of a geometric formula of finding the ratio of the given
sequence. sequence, sum of the first n- infinite geometric
b. Use the common ratio b. Insert geometric means terms of finite sequence
to find the geometric given two terms of a geometric sequence
b. Determine the
means between two geometric sequence. b. Determine the sum of
terms. c. Solve for geometric finite geometric sum of infinite
c. Appreciate the use of means between two sequence using the geometric
geometric sequence given number/s using general formula. sequence.
formula in solving the common ratio. c. Find the sum of finite c. Solve problems
real-life problems. geometric sequence involving infinite
geometric
sequence.
Geometric Means of a Geometric and Other Sum of Finite Sum of Infinite
II. CONTENT Geometric Sequence Sequences Geometric Sequence Geometric
Sequence
III. LEARNING
RESOURCES
I. References
17. Teacher’s Guide p. 24 p. 24 pp. 22-25 p. 25
18. Learner’s p.30 p. 30 pp. 31-34 pp. 35-37
Materials
19. Textbook Intermediate Algebra by: Intermediate Algebra II by: Exploring
Pastor B. Malaborbor, et. Soledad Jose – Dilao, Ed Mathematics 10-K to
al., pp. 314 - 322 D. pp. 198 12 Edition by: Elisa S.
Baccay et. al pages
54 t0 57
 Intermediate Algebra
by Pastor
Malaborbor, et. al,
pages
54 t0 57
e-math Intermediate
Algebra by Orlando
A. Oronce, et. al
pages 444 - 450
20. Additional http:// https:// http:// http://
Materials from www.virtualnerd.com/ www.slideshare.net/ www.answers.com/Q/ www.answers.com/
Learning algebra-2/sequences- jamichsthermm/geometric- What_is_the_difference_ Q/
Resources (LR) series/geometric/ sequence-and-geometric- between_infinite_and_fini What_is_the_differen
portal geometric-sequences/ mean te_sequence#slide=2 ce_between_infinite_
geometric-mean- https:// and_finite_sequence
example www.slideshare.net/ #slide=2
http://
kyung2/math-geometric-
www.intmath.com/
mean
series-binomial-
theorem/3-infinite-
geometric-series.
J. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Activity Sheets,
Resources DepEd Cavite DepEd Cavite DepEd Cavite Prepared Visual Aid,
Mathematics 2016, Mathematics 2016, Mathematics 2016, Practice Exercises
Worksheets and Worksheets and Worksheets and LCTGs Grade 10 by
PowerPoint presentation PowerPoint presentation PowerPoint presentation DepEd Cavite
IV. PROCEDURES
A. Reviewing previous From Bailen, A certain type of (QUICK THINKING Recall/Review
lesson or presenting the what are the barangays bacteria multiplies at a ONLY!)
new lesson that you will pass by if constant rate per day. At Gabriel wants to Tell whether each
you are going to the end of the 1st day spend his 12-day statement is True or
Alfonso? How many there were 12,000 Christmas break false.If
barangays are there bacteria and at the end of productively by working in false, justify your
inside the two the 4th day there were “Alamat Restaurant” answer to make it
endpoints/towns? There 40,500 bacteria.How located at Picnic Grove. true.
 are four barangays. many bacteria were there The manager offers 2
What are those? at the end of the 2nd and salary scheme: Php100 1. Fnite means a
Answer: Cast. the 3rd days? per day or Php1 on the number value
Cerca, Cast. Lejos, 1st day,Php 2 on the 2nd that is
Marahan, Alas-as. This problem translate to day, Php4 on the 3rd day measurable.
Bailen and Alfonso are inserting two positive and double the salary 2. An infinite
endpoints. geometric means each day until the 12th number value
The number of between 12,000 and day. If you were Gabriel, means the
barangays mentioned 40,500. which salary scheme are number is so
above has a similarity to you going to accept? large and it
the concept of our topic Guide Questions: Why? cannot be
today. There are four (4) 1. In a Geometric measured.
barangays that you will sequence which number After 12 days, how 3. 16, 8, 4 ….. is
pass by when you represent a1 ? an ? much will Gabriel finite
started from Bailen receive? Aside from geometric
going to Alfonso. 2. At the end of day 2 adding all the salaries sequence
and day 3,how many each day which day is 4. -1, -3, -9,….. -
bacteria were there? equal to P4,095.? What is 243, -725 is
the sum of his salary ater infinite
3. What will you do to get 15 days? geometric
the number of bacteria sequence
given in 2nd day and in 5. the number of
3rd day? terms in
geometric
sequence is
finite ,the sum
of the terms is
called finite
geometric
series.

B. Establishing a purpose Let us take the (4) Do these with your WANT SUM ? Quick Thinking
for the lesson barangays between seatmate. Do this activity with a Is it possible to
Bailen and Alfonso. 1. If the first and the partner? get the sum of the
last terms of A. Let us consider the
 Geometric terms of the following
Sequence are 6 and geometric sequence?
625, what are the 1. 5, 15, 45, 135,
two Geometric …..
means? 2. 2, 2, 2, 2, 2, 2,
2. What are the ….
missing terms in 3 3 3 3
geometric sequence 3. , , , ,
4 8 16 32
2, __, __, 54 if the 3 3
common ratio is 3? ,
64 128
,.…
3. What number is
From Bailen between 5 and 20 if
the common ratio (r)
is +2? geometric
sequence
3,6,12,24,48,96…
What is the sum of
the first 5 terms?

Let them observe

how the sum of the
to Alfonso first 5 terms of a
geometric
sequence was
obtained.

Answer:
Let
S5 = 3 + 6 + 12 + 24 + 48
(2S5 = 6 + 12 + 24 + 48 +
96)
-S5 = 3 - 96
-S5 = -93
S5 = 93

Guide Questions:
C. Presenting Activity 1. Illustrate the Post on the board the From the activity above, To get the sum of
examples/Instances of the geometric means in the following illustrative we can derive a formula infinite geometric
new lesson Geometric examples and let the for finding the sum of the sequence, the first
sequence 4, 8, 16, 32, students observe how the first n term of a geometric thing to do is get the
64 geometric mean is/are system. value of r.
a. What is the first found. (This activity must be
term, a1? posted or presented on If -1< r < 1, then it is
b. What is the last Illustrative Example 1. the board for the student possible to get the
term, an? Find the Geometric Mean interaction.) sum.
c. How many terms between 3 and 48
are inserted a. Let us consider the If r ≥ 1 or r ≤ -1,
between 4 and To get the geometric mean sum of the n term then it is not possible
64? What are multiply 3 and 48 and get of a Geometric to get the sum.
they? the square root: sequence.
d. Can you guess √ ( 3 ) ( 48) = Illustrative Examples
the geometric √ 144 ¿ ¿ = + 12 Sn = a1+a1r + a1r +…. 2 a. 5, 15, 45, 135,
means? + a1r n-1 (
Equation 1) …
Or, you could just divide 48 Solution:
To find the Geometric by 3 and get the square b. Multiply both sides Since the value r
means of the given root. Then multiply the of the equation 1 is 3, then it is not
geometric sequence, we result by 3. by the common possible to get the

√
must follow these steps: 48 ratio r. sum.
3x = 3 x √ 16
3
b. 2, 2, 2, 2, 2, 2,
= + 3 x 4 = + 12 rSn = a1r+a1r2 + a1r3
2, ….
Step 1. Find the +... + a1rn-1+a1rn Solution:
Hence the geometric mean (Equation 2)
common ratio using an = Since the value
both ways is 12 or + 12
a1rn-1 of r is 1, there are
You can check geometric c. Subtracting infinite terms, then it
sequence 3,12, 48 using equation 2 from
Solution: an = a1rn-1 is possible to get
r = +4 equation 1
64 = 4r 5 -1 sum.
substitute an =64, a1 = 4 Sn = a1+a1r + a1r2 +…. 3 3 3 3
and n=5
Note that:
+ a1rn-1 c. , , , ,
To solve for geometric 4 8 16 32
64 = 4r4 mean between two terms,
simpliy the exponent
 64 = 4r4 you can also use + √ ab , - (rSn = a1r + a1r2 + 3 3
apply MPE If there are more, you can
,
64 128
….
…. + a1rn-1 + a1rn)
4 4 use the general term for Solution:
4
16 = r simplify to geometric sequence an = Sn - rSn = a1 - a1rn Since the value
make the coefficient of r a1rn-1 1
is 1 of r is , then it is
d. Factoring both 2
2 4 = r4 Illustrative Example 2 sides of the possible to get the
exponential equation resulting equation sum.
+2 = r common Insert four geometric
ratio means between 32 and The sum of
Step 2. Multiply the first 243. Sn (1 –r) = a1 (1- r)
infinite Geometric
term by the common Solution: Sequence can be
ratio r = 2 e. Dividing both sides obtained by using the
Recall an = a1rn-1 where by 1 – r, where
to get the second formula:
term. Repeat the a1 = 32 and, n = 6 and 1 - r ≠ 0.
process until an = 243. Sn = a1
you solve the S∞ = (1 – r )
tree geometric means. 243 = 32r6-1
a 1 ( 1 − r n ) a1 − a1 r n
Use r = -2 to find 243 = 32 r
5
∨ ,r≠ where a1 is the 1st
32 32 1 −r 1− r term and r is the
the other geometric
sequence 1 common ratio,
Hence, r5 = ( 3 )5 a2
(r = ¿
(2 )5 Hence a1
r= 3 3 1
since , a1 = ,r =
2 a 1 (1 − rn ) 4 2
Sn = or
a1 = 32, 1 −r
3 then,
a4 = 48 x 2 =108 3
For r = 2
3 a 1− a 1r
n
4
a2 = 32 x = 48,
2 Sn =
1 −r
, S∞ = 1
A2 = 4 x 2 = 8 (1 − )
3 2
a5 = 48 x 2 = 162
A3 = 8 x 2 = 16 3
3 is the general formula
S∞ = 2
a3 = 48 x = 72
A4 =16 x 2 = 32 2 for the sum of the first n
 3 term of a Geometric Therefore, the sum of
a6 = 48 x 2 = 243 Series. infinite geometric
Hence, the geometric sequence:
For r = -2 means between 32 and
243 are 48, 72, 108 and Illustrative Example 1. 3 3 3 3 3 3
A2 = 4 x -2 = -8 162.
, , , , ,
4 8 16 32 64 128
1. Fnd the sum of the 3
A3 = 8 x -2 = -16 Remember that If you first 8 terms of ,.…is 2
insert an odd number of geometric
A4 = 16 x -2 = -3 geometric means between seqence:
two numbers, you will 1,2,4,8,16,32,64,1
generate two geometric 28
Stress that since sequences with the Solution
there are two common common ratios negatives Using the formula,
ratios, there are also two of each other. a 1(1 − rn )
Geometric sequences However, if you insert an Sn =
1 −r
such as: 4, 8, 16, 32, 64 even number of geometric a. What are the
and -4, -8, -16, -32, -64. means, you will have only nescessary
Thus, the geometric one geometric sequence. ifnormation
means are 8, 16, 32 and needed to
-8, -16, -32 respectively solve this
problem?
Answer:
a1 = 1, r = 2,
n=8
b. What are you
going to find
out in this
problem?
Answer: Sum
of the 8 terms
in the given
geometric
sequence or
 S8 .
c. What will you
do to get S8?
Answer:
Substitute the
given a1 = 1, r
= 2,
And n = 8 to
the formula
ans simpliy.
Thus,
Sn =
a 1 (1 − rn )
1 −r
S8 =
1 ( 1 −28 )
1 −2

S8 = 255

These formulas may also

be used or the 3 possible
values of r

a When r < 1 then,

a 1(1 − r )
n
Sn =
1 −r

b When r > 1
then, Sn =
a 1 ( rn − 1 )
1 −r
c When r = 1
 then, Sn = na

Illustrative Example 2
Find the sum of the
following finite geometric
sequence.
a. 2, -2, 2, - 2, 2, -,
2, 2

1. When r = -1
and n is even
then, S8 =
2 ( 1 −(−1)8 )
=
1 −(−1)
0

b. 2, -2, 2, - 2, 2, -,
2, 2

2. When r = -1
and n is odd
then, S7 =
2 ( 1 −(−1) )
7
=
1 −(−1)
2 (value of a1)

c. 2, 2, 2, 2, 2, 2, 2, 2

3. When r = 1,
then S8 = na1 =
8(2) = 16

D. Discussing new THINK, PAIR, SHARE THINK, PAIR, SHARE Board work Activity A. Given infinite
concepts and practicing geometric
new skills # 1 Given the Geometric A. Find the positive and A. Find the sum of sequence:
Sequence: 3, __, __, negative geometric the first 5 terms of
__, 768 mean between 5 and 1,4, 16,…. 1 1 1
8, 2, , ,… ,
Guide Questions: 20. B. Find the sum if a1 2 8 32
1. Which term is an? Solution: = 80, r = 2 and S …
a1? √ ( 5 ) x ¿ ¿ = √ ¿¿
2. What is n in the = 10 and ___ Answer the following
given sequence? questions:
3. Using an = a1rn-1 , B. Insert two sets of 1. What is the
what is the value geometric mean
value of
of r? How did you between -5 and
find it? -405.
a1? a2?
4. Do you have any Solution: 2. What is the
other way of −405 −5 __ - 1 common
finding the value −5
=
−5
r ratio (r)?
of r aside from How did
81 = r2
the one illustrated you find r?
√ ¿¿ ¿ = r
in step 1? + __ = r
5. What the three B. Given the
geometric means Hence, the geometric value of r and
inserted between means between -5 and -20 a1, what is the
3 and 768? are ___, ___, ___. sum of infinity?

E. Discussing new In activity 1 to 3,
concepts and practicing 1. How many terms are
new skills # 2 there in the geometric
sequence including the
first and last terms?
2. What do you need to
a. How did you find Do the following with a
this activity? partner! Do the following
b. What concept of exercises:
Problem
geometric means
In text brigade relay Determine the sum
did you use to find scheme of Grade-X May of infinite geometric
the geometric Kusa, the following are sequence. Fill in the
means of the given
solve first to find the geometric the number of receivers blank with the
geometric means of the sequence? of the text after the third correct answer.
given geometric c. Can give some real transmittal. Find the total
sequence? number of person who 1. 8,4,2,1, ……
life problem that
received the text after the Determine
can be solved using 6th transmittal, assuming
3. What concept or a1 = __, a2 = __,
the general term of that the relay is not r=__
principle do you need to
geometric means? broken and each
find the geometric means
message is successfully Write the formula:
of a geometric sequence?
transmitted S∞ = ______
1. 4, 12, 36,… .
4. What did you do to find
the number of terms Substitute the value
Solution
including the first and last? of a1 and r
Determine the values
of a1, n and r.
5. What is your conjecture a1 = ____; n = ______; S∞ = ______
if n in rn is odd? even? r = _______
Simplify:
6. Given the first term and Write the formula in S∞ = _______
the common ratio, how finding the sum of finite
Geometric sequence. 1 1 2 4 8
did you find the inserted 1) 2. , , , , ,
terms between two Sn = 2 3 9 27 81
____________________ 3
numbers of geometric
28
,.…
sequence?
Substitute the values of
a1, n and Determine
Sn = a1 = __, a2 = __, r=__
____________________
Simplify. Write the formula:
Sn = S∞ = ______
____________________
Substitute the value
2.3, 6, 12, …
of a1 and r
Solution:
S∞ = ______
Determine the
 Simplify: S∞ =
values of a1, n and _______
r.
3. 16, 8, 4…..
a1 = ____; n = Determine
______; r = _______ a1 = __, a2 = __,
Write the formula r=__
in finding the sum of finite
Geometric sequence. Write the formula:
Sn = S∞ = ______
_______________
_____ Substitute the value
Substitute the of a1 and r
values of a1, n and
r. S∞ = ______
Sn =
_______________
Simplify:
_____
Simplify S∞ = _______
Sn =
A. Explain briefly,
_______________
when was the sum
_____
of infinity possible?
Not possible?
F. Developing mastery Give the geometric Board work. Do More
(leads to Formative means of the following 1. Give four geometric A. For each given
Assessment 3) geometric means between √ 2 Geometric Find the sum
sequence: and 8 sequence, find the of each infinite
1) 3, __, __, __, 1875 2. Find the positive sum of the first geometric sequence,
2) 6, __, __, 2058 if it exists. Leave it if
geometric mean
3) 8, __, __, __, 1. 25 Terms of not.
__, 1944 between -8 and 3, 3, 3, ….
4) 1, __, __, 1331 -2. 2. 50 Terms of 1) 81,23, 3, …
5) 224, __, __, __, 3. Find the positive 4, 4, 4, 4,4, … S∞ = ______
__, 7 and the negative 3. 100 Terms of -
 6, 6, -6, 6,-6, 6 …
4. 6 Terms of
32, 64, 128 …
5. 7 Terms of
27, 9, 3 ….

B. Solve the problem.

Show your
complete solution

The game of
chess was invented for a
2) 9, 3, 1…..
Persian king by one of
geometric mean
his servant, Al- S∞ = ______
between 3 and 5. Khowarizhmi. Being so 3) 4, 12, 36, …
4. Insert three pleased, he asked the S∞ = ______
geometric mean servant of what he 2 4 8
between 8 and 216. wanted as a reward. Al-
4) , , …
25 25 25
5. Insert geometric Khowarizhmi asked to be S∞ = ______
mean between 4x3 paid in terms of grain of 81 −27 9
wheat in a 64 square 5)
8
, 4 ,2…
and x3.
chessboard in this
S∞ = ______
manner: 1 grain of wheat
in the 1st square, 2 grains
in the 2nd, 4 grains in the
3rd, and so on, with the
amount doubling each
square until the 64th
square. The King was
surprised for the little
thing the servant had
asked and granted the
servant's request. How
many grain of wheat will
the servant be paid?
G. Finding practical GROUP OF FIVE Square Group Actvity Solve each problem: THINK, PAIR AND
application of concepts ACTIVITY SHARE!
and skills in daily living The students will be 1. Every December, Solve each
(Each group will pick working in a groups and Tagaytay City Science problem.
one question to answer) will be presenting their National High School is A. After one
output in class) sponsoring a Gift-giving swing,
1. What are the three program for less fortunate pendulum
geometric means Under ideal conditions, students. A newspaper covers 90% of
between 3 and 768? the number of fund drive to collect fund the distance of
microorganism in a culture was launch. A student the previous
2. What are the missing dish double every hour. If promised that he will swing. If the
terms in the sequence 5, there are 10,000 bring 2 newspapers on first swing is
__, __, 320 microorganism at 12 noon the launching day of the 200
how many microorganism drive, 6 on the second centimeters,
3. Insert 5 geometric will be there at 2pm, 3pm, day and triple the number what is the
means between 6 and 4pm and 5pm? of newspapers each day total length the
4,374 until the last day of the
pendulum
Hint: 1pm (t1= 10,000), fund drive. If the fund
traveled before
4. What are the two 6pm (t6 = 320,000) and r drive is set from
it comes to a
terms between 1024 =2 December 1 to December
being the first term and (double every hour) 5. rest.
2 as the last term.? a. How many B. A rubber ball is
newspapers will the dropped on a
5. The number of a student bring on the last hard surface
certain bacteria is day? from a height
doubled every hour. If b. What is the total of 80 feet and
the initial number of number of newspapers
bounces up
bacteria is 800 units and that he will contribute?
becomes 25,600 on the and down. On
6th day, how many 2. Rafael is helping his each rebound,
bacteria are there on the mother in their small it bounces up
third day? “Pasalubong Shop” `in exactly one-
Sky Ranch. If Rafael half the
sold 3 buko tarts in his distance it just
first day and 6 in his
 came down.
How far has
second day and doubles the ball
his sales every day, how traveled when
many buko tarts did he it appears to
sell after 10 days? come to a
stop?

H. Making generalizations To find the geometric Generalization To find the sum of The sum of infinite
and abstractions about the means of the given To solve for geometric Finite Geometric Geometric Sequence
lesson geometric sequence mean between two terms, Sequence, it is important can be described
a. Identify the you can use + √ ab , to use the General in the form:
number of terms If there are more, you can formula for finding the
in a geometric use the general term for sum of Geometric Series a1
sequence such as S∞ = (1 – r ) ,
geometric sequence an =
(including the a1rn-1 where -1< r < 1
geometric a 1(1 − r )
n

means, the first Sn = or However,

1 −r
term and the last a 1− a 1r n when r ≥ 1 or r ≤ -1,
term). Sn =
1 −r
, there is no
b. Solve the infinite sum.
common ratio. Why do you think
Where: Sn = the sum
c. Multiply the first so? Can you prove it?
a1 = the first term
term by the
n = no of terms
common ratio to
r = the constant
find the second
term. ratio, r ≠ 1
d. Multiply the
second term by The formula may
the common also be used or three
ratio to find the possible values of r.
third term, and Case 1 When r < 1
repeat the a 1 (1 − rn )
then, Sn =
procedure until 1 −r
 you solve the
required
geometric
means.
e. In bx = rn, If the
exponent being
cancelled is odd, Case 2 When r > 1
there is only one
a 1( r − 1)
n
common ratio then, Sn =
and that is either 1 −r
positive or
negative; while if Case 3 When r = 1
n is even, there then, Sn = na
are two common
ratios which are
positive and
negative.

I. Evaluating learning Find the geometric Solve the problem

means of the following Worksheet Assuming that each of and show the
geometric sequences Find the geometric means. the given geometric complete
(Show your solution) Geo sequence is a pyramid Solution.
Insert a1 a2 metri networking. Find the total 1. A square is 16
1. Find the missing c number of members in inches on each
terms in the Mean each sequence. side. It is
geometric s 1. 5, 15, 45, 135, positioned to
sequence -2, __, [2] 6 24 405, 1215 form a new
__, __, __, -64. [3] 1/2 16 2. 2, 8, 32, …. 8192 square by
2. Insert 4 [1] 5 6 3. 4, 12, …... a9. connecting the
geometric means [ 4 ] 9 36 midpoint of the
between 3, - sides of the
3072?
√ 2
original
[1 ] 8.1 12.
3. What are the 5 square. Then
1
geometric means two of the
 in the sequence corner
2, __, __, __, __, triangles are
__, 1458? shaded. The
4. Complete the process is
geometric repeated until
sequence 1782, the nth time
__, __, __, 22 and each time,
5. Insert 3 two of the
geometric means corner
from 3 to 1627. triangles are
shaded.
Find the total
area of the
shaded region.

2. Christy suffers
from allergy
once she ate
shrimps.
Unfortunately,
she
accidentally
ate Palabok
with shrimps in
Balay na Dako
Restaurant in
one of their
family
bondings. Dr.
Diaz of Ospital
ng Tagaytay
recommends
that she take
300 mg of her
medication the
 first day, and
decrease the
dosage by one
half each day
until the last
day. What is
the total
amount of
medication
Christy will
take?
J. Additional activities for Answer the following 1. Follow-up:
application or remediation problems about A. Follow Up A. Follow Up Sum of Infinite
Geometric Means: Sum of Finite Geometric
Given Geometric Sequence sequence
1. What are the four 1. In the given Find the sum
geometric means geometric
between -4 and 972? a f f b to infinity of each
sequence, the Geometric
d e second term is 3 sequence.
2. What are the missing
terms in the sequence What is the proportion that and the sixth term 5 5
5120, __, __,__, __, 5 uses f? is 48, find the sum a. 5, 4 , 16 ,
d f of the first 10 5
Answer: f = e Then f is …
3. Insert 5 geometric terms. 64
means between 7 and the geometric mean 2. How many 1
28,672 between d and e. ancestors from b. 1, 2 , …
parents to great- 2 2
4. What are the three
great-great c. 2, , ,
terms between 160 3 9
Given
grandparents do
being the first term and
you have?
…
10 as the last? a c 2. Study:
b Harmonic
5. Insert five geometric B. Study: Sum of
means to the geometric Sequence and
Infinite Geometric
sequence 4374, __, __, Fibonacci
 4 10
14

Proportion

4 a
=
a 14 sequence.
1. Differentiate
4 b finite
=
b 10 geometric
sequence Sequence
from infinite a. What is
10 c
= Harmonic
__, __, __, 6 c 14 Geometric
sequence. Sequence?
Find the geometric mean 2. What is the b. What is
proportional between Fibonacci
formula to
a. 4 and 14 b. 4 Sequence?
find the sum
and 10 c. 10
of infinite
and 14
Geometric
Study sequence?
1. Finite and infinite
geometric sequence.

2. Sum of finite and

infinite terms of
geometric sequence
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
16. Content The learner demonstrates understanding of key concepts of sequences.
Standards
17. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
18. Learning The learner illustrates The learner solves The learner solves The learner solves problems
Competencies other types of problems involving problems involving involving sequences
sequences (e.g., sequences (M10AL-lf-2) sequences (M10AL-lf-2) (M10AL-lf-2)
harmonic, Fibonacci).
(M10AL-lf-1)

Objectives a. a. Determine a. Determine the type of a. Formulate and solve a. Write the corresponding
Harmonic and sequence involve in real-life problems arithmetic sequence
Fibonacci the problem involving geometric b. Solve real-life problems
sequences b. Apply the formula in sequence involving harmonic
b. Solve problems solving real-life b. Create their own sequence
involving problems involving problem and solution c. Speed and accuracy in
Harmonic and arithmetic sequence involving geometric finding the harmonic
Fibonacci c. Show enthusiasm in sequence sequence of real-life
sequences. performing any c. Develop cooperation problems
c. Value the assigned task while doing the
presence of assigned task.
sequence in our
daily life.
Harmonic Sequence Problem Solving Problem Solving Problem Solving Involving
II. CONTENT and Fibonacci Involving Sequences Involving Sequences Sequences
III. LEARNING
RESOURCES
K. References
21. Teacher’s p. 26 p. 26 p. 26 p. 26
Guide
22. Learner’s pp. 43 - 46 pp. 43 - 46 pp. 43 - 46
pp. 37 - 40
Materials
23. Textbook
24. Additional www.mathisfun.com/
Materials numbers/fibonacci-
from sequence.html
Learning
Resources
(LR) portal
L. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd
Resources DEPED Cavite DepEd Cavite DepEd Cavite Cavite Mathematics 2016,
Mathematics 2016 Mathematics 2016, Mathematics 2016, Worksheets and PowerPoint
Activity Sheets and Worksheets and Worksheets and presentation
PowerPoint PowerPoint presentation PowerPoint presentation
presentation
IV. PROCEDURES
A. Reviewing previous Activating Prior (Pass the Message) (QUICK THINKING (THINK-PAIR-SHARE)
lesson or presenting Knowledge ONLY)
the new lesson Insert 3 Arithmetic means Suppose the auditorium A pile of bricks has 38 bricks
GUESS WHAT’S between 2 and 8 using of the Tagaytay on the first row, 34 on the
NEXT! the formula an = a1 + (n – International Convention second row, 30 bricks on the
Determine the next 1)d? Center (TICC) has 20 third row. How many bricks are
term in each seats in the first row and ther in the 9th row?
sequence that each row has 2 more
1. S, M, T, _______ seats than the previous
2. J, J, A, S, row. If there are 30 rows
________ in the auditorium, how
3. J, M, M, J, S, many seats are in the last
_____ row?
 4. 3, 5, 8, 13,
_______
5. 2, 6, 8,
__________
6. 1, 4, 9, 16,
_______
7. 1, 8, 27,
_________
8. 4, 7, 12, 19,
______
9. 3, 9, 27, 81,
______
10. 1, ½, 1/3, ¼, 1/5,
__

B. Establishing a Determine whether Can you still remember Can you still remember 1. What sequence are we going to
purpose for the lesson each sequence is the way/process in solving the way/process in solving apply?
arithmetic, geometric or arithmetic sequence? geometric sequence? 2. Determine the arithmetic
neither. If the sequence sequence.
is arithmetic, give the What is the formula can we What is the formula 3. What is the reciprocal of its
common difference; if use in finding the sum of can we use in finding the arithmetic sequence?
geometric sequence, arithmetic sequence? sum of geometric
give the common ratio. sequence?
1. 3, 9, 27, 81,…...….
2. 1, 7, 13, 19, 25,….
3. 1, 1, 2, 3, 5, 8,……
4. ½, ¼, 1/6, 1/8,……
5. 256, 64, 16, 4, 1,…
C. Presenting Other types of To solve real-life To solve real-life Illustrative example #1.
examples/Instances of sequences are problems involving problems involving A cooperative member saved a
the new lesson Harmonic and sequences, remember sequences, remember certain amount deducted from
Fibonacci Sequences. the words “ SEE, Plan, the words “ SEE, Plan, his granted amount for each
Fibonacci DO and CHECK”. DO and CHECK”. loan he file. On the first loan he
sequence is a saved Php 9, on the second
sequence where its Illustrative example #1. Illustrative example #1. loan he saved Php16, and
first two terms are Jackfruit tree Pacita donates Php 50 Php23 on the third loan, and so
either both 1, or 0 and produces 2 more fruits on the first week to a on.
1; and each term, each year. If it bore 9 big charitable institution, Php
thereafter, is obtained fruits in year 2000, how 100 on the second week, A. What is the
by adding the two many would it bear in Php 200 on the third corresponding
preceding terms. 2012? How many week. The amount sequence?
Jackfruit tree will they doubles each week. How B. What is its harmonic
Examples: produced by the end of much is her total donation sequence?
1. 1, 1, 2, 3, 5, 8, the twelfth year? for 10 weeks? C. Which term of his loan
13, 21,….. did he saved is Php338?
2. 0, 1, 1, 2, 3, 5, Solution: Solution:
8, 13, 21,….
SEE – What kind of SEE – What kind of Solution:
Harmonic sequence is sequence is
sequence is a used in the involve in the Arithmetic sequence: 9, 16,
sequence whose problem? problem? 23….338
reciprocals from an Harmonic sequence: 1/9, 1/16,
arithmetic sequence. 9 + 11 + 13 + …, + 50 + 100 + 200 + 1/23…..1/38
a12 400 + …, + a10
Examples: An = a1 + (n - 1)d
1. 1/24, 1/20, PLAN – What is the PLAN – What is the 338 = 9 + (n - 1)7
1/16, 1/12,….. appropriate appropriate 338 = 9 + 7n -7
2. 4/3, 1, 4/5, 2/3, formula to be formula to be 338 = 2 + 7n
…. used and used and 338 - 2 = 7n
needed needed 336 = 7n
In activity #1, values? values? 7 7
which sequence is n = 48
Harmonic and which An = a1 + (n - 1)d Sn = [a1(1-rn)]/(1-r)
sequence is Where a1=9: d=2: n = 12 Where a1=50: r =2: n =10 Therefore, 1/338 is the 48th
Fibonacci? term.
To solve problems DO – Perform the DO – Perform the
involving Harmonic indicated indicated
sequence, convert it operation and operation and
into an Arithmetic simplify simplify
sequence by taking
the reciprocal of each An = a1 + (n - 1)d Sn = [50(1–210)]/(1–2)
term. Use the A11 = 9 + (12 - 1)2 = [50(1–1,024)]/(-1)
appropriate formula in = 9 + (11)2 = [50 ( - 1,023 )] / ( -1 )
the Arithmetic = 31 fruits in = 51,150
sequence, and then, year 2011
again get the CHECK – The answer
reciprocal of the Sn = (n/2)( a1 + an ) should satisfy all the
term/s. S12 = (12/2)(9 + 31) given information in the
There is no = (6)(9 + 31) problem
formula for the sum of = 240
the terms of a 50 + 100 + 200 +
harmonic sequence, CHECK – The answer 400 + 800 + 1600 +
simply complete the should satisfy all the 3200 + 6400 +
sequence and add all given information in the 12800 + 25600 =
the terms. problem 51,150

Illustrative example: 9 + 11 + 13 + 15 + 17 +
19 + 21 + 23 + 25 + 27 Illustrative example #2.
1. Find the 12th +29 + 31 = 240
term of the The used sponge has
Harmonic some bacteria in it. The
sequence 1/9, number of bacteria
1/12, 1/15,…. increases five times
every hour. If the number
Solution: of bacteria is 50 on the
first hour, how many
Get the reciprocal bacteria are there at the
of each term. end of five hours?
9, 12, 15, ….
Solution:
th
Solve the 12 term
of Arithmetic SEE – What kind of
sequence sequence is
using An = a1 + involve in the
(n-1)d problem?
 Find the values of 50 + 250 + …, + a5
n, a1, and d
n = 12; a1 = 9; PLAN – What is the
d=3 appropriate
formula to be
Substitute the used and
values in the formula needed
and simplify, values?
An = a1 + (n-1)d
An = 9 + (12-1)3 Sn = [a1 - a1rn)]/(1-r)
An = 9 + (11)3 or Sn = [a1(1-rn)]/(1-r)
An = 9 + 33 Where a1 = 50:
An = 42 r = 5: n = 5

Get the reciprocal DO – Perform the

The 12th term is indicated
1/42 operation and
simplify

Sn = [a1(1-rn)]/(1-r)
= [50 ( 1 – 55 )] /
(1 – 5 )
= [50 ( 1 – 3,125 )] /
( -4 )
= [50 ( - 3,124 )] /
( -4 )
= -156,200/-4
= 39,050

CHECK – The answer

should satisfy all the
given information in the
problem

50 + 250 + 1250 +
 6250 + 31250 =
39,050

D. Discussing new Solve each problem. Do the following with a Do the following with a Do the following by group!
concepts and partner! partner!
practicing new skills # 1. Insert two 1. To replace the trees 1. The Grade 10 students of
1 harmonic means destroyed by typhoon 1. A young man gave his Bagbag National High School
between 6 and 3/2. Yolanda, the forestry wife a gift of Php 400 have a research on who is the
Solution: department of Tagaytay on their wedding day. inventor of the worldwide web
(www). All they need to do is to
Get the has developed a ten-year To please her, he
open a password by solving
reciprocals of the plan. The first year they gave her Php 800 on situation given by the teacher.
terms. will plant 100 trees. Each their first wedding
6 succeeding year, they will anniversary, Php
________ plant 50 more trees than 1600 on their second
3/2 they planted the year wedding anniversary,
_______ before. and so on.
A. How many trees
Get now the will they plant A. How much would
Arithmetic during the fifth she receive on
sequence, year? their 9th wedding
determine the anniversary?
B. How many trees
value of n = _____; B. Compute the total
will they have
a1 = _____; amount the wife
planted by the end
d = _____ had received as
of the tenth year?
gifts from their
Use the wedding day up to
Solution:
formula An = a1 + their ninth wedding
(n-1)d, Find the anniversary?
Complete the table:
value of d.
Solution:
Use the Complete the table:
Arithmetic means What type of sequences
using involve in the problem?
a2 = a1 + d; What formula is
a3 = a2 + d appropriate to solve the What type of sequences
 problem? involve in the problem? WHO INVENTED THE
Get the What are the values that What formula is WORLDWIDE WEB (WWW)?
reciprocal of each you need to answer the appropriate to solve the
term. problem? problem?
What are the values that
6, ____, ____, 3/2 A. Determine the values you need to answer the
of a1, n and d. problem?
2. Find the sum of a1 = ___; n = __; d = ___
2/3, ½, 2/5, __, __, Substitute the values A. Determine the
__, __, 1/5 of a1, n and r values of a1, n and r.
Solution: An = _______________ a1 = __; n = __; r = __
Get the Simplify. Substitute the values of
reciprocals of the A10 = _______ a1, n and r
terms. An = ______________
2/3 B. Write the formula. Simplify.
________ Sn = ____________ Ag = _____________
1/2 Substitute the values of
________ a1, n and d B. Write the formula.
Sn = ____________ Sn = _____________
Get now the Simplify
Arithmetic sequence, S10 = __________ Substitute the values of
determine the value a1, n and r
of n = _____; Sn = ______________
a1 = _____;
d = _____ Simplify
Sn = ____________
Complete the
Arithmetic sequence
by using
a4 = a 3 + d
a5 = a 4 + d
a6 = a 5 + d
a7 = a 6 + d

Write the complete

 Arithmetic sequence
__, __, __, __, __,
__, __, __

Get the reciprocal of

each term
2/3, ½, 2/5, __, __,
__, __, 1/5

Add all the terms

Sn = 2/3 + ½ + 2/5
+ __ + __ + __ + __ +
1/5

E. Discussing new 1. Using Two-Column 1. How can you 1. How can you 1. How can you find the nth
concepts and Chart Method, determine if the given determine if the given term of an harmonic
practicing new skills # compare or problems involve problems involve sequence?
2 differentiate arithmetic sequence? geometric sequence? 2. What is the appropriate
Arithmetic 2. What is the 2. What is the formula to be used?
sequence from appropriate formula to appropriate formula to 3. Is there another way to get
Harmonic be used in arithmetic be used? the correct answer? Explain
sequence. sequence? 3. Is there another way briefly your solution.
2. Is the sum of the 3. Is there another way to to get the correct
Harmonic get the correct answer? Explain
sequence the answer? Explain briefly briefly your solution.
reciprocal of the your solution.
sum of the
arithmetic
sequence? Verify
your answer.
3. How can you find
the nth term of a
Harmonic
sequence?
F. Developing mastery Find the indicated Solve the problem. Show Solve the problem. Show Solve the problem. Show your
(leads to Formative sum in each your complete solution. your complete solution. complete solution.
Assessment 3) sequence.
1. 3/2, 6/7, ___, 6/13 1. Mrs. Pamienta gave 1. Rico qualified as a 1. Yolanda gets a starting
2. 2, 1, 2/3, ___, her daughter Arlene basketball varsity salary of Php7,000 a month
___, 1/3 Php300 on her 7th player of Tagaytay and an increase of Php500
3. ___, 1/3, 1/5, 1/7, birthday, and intends City Science National annually. What would be her
___ to increase this by High School. As part salary during the seventh
4. 1, 1, 2, 3, 5, 8,…, Php250 each year. of his training, his year?
55 How much will the coach asked him to
7, 10, 17, 27, 44, 71, daughter receive on run 2km farther each
115, …a10 her debut? week than he ran the
week before. The first
week he ran 3 km. If
he keeps up this
pattern, how many km
will he be able to run
at the end of the tenth
week?
G. Finding practical Remember This! Group Activity Solve each problem: Solve each problem:
application of The sequences in
concepts and skills in column A are all Solve each problem: Your father wants you to 1. Your room is too cold so
daily living Arithmetic. Supply the help him build a dog you decide to adjust the
missing terms in 1. To raise fund, Math house in your backyard. thermostat. The current
Column A and match Club Officers collect He says he will pay you temperature of the room
them in Column B old newspapers Php10 for the first week is 60° Fahrenheit. In an
which are Harmonic. and bottles. On the and add an additional attempt to get warmer,
Write the letter that first day, they Php20 each week you increase the
corresponds to the collected goods thereafter. The project temperature to 62°. When
answer in the box. amounting Php750, will take 5 weeks. How this doesn’t warm the the
on the second day much money will you room enough for you
they collected earn, in total, if you work decide to increase
Php600, and for the 5 weeks? thermostat to 64°. This
Php450 on the third temperature still isn’t
day. warm enough , so you
continue to increase it in
 A. How much will they this manner until you
collect on the fifth reached its 12th term.
day? What is its 12th term and
B. How much is the its harmonic sequence?
total collection at
the end of the fifth
day?

H. Making Fibonacci sequence To solve problems To solve problems To solve problems involving
generalizations and is a sequence where involving sequences: involving sequences: harmonic sequence:
abstractions about the its first two terms are
lesson either both 1, or 0 and 1. Determine the type of 1. Determine the type of 1. Determine the corresponding
1; and each term, sequence involve in sequence involve in arithmetic equence.
thereafter, is obtained the problem. the problem. 2. Use the appropriate formula.
by adding the two 2. Use the appropriate 2. Use the appropriate 3. Substitute the needed values
preceding terms. arithmetic formula. geometric formula. and simplify
Harmonic 3. Substitute the needed 3. Substitute the needed 4. Take its reciprocal
sequence is a values values and simplify
sequence whose 4. Perform the indicated
reciprocals from an operation and simplify
arithmetic sequence.

To solve problems
involving Harmonic
sequence, convert it
into an Arithmetic
sequence by taking
the reciprocal of each
 term. Use the
appropriate formula in
the Arithmetic
sequence, and then,
again get the
reciprocal of the
term/s.
There is no
formula for the sum of
the terms of a
harmonic sequence,
simply complete the
sequence and add all
the terms.
I. Evaluating learning Solve by showing Solve each problem and Solve each problem and Solve each problem and show
your complete show the complete show the complete the complete solution.
solution. solution. solution.
1. Your mother gives you
One type of rabbit 1. If Mr. Bautista, a field 1. Mrs. Valencia planted Php100 to start a “Tipid
breeds in such a engineer, could not sugarcane cuttings, and Impok” Saving Account. She
manner that a pair finish his building after 6 months she had 5 tells you that she will add
produces another pair project on the agreed sugarcanes. She planted Php20 to your saving account
of rabbits at the end date, he will be fined that 5 sugarcanes and in each month, if you will add
of one month. The Php12, 000 on the 6 months she had 25 Php10 each month.
next month, the first day of delay, sugarcanes. She Assuming that both of you will
original pair produces Php16,500 on the continued to plant for 2 do your part, how much will
another pair and then second day, years. How many you save at the end of one
stops breeding. All Php21,000 on the sugarcanes did she year in its harmonic
sequence?
pairs of rabbits of this third day and so on. If gather assuming all were
type breed this way: he is delayed 12 days, healthy plants?
give birth to a pair of how much is his fine
rabbits on the first and on the 10th day only.
second months and
then stop breeding.
Assuming that none
 die, and the females
always give birth to
one male and one
female.)
1. How many pair
of rabbits will
be there after
the fourth?
Seventh
month?
2. How many
rabbits are
there after one
year?

J. Additional activities Fibonacci Numbers in Follow up: Problems Follow up: Problems Follow up:
for application or Nature about Sequences about Sequences
remediation (Experimental Construct problems about
Procedure) 10 months from now, Every year, Php500,000 sequences.
your parents will vehicles depreciates by
a. Pick a flower in celebrate their silver 20% of its value at the
your garden and wedding anniversary and beginning of the year.
count the number you want to give them a What is its value at the
of petals. Does small present. In order to end of the 5th year?
the number of do that, you start to save
petals equal to a Php100 on the first
Fibonacci month, Php200 on the
number? What is second month, Php300
the mean of the on the third month, and
flower? so on for the period of 11
b. Pick a pineapple months. How much
and count the money will you save?
number of its
“mata”. Is it a
Fibonacci
 number?
c. Cut a piece of fruit
in half so that you
create a cross-
section. Count the
number of seeds
in the fruit. Do you
discover any more
Fibonacci
numbers?
d. Start your own
investigation and
list down what part
of nature you can
find Fibonacci
number.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
19. Content Standards The learner demonstrates understanding of key concepts of factors of sequences, polynomials and
polynomial equations.
20. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
21. Learning The learner performs The learner performs The learner performs The learner performs
Competencies division of polynomial division of polynomial division of polynomial division of polynomial
using long division and using long division and using long division and using long division
synthetic division. synthetic division. synthetic division. and synthetic
(M10AL-Ig-1) (M10AL-Ig-1) (M10AL-Ig-1) division.
(M10AL-Ig-1)

Objectives a. State the division a. State the division a. Illustrate the process of a. Illustrate the
algorithm of algorithm of polynomials. synthetic division. process of synthetic
polynomials. b. Divide polynomials by b. Divide polynomials division.
b. Divide polynomials by another polynomials using P(x) by another b. Divide polynomials
another polynomials long division. polynomial D(x) in the P(x) by another
using long division. c. Express each quotient form (x – a) using polynomial D(x) in the
c. Express each quotient using division algorithm synthetic division. form (x – a) using
using division algorithm accurately and c. Express each quotient synthetic division.
accurately and systematically. using division algorithm c. Express each
systematically. accurately and quotient using
systematically. division algorithm
accurately and
systematically.
II. CONTENT Division of Polynomial Division of Polynomial Division of Polynomial Division of
(Long Division) (Long Division) (Synthetic Division) Polynomial
(Synthetic Division)
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide pp. 48 – 50 pp. 48– 50 pp. 48 – 50 pp. 48 – 50
26. Learner’s pp. 57 – 62 pp. 57 - 62 pp. 57 - 62 pp. 57 – 62
Materials
27. Textbook Algebra 2 with Algebra 2 with Algebra 2 with Algebra 2 with
Trigonometry by Bettye Trigonometry by Bettye C. Trigonometry by Bettye Trigonometry by
C. Hall, et. al, pages Hall, et. al, pages 464 – C. Hall, et. al, pages Bettye C. Hall, et. al,
464 – 474 474 464 – 474 pages 464 – 474

Skill book in Math IV Skill book in Math IV (BEC) Skill book in Math IV Skill book in Math IV
(BEC) by Modesto G. by Modesto G. Villarin, (BEC) by Modesto G. (BEC) by Modesto G.
Villarin, Ed.D., et. al, Ed.D., et. al, pages 80- 81 Villarin, Ed.D., et. al, Villarin, Ed.D., et. al,
pages 80- 81 pages 80- 81 pages 80- 81
28. Additional http:// http:// http:// http://
Materials from www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/
Learning algebra/polynomials- algebra/polynomials- algebra/polynomials- algebra/polynomials-
Resources (LR) division-long.html division-long.html division-long.html division-long.html
portal http:// http://www.youtube.com/ http:// http://
www.youtube.com/ watch?v=dd-T-dTtnX4 www.youtube.com/ www.youtube.com/
watch?v=dd-T-dTtnX4 http://purplemath.com/ watch?v=dd-T-dTtnX4 watch?v=dd-T-
http://purplemath.com/ modules/polydiv2.htm http://purplemath.com/ dTtnX4
modules/polydiv2.htm modules/polydiv2.htm http://
purplemath.com/
modules/polydiv2.htm
N. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
 presentation

IV. PROCEDURES
A. Reviewing previous (Quick Thinking Only!) Complete me if you can? Write each polynomial in Write the numerical
lesson or presenting the Divide and Write Give the missing term/s descending order of x coefficient of each
new lesson Example: to make each polynomial and give its degree. polynomial in
19 ÷ 5 = 3 + 4/5 complete. 1. x3 + x2 – 22x - 25x5 + 2 descending order of
⟷ 19 = 3(5) + 4 1. x4 + x3- 3 2. 4x2 + 21x5 - 26x3 + 28x x.
1. 29 ÷ 5 = _____ 2. 12x4 + 3 - 10 + 5x4 1. x4 + x3- 3
⟷ ______ 3. 24x4 + 6x3 - 3 3. 6 – 31x + 3x3 – 2x4 2. 12x4 + 3
2. 34 ÷ 7 = _____ 4. 9x4 - 2x +1 4. x3 + 7x2 + 5x4 – 25x +5 3. 24x4 + 6x3 - 3
⟷ ______ 5. 21x7 - 9x3 +5 5. x3 + 7x2 + 5 – 25x + 5x5 4. 9x4 - 2x +1
3. 145 ÷ 11 = _____ 5. 21x7 - 9x3 +5
⟷ ______
4. 122 ÷ 7 = ____
⟷ _____
5. 219 ÷15 = ____
⟷ _____
B. Establishing a purpose Perform the indicated (Quick Thinking Only!) Give the numerical Choose Your Partner.
for the lesson operations: Divide coefficient of each Divide the given
1. x4 ÷ x3 polynomial in descending polynomials using
1. (x3 + 11x2 – 9) + 2. 12x4 ÷ 3x2 order of x. long division and
(x3 + x2 – 4x – 9) 3. 24x4 ÷ 6x3 1. x3 + x2 – 22x - 25x5 + 2 synthetic division.
4. 9x4 ÷ 2x 2. 4x2 + 21x5 - 26x3 + 28x 1. (x3 + 11x2 – 4x –
2. (x3 + 11x2 – 4x –
5. 21x7 ÷ 9x3 - 10 + 5x4 9) ÷ (x + 1)
9) - (x – 2)
3. 6 – 31x + 3x3 – 2x4 2. (x4 + 2x3 – 3x + 6)
3. (4x – 9) (x – 2) 4. x3 + 7x2 + 5x4 – 25x + 5 ÷ (x - 2
5. x3 + 7x2 + 5 – 25x + 5x5
4. (x3 ) ÷ (x )
C. Presenting Divide: Divide: Illustrative example 1. Illustrative example 1.
examples/Instances of the 1. (x3 + 11x2 – 4x – 1. (x4 + 2x3 – 3x + 6) ÷ Divide (6x3 + 11x2 – 4x Divide (30x5 - 50x4
new lesson 9) ÷ (x – 2) (x + 2) – 9) ÷ (x + 2) – 21x2 – 29x - 8) ÷
2. (2x4 + 5x3 + 2x2– 2. (30x5 – 50x4 – 21x2 1. Arrange on the line (3x - 5)
7x – 15) ÷ (2x - 3) + 3x - 1) ÷ (3x - 5) the coefficients of the 1. Arrange on the
3. (5x2 – 2x + 1) ÷ (x polynomial (order is in
+ 2) descending powers).
Insert a zero for the
coefficient of the missing
power of x.
2. Write a, the
divisor, on the left.
3. Bring down the
first coefficient on the
third line. Multiply the first
coefficient by a. Write the
product on the second
line below the second
coefficient.
4. Find the sum of
the product and the
second coefficient then
write the sum on the third
line below the product.
5. Multiply this sum
by a, add the product to
the next coefficient and
write again the new sum
on the third line, and so
on.
6. Do the same
process until a product
has been added to the
final coefficient.
7. The last sum in the
third line is the
remainder. The
preceding numbers are
the numerical coefficient
of the quotient. The
line the coefficients of
the polynomial (order
is in descending
powers). Insert a zero
for the coefficient of
the missing power of
x.
2. Write a, the
divisor, on the left.
3. Bring down the
first coefficient on the
third line. Multiply the
first coefficient by a.
Write the product on
the second line below
the second
coefficient.
4. Find the sum of
the product and the
second coefficient
then write the sum on
the third line below
the product.
5. Multiply this sum
by a, add the product
to the next coefficient
and write again the
new sum on the third
line, and so on.
6. Do the same
process until a
product has been
added to the final
coefficient.
7. The last sum in

D. Discussing new Do the following with a
concepts and practicing partner!
new skills # 1 Use long division to find
the remainder when the
following polynomials
are divided by the
corresponding linear
expression
1. (x3 + 7x2 + 15x +
14) ÷ (x + 3)
2. (3x3 - 7x2 + x - 7)
÷ (x – 3)
3. (x4 - 4x3 - 7x2 + 22
x + 18) ÷ (x + 2)
E. Discussing new 1. What are the steps
concepts and practicing to divide a polynomial by
new skills # 2 another polynomial?
2. How can you
determine if the answer
is correct or not?
Do the following with a
partner!
Use long division to find
the remainder when the
following polynomials are
divided by the
corresponding linear
expression
1. (5x3 + 3x - 8) ÷ (x -
1)
2. (2x3 - 54) ÷ (x – 3)
3. (4x5 + 18x4 + 7x2 – x
- 100) ÷ (2x + 3)
1. What are you going to
do if some terms of the
given polynomials is/are
missing?
2. How can you
determine if the answer is
quotient is a polynomial
of degree one less than
the degree of P(x).
Illustrative example 2.
Divide (x4 + 2x3 – 3x +
6) ÷ (x + 2)
Do the following with a
partner!
Use synthetic division
to find the remainder
when the following
polynomials are divided
by the corresponding
linear expressions
1. (x3 + 7x2 + 15x + 14) ÷
(x + 3)
2. (3x3 - 7x2 + x - 7) ÷ (x -
3)
3. (x3 + 8x2 – 5x - 84) ÷
(x + 5)
4. (2x4 + x3 - 9x2 - x + 6)
÷ (x + 2)
1. What are the steps to
divide polynomial by
another polynomial using
synthetic division?
2. Why do you have to
change the sign of the
the third line is the
remainder. The
preceding numbers
are the numerical
coefficient of the
quotient. The quotient
is a polynomial of
degree one less than
the degree of P(x).
Illustrative example 2.
Divide (4x5 + 8x4 +
x3 + 7x2– x - 10) ÷
(2x + 3)
Do the following with
a partner!
Use synthetic
division to find the
remainder when the
following polynomials
are divided by the
corresponding linear
expressions
1. (5x3 + 3x - 8) ÷
(x - 1)
2. (2x3 - 54) ÷ (x
– 3)
3. (4x5 + 18x4 +
7x2 – x - 100) ÷
(2x + 3)
1. What are you
going to do if some
terms of the given
polynomials is/are
missing?
2. Why do you have
 3. Is there another way
to get the correct
answer? Explain briefly
your solution.
F. Developing mastery Divide the given
(leads to Formative polynomials. Show your
Assessment 3) complete solution. And
express your answer in
the form P(x) = Q(x)
D(x) + R(x)
1. (x3 + 2x2 – x - 2) ÷ (x -
1)
2. (x5 + 2x4 + 6x + 4x2 +
9x3 - 2) ÷ (x + 2)
G. Finding practical The given polynomial
application of concepts expressions represent
and skills in daily living the volume and the
height of a Casssava
cake sold at Loumar’s
Delicacies, respectively.
What expression can be
used to represent the
area of the base of each
Cassava cake?
1. (x3 + 7x2 + 5x – 25)
cm3 and (x + 5) cm
correct or not?
3. Is there another way
to get the correct answer?
Explain briefly your
solution
Divide the given
polynomials. Show your
complete solution. And
express your answer in the
form P(x) = Q(x) D(x) +
R(x)
1. (3x3 + 4x2 + 8) ÷ (x + 2)
2. (4x5 + 6x + 4x2 - 9x3 - 2)
÷ (x + 2)
Divide the given
polynomials. Show your
complete solution. And
express your answer in the
form P(x) = Q(x) D(x) +
R(x)
1. (2x4 + 7x3 + 10x2 +
8) and (2x2 + x - 1)
2. (4x5 + 6x4 +5x2 – x -
10) and ( 2x2 + 3)
constant of the divisor?
3. Which is easier to
perform, long division or
synthetic division?
Explain briefly your
answer.
Do the following.
Use synthetic
division to find the
remainder when the
following polynomials are
divided by the
corresponding linear
expressions
1. (x3 + 7x2 + 15x +
14) ÷ (x + 3)
2. (3x3 - 7x2 + x - 7) ÷
(x - 3)
3. (4x5 + 8x4 + x3 +
7x2 - x - 10) ÷
(x + 3)
Divide, using synthetic
division. Express your
answer in the form:
Dividend = (Quotient)
(Divisor) + Remainder
1. (x3 + 8x2 – 5x - 84) ÷
(x + 5)
2. (2x4 + x3 - 9x2 - x + 6)
÷ (x + 2)
3. (x4 - 5x3 + 11x2 – 9x -
13) ÷ (x - 3)
4. (x4 + 10x3 - 16x - 8) ÷
to change the sign of
the constant of the
divisor?
3. Which is easier
to perform, long
division or synthetic
division? Explain
briefly your solution.
Do the following.
Use synthetic
division to find the
remainder when the
following polynomials
are divided by the
corresponding linear
expressions
1. (3x3 + 4x2 + 8) ÷ (x
+ 2)
2. (x5 + 2x4 + 6x +
4x2 + 9x3 - 2) ÷
(x + 2)
Divide, using
synthetic division or
long division. Express
your answer in the
form:
Dividend = (Quotient)
(Divisor) +
Remainder
1. (2x4 + 7x3 +
10x2 + 8) and
( x - 1)
2. (4x5 + 6x4 +5x2
 2. (2x3 - 13x2 – 5x +
100) cm3 and ( x - 5) cm
3. (6x3 - 23x2 + 33x - 28)
cm3 and (3x - 7) cm
H. Making generalizations To divide polynomial by
and abstractions about the another polynomial
lesson using long division
1. Arrange the terms in
both the divisor and
the dividend in
descending order.
2. Divide the first term
of the dividend by the
first term of the
divisor to get the first
term of the quotient.
3. Multiply the divisor
by the first term of
the quotient and
subtract the product
from the dividend.
4. Using the remainder,
repeat the process,
thus finding the
second term of the
quotient.
Continue the process
until the remainder is
zero or the remainder is
of a lower degree than
the divisor
(x + 2)
5. (3x3 - 15x2 + 7x + 25)
÷ (x - 4)
To divide polynomial by To divide polynomial P(x)
another polynomial using by another polynomial
long division D(x) in the form (x – a)
1. Arrange the terms in using synthetic division
both the divisor and the 1. Arrange on the line
dividend in descending the coefficients of the
order. If there is/are polynomial (order is in
missing terms, supply descending powers).
the missing term/s Insert a zero for the
using zero as the coefficient of the missing
numerical coefficient. power of x.
2. Divide the first term of 2. Write a, the divisor, on
the dividend by the first the left.
term of the divisor to 3. Bring down the first
get the first term of the coefficient on the third
quotient. line. Multiply the first
3. Multiply the divisor by coefficient by a. Write the
the first term of the product on the second
quotient and subtract line below the second
the product from the coefficient.
dividend. 4. Find the sum of the
4. Using the remainder, product and the second
repeat the process, coefficient then write the
thus finding the second sum on the third line
term of the quotient. below the product.
Continue the process until 5. Multiply this sum by a,
the remainder is zero or add the product to the
the remainder is of a lower next coefficient and write
degree than the divisor again the new sum on the
third line, and so on.
6. Do the same process
– x - 10) and
( 2x + 3)
To divide polynomial
P(x) by another
polynomial D(x) in the
form (x – a) using
synthetic division
1. Arrange on the
line the coefficients of
the polynomial (order
is in descending
powers). Insert a zero
for the coefficient of
the missing power of
x.
2. Write a, the
divisor, on the left.
3. Bring down the
first coefficient on the
third line. Multiply the
first coefficient by a.
Write the product on
the second line below
the second
coefficient.
4. Find the sum of the
product and the
second coefficient
then write the sum on
the third line below
the product.
5. Multiply this sum
by a, add the product
 until a product has been
added to the final
coefficient.
7. The last sum in the
third line is the
remainder. The preceding
numbers are the
numerical coefficient of
the quotient. The quotient
is a polynomial of degree
one less than the degree
of P(x).
I. Evaluating learning Determine the Determine the Guess Who?
remainder using long remainder using long Divide using synthetic
division and show the division and show the division.
complete solution. complete solution. Each problem was given
1. (x3 + x2 – 22x - 25) ÷ a. (4x6 + 21x5 - 26x3 + a corresponding box
(x + 2) 28x - 10) ÷ (x + 5) below. The remainder of
2. (4x4 + 21x3 - 26x2 + b. (6x3 - 25x2 – 31x + these problems are found
28x - 10) ÷ (x + 5) 20) ÷ (3x - 2) in column B. Write the
3. (6x3 - 25x2 – 31x + corresponding letter in
20) ÷ (3x - 2) the box provided for the
question
Column A
3 2
1. (2x + 3x - 15x – 16) ÷
(x - 3)
2. (x3 + 4x2 – 7x - 14) ÷ (x
- 2)
to the next coefficient
and write again the
new sum on the third
line, and so on.
6. Do the same
process until a
product has been
added to the final
coefficient.
7. The last sum in the
third line is the
remainder. The
preceding numbers
are the numerical
coefficient of the
quotient. The quotient
is a polynomial of
degree one less than
the degree of P(x).
Tagaytay comes from
the phase “taga Itay”.
According to history,
what animal did the
father and son try to
kill in the hill?
(To answer the
question, solve the
following using
synthetic division,
then write the letter
on the blank that
corresponds to the
answer.)
A x4 – 6x2 + 7x - 6
 3. (2x3 + 5x2 - 7x - 12) ÷ x+3
(x + 3) R x – 6x3 + 30x – 9
4

4. (x4 - 5x2 - 10x – 12) ÷ x–3

(x + 2) B x – 12x2 - 5x + 50
3

5. (6x3 + 3x2 + 10x + 14) x–2

÷ (2x - 3) O x – 6x2 + 7x + 6
3

x–3
Column B
-4 (B)
20 (A) x2 – 10x – 25 _____
4 (E)
56 (V) x2 – 3x - 2 _____
3 2
0 (U) x – 3x + 3x -2 ___
x3 – 3x2 – 9x + 3 ___

J. Additional activities for
application or remediation
A. Follow up: Follow up: Dividing A. Follow up: Dividing A. Follow up:
Dividing Polynomials Polynomials using long Polynomials using Dividing Polynomials
using long division division synthetic division using synthetic
1. (4x4 - 2x3 - 15x2 + 1. (4x4 - 2x3 + 9x - 6) ÷ 1. (4x4 - 2x3 + 9x - 6) division or long
9x - 6) ÷ (x - 3) (x - 3) ÷ (x - 3) division
2. (3x4 + 6x2 + 2x3 + 2. (3x4 + 2x3 - 4) ÷ (x + 2. (3x4 + 2x3 - 4) ÷ (x 1. (4x5 - 12x3 + 9x
4x - 4) ÷ (x + 2) 2) + 2) - 6) ÷ (x - 1)
B. Study: Division of B. Study: Division of B. Study: Remainder 2. (3x5 + 12x2 - 4)
Polynomials. Polynomials. Theorem and Factor ÷ (x + 1)
1. What are the 1. What are the steps theorem. B. Study:
steps to divide to divide polynomials using 1. What is the remainder Remainder Theorem
polynomials using synthetic division? theorem? and Factor theorem.
synthetic division? 2. What is the factor 1. What is the
theorem? remainder theorem?
2. What is the factor
theorem?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
22. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
23. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.
24. Learning The learner proves the The learner proves the The learner factors The learner factors
Competencies Remainder Theorem Remainder Theorem and polynomials. polynomials.
and the Factor Theorem the Factor Theorem (M10AL-lh-1) (M10AL-lh-1)

(M10AL-1g-2) (M10AL-1g-2)
a. Factor polynomials a. Factor polynomials
Objectives b. Use synthetic division b. Use synthetic
a. Find the remainder a. Prove the Factor and remainder theorem in division in factoring
using the Remainder Theorem. factoring polynomials polynomials
Theorem.
b. Use the Factor Theorem c. Appreciate the use of c. Appreciate the use
b. Evaluate the given to determine whether the synthetic division in of synthetic division in
polynomial function. binomial (x-r) is a factor of factoring factoring
the given polynomials.
c. Develop patience on
how to solve exercises c. Develop patience on
in remainder theorem. how to solve exercises in
factor theorem.
Proves the Remainder Proves the Factor Factoring Polynomials Factoring
II. CONTENT Theorem Theorem Polynomials
III. LEARNING
RESOURCES
O. References
29. Teacher’s Guide pp. 51 – 54 pp. 51 – 54 pp. 54 - 58 pp. 54 - 58
30. Learner’s pp. 76 – 81 pp. 76 – 81 pp. 78 - 79 pp. 78 - 79
Materials
31. Textbook E- Math Worktext in Work Text in Advanced Work Text in
Mathematics, Orlando A. Algebra Trigonoetry and Advanced Algebra
Orence and Marilyn O. Statisticsby, Ferdinand Trigonoetry and
Mendoza, pages 118-122 Malapascua, pages 193- Statisticsby,
196 Ferdinand
Advanced Algebra with Malapascua, pages
Trigonometry and 193-196
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
E-Math, Orlando A. and Statistics,Efren
Orence, pages 115-119 L. Valencia, pages
36-37
E-Math, Orlando A.
Orence, pages 115-
119
32. Additional
Materials from
Learning
Resources (LR)
portal
P. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous Determine the remainder Activity : Activity : Activity: True or False
lesson or presenting the when the first number is DECODE MY CODE (THINK- PAIR- SHARE)
new lesson divided by the second Evaluate the Use remainder theorem 1) (x - 2) and (x + 3)
number. polynomial at the given to find the missing factor are factors of x2 + x
1. 30, 7 values of x. Next, in each of the following.
2. 125, 15 determine the letter that 1. x3 – 8 = (x – 2) -6
3. 200, 10 matches your answer. 2) (3x - 1) and (x + 2)
4. 356, 14 When you are done, you (_______)
5. 169,13 will be able to decode the 2. 2x3 + x2 – 23x + 20 = are factors of 3x2 +
message.
A. P(x) = x3 + x2 + x + 3 (x + 4)(_____) 5x - 2
x -2 -1 0 1 2 3. 3x3 + 2x2 – 37x + 12 = (x – 3) The factors of 2x3 +

P( 3)(_____) 3x2 - 2x - 3 are

x) (x - 1) ,(2x - 3)
Guide questions
1. What are the other and (x+1)
m
factors of the polynomial
es equation?
sa 2. How did you arrive at
ge your answer?
3 What processes did
you used to get the
A. 17 C. –3 E. 5 I. 18 answer?
M. 3 N. 78 O. 2 O. 30
P. 6 R. 0 S. –6 T. 23

Guide question:
1. How did you find the
value of a polynomial
expression P(x) at a given
value of x?
2. What message did you

B. Establishing a purpose Activity: Correct me if I
for the lesson am wrong
When P(x) = x3 - 7x + 5
is divided by x-1 the
remainder is -1
The remainder is -9
when
P(x) = 2x3 - 7x + 3 is
divided by x-1.
C. Presenting Activity :
examples/Instances of the Directions: Fill in the
new lesson blanks with words and
symbols that will best
complete the statements
given below.
Suppose that the
polynomial P(x) is
divided by (x – r), as
follows:
If P(x) is of degree n,
then Q(x) is of degree
_____. The remainder R
is a constant because
____________________
obtain?
Complete the tree Use the factor theorem to Use synthetic division
diagram.
determine whether or not to show that
the first polynomial is a
1 * 24 (a) 1. (x - 2) and (x2 + 2x
factor of the second
+ 4) are factors of x3 -
2 * ___(b) polynomial.
8
24 3 * ___ (c ) 1. x - 1, x2 + 2x + 5 2. The factors of x3 -
4 * ___ (d) 2. x - 1, x3 – x - 2 2x2 - 5x + 6 are
3. x - 4, 2x3 - 9x2 + 9x - 20 (x-3), (x+2) and (x-1)
Therefore, a. 24=( )( )
b. 24=( )( )
c. 24=( )( )
d. 24=( )( )
Consider the division Activity : Use synthetic
algorithm when the divisor
is of the form x- r division to show
P(x) = (x-r) Q(x) + R a. (x + 2) and (3x – 2) are
factors of 3x4 – 20x3 + 80x –
48.
Dividend Divisor Quotient
Remainder b. (x – 7) and (3x + 5) are
By the remainder
Theorem, the remainder R not factors of
is P(r), so we can 6x4 – 2x3 – 80x2 + 74x – 35
substitute the P(r) for R.
Thus
P(x) = (x-r) Q(x) + P(r).
. Now supply the Note that if the P(r)=0 then
reasons for each P(x) = (x-r) Q(x) so that
statement in the x-r is a factor of P(x). This
following table. means that given a
STATEMENT REA- polynomial function of
SON P(x), if p(x) is equal to
zero then (x-r) is a factor
1. P(x) = (x – r) of p(x).
• Q(x) + R Reverse the process and
see what happens when
2 .P(r) = (r – r) • x-r is a factor of P(x). This
Q(r) + R means that P(x)= (x-r)
Q(x)
3. P(r) = (0) If we replace x with r, we
•Q(r) + R have P(r) = (r-r) Q(r)=0
Thus, if x-r is a P(x), then
4. P(r) = R P(r )=0.

The previous activity

shows the proof of the
Remainder Theorem:
The Remainder
Theorem
If the polynomial
P(x) is divided by (x – r),
the remainder R is a
constant and is equal to
P(r).
R = P(r)
Thus, there are
two ways to find the
remainder when P(x) is
divided by (x – r), that
 is:
(1) use synthetic
division, or
(2) calculate P(r).
Similarly, there are
two ways to find the
value of P(r):
(1) substitute r in the
polynomial expression
P(x), or
(2) use synthetic
division.
D. Discussing new Use the Remainder Use the Factor Theorem Find the factors of the
concepts and practicing Theorem to find the to determine whether the Find the missing factor in
following polynomials
new skills # 1 remainder R in each of given binomial is a factor each of the following.
the following. of the given polynomials.
1. (x4 – x3 + 2) ÷ 1. P(x) = x3 – 7x + 5 1. x2 + 4x - 5
1. x3+2x2-11x+20= (x+5)
(x + 2) a. x – 1 b. x + 1 c. x – 2 2. x3 + x2 - 9x - 9
2. (x3 – 2x2 + x + 6) ÷ 2. P(x) = 2x3 – 7x + 3 (______)
(x – 3) a. x – 1 b. x + 1 c. x – 2 3 2 3. 3x3 + 7x2 - 4
2. 3x - 17x + 22x – 60 =
3. (x – 3x3 + 4x2
4

– 6x + 4) ÷ (x – 2) (x-5)(______)

3. 4x4 - 2x3 - 4x2 + 16x – 7

= (2x-1)(_____)
E. Discussing new Use the Remainder
concepts and practicing Theorem to find the
new skills # 2 remainder R in each of
the following and check
using synthetic division.
1. P(x) = x4 - x3 + 2
a. x – 1
b. x + 1
c. x – 2
2. P(x) = 3x3 + 4x2 +
17x + 7
a. 2x – 3
b. 2x + 3
c. 3x – 2
F. Developing mastery Activity: Show the Proof
(leads to Formative
Assessment 3) Verify if the given is the
correct remainder when
P(x) is divided by x-r
P(x) = x3 - 2x2 + 4x - 1 ÷
(x-1), R=2
P(x) = x4 - 3x3 + 5x + 3 ÷
(x-2), R=5
P(x) = 2x6 - 4x5 + x - 3 ÷
(x+1), R=2
G. Finding practical Which of the following
application of concepts binomial divisors will give
and skills in daily living a remainder of -3, when
P(x) = x5 - 3x3 - 4x + 3 is
divided by x-r
1. x+1
Use the Factor Theorem
to determine whether the
given binomial is a factor
of the given polynomials.
1. P(x) = 4x4 – 3x3 – x2
+ 2x + 1
a. x – 1 b. x + 1 c. x – 2
2. P(x) = 2x4 – 3x3 + 4x2 +
17x + 7
a. 2x – 3 b. 2x + 3
c. 3x – 2
Answer the following
questions and verify.
Is x+2 a factor of 3x4 -
20x3 + 80x - 48? Why?
Is 3x - 2 a factor of
3x4 - 20x3 + 80x - 48?
Why?
Apply the factor theorem
to answer the following
problem.
Show that
Which of the following Activity: Find my
binomials are factors of
Factors
the P(x).
1. P(x) = 8x4 + 12x3 -10x2 Use any method to
+ 3x + 27
find the factors of
A. 2x - 3
B. 2x + 3 x5-4x4-6x3+17x2+6x-9
C. 3x - 2
2. P(x) = 2x4 - 3x3 + 4x2 +
17x + 2
A. 2x - 3
B. 2x + 3
C. 3x - 2
Answer the following Determine the value
questions and verify. of k so that
1. How can we say that 1. (x-2) is a factor of
x - 7 is a factor of 6x4 – x3 + kx2 - 7x + 2
2x3 – 80x2 + 74x – 35
2. (x+1) is a factor of
2. Is (x-1) a factor of 2x4 + 3x3 + kx2 + 2x - 2
3x3 - 8x2 + 3x + 2
Solve the following Factor the following
problems: polynomials
1. A rectangular garden in a
backyard has an area of
1. x3 - 3x2 – x - 1
(3x2 + 5x – 6) square
 2. x-1
3. x+2
4. x-2
H. Making generalizations The Remainder Theorem
and abstractions about the If the polynomial P(x) is
lesson divided by (x – r), the
remainder R is a
constant and is equal to
P(r).
R = P(r)
Thus, there are
two ways to find the
remainder when P(x) is
divided by (x – r), that
is:
(1) use synthetic
division, or
(2) calculate P(r).
Similarly, there are
two ways to find the
value of P(r):
(1) substitute r in the
polynomial expression
P(x), or
(2) use synthetic
a.(x+2) and (3x-2)
are factors of
3x4 - 20x3 + 80x - 48.
b. (x-7) and (3x+5)
are not factors of 6x4 - 2x3 -
80x2 + 74x - 35.
The Factor Theorem
Let P(x) be a polynomial.
A. If P(r )=0, then x-r is a
factor of P(x)
B. If x-r is a factor of P(x),
then P(r )=0
meters. Its width is (x + 2)
meters. Find the length of
the garden.
2. If one ream of bond
paper costs (3x – 4) pesos,
how many reams can you
buy for (6x4 – 17x3 + 24x2 –
34x + 24) pesos?
How do we factor
polynomials using
synthetic division?
Step 1: Arrange the
coefficients of P(x) in
descending powers of x,
placing 0s for the missing
terms. The leading
coefficient of P(x)
becomes the first entry of
the third row.
Step 2: Place the value
of r in the upper left
corner. In this example,
Step 3: multiply r with
the first coefficient of x
the write the product
below the 2nd coefficient
of x then add
2. 9x2 - 12x - 8
3. x3 + 2x2 - 19x - 20
How do we factor
polynomials using
synthetic division?
Step 1: Arrange
the coefficients of
P(x) in descending
powers of x, placing
0s for the missing
terms. The leading
coefficient of P(x)
becomes the first
entry of the third row.
Step 2: Place
the value of r in the
upper left corner. In
this example,
Step 3: multiply r
with the first
coefficient of x the
write the product

I. Evaluating learning
J. Additional activities for
application or remediation
division. below the coefficient
of x then add
Step 4 Repeat step 3
Step 4 Repeat step
Step 5.write the 3
quotient, Note that the
exponent of q(x) is one Step 5.write the
less than the largest quotient, Note that
exponent in original the exponent of q(x)
equation is one less than the
largest exponent in
original equation
Give the remainder when Determine the value of A Solve. Answer the following:
P(x) is divided by x-r. so that The volume of a
Use synthetic division 1. If (x-1) is one of
1. P(x)= 3x100 - 2x75+3 rectangular solid is
a. x - 1 the factors of
A. x-1 is a factor of 2x3 + x2 (x3 + 3x2 + 2x – 5) cubic
b. x + 1 + 2Ax + 4 x3 + 4x2 – x - 4,
cm, and its height is (x +
2. P(x) = x5+3x3 - x+1 What are the other
1) cm. What is the area of
a. x - 2 B. x+1 is a factor of x3 + x2 two factors?
b. x + 3 - 2Ax - 16 its base?
2. What is the value
of m if (x+3) is a
factor of x3 + mx2 + 2x
- 3?
A. Follow up A. Follow up Find the factors of A. Follow up
Use the remainder polynomial
1 Determine whether x-3 Are (x-1) (x+2)
 is a factor of
a. 2x3 - 13X2 - 17X + 12
b. 3X3 - 14X2 + 3X – 18 (x+1) factors of

x3 - 2x2 + 3x - 2
theorem to find the B. Determine the real
remainder when P(x) is roots of (x+1)(x-3)=0 B. 1.What is
1) 24 x2 - 22 x - 35
divided by x – r
2) 2x3 + 3 x2 - 17 x - 30 polynomial equation?
3) x3 - 3 x2 - x + 3
1. 3x + x - 1, (x+2)
4
4) x3 + 4 x2 - 7 x + 2 2. How to find the
2. x3 + 2x2 + x - 2, (x+1)
4) 18 x3 - 57 x2 - 85 x +
B. What is Factor roots of polynomial
100
Theorem?
equations?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
25. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
26. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.
27. Learning The learner illustrates The learner illustrates The learner proves The learner proves
Competencies polynomial equations. polynomial equations. rational root theorem. rational root theorem.
(M10AL-li-1) (M10AL-li-1)
(M10AL-li-2) (M10AL-li-2)
 Objectives a. Determine the roots of a. Determine the roots of
polynomial equation polynomial equation a. Prove the Rational
Roots Theorem a. State the rational
b. Illustrate polynomial b. Illustrate polynomial root theorem
equations equations b. Apply the Rational
Roots Theorem b. Find the rational
c. Appreciate the c. Appreciate the process roots of polynomial
process of getting the of getting the roots of c. Develop patience in equation
roots of polynomial polynomial equation proving rational roots
theorem c. Develop patience in
equation
finding the rational
roots of polynomial
equations
Polynomial equations Polynomial equations Polynomial equations Polynomial
II. CONTENT equations
(Rational Root
Theorem) (Rational Root
Theorem)
III. LEARNING
RESOURCES
Q. References
33. Teacher’s Guide pp. 54 – 57 pp. 54 – 57 pp. 54 - 55 pp. 54 - 55
34. Learner’s pp. 82 – 86 pp. 82 – 86 pp. 87 - 90 pp. 87 - 90
Materials
35. Textbook Work Text in Advanced Work Text in
Algebra Trigonoetry and Advanced Algebra
Statisticsby, Ferdinand Trigonoetry and
Malapascua, pages 193- Statisticsby,
196 Ferdinand
Malapascua, pages
Advanced Algebra with 193-196
Trigonometry and
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
 and Statistics,Efren L.
E-Math, Orlando A. Valencia, pages 36-
Orence, pages 115-119 37

E-Math, Orlando A.
Orence, pages 115-
119
36. Additional
Materials from
Learning
Resources (LR)
portal
R. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite Cavite Mathematics 2016, DepEd Cavite DepEd Cavite
Mathematics 2016, Worksheets and PowerPoint Mathematics 2016, Mathematics 2016,
Worksheets and presentation Worksheets and Worksheets and
PowerPoint PowerPoint presentation PowerPoint
presentation presentation

IV. PROCEDURES
A. Reviewing previous Identify which of the Activity 1
lesson or presenting the following are Determine the number of
new lesson polynomials real root(s) of the following
equation.
1. x3 + x2 - 3x + 1 1. x6 + x2 +11x3 – 6 = 0
2. 2x-3 + x – 2 2. 3x4 - 2x3 + 3x2 - 4x - 2 = 0
3. 3/x + 4x2 – 2 3. x5 - 32 = 0
4. x3 + 2x1/2 + 3 4. (x + 1)(x – 3) (2x + 5) = 0
5. 5x 5. x2(x3 - 1) = 0
6. (x3-8) (x7+1) = 0
7. x(x-3) (x-1)4 = 0
8. x3(x5 + 1) = 0
9. 6x(x-1)(x + 2)5 = 0
10. x(x - 3)5 (3x + 1) = 0
B. Establishing a purpose Activity 1 Determine the real roots of
for the lesson Determine the real each polynomial equations
root(s) of each by inspection. Roots of
equation. multiplicity n are counted n
times
1. x – 2 = 0 1. (x - 2)(x + 1)2 (x - 1)3 = 0
2. x4(x5 - 1) = 0
2. x + 3 = 0 3. 2x(x3 - 2)3 = 0
4. x3 - 10x2 + 32x – 32 = 0
3. x(x – 4) = 0 5. x2 - 11x + 24 = 0
Activity: True or False Activity:
Say boom boom if the BE PRODUCTIVE
statement is true and
panes if the statement is Say that the product
false of a word is the
1. x4 + 2x3 - x2 + 14x – 56 product of the
= 0 in factored form is numbers
(x2+7)(x-2)(x+4) = 0. corresponding to the
letters.
2. x4 + 2x3 - 13x2 - 10x = 0
in factored form is x For example, the
(x - 5)(x + 1)(x + 2) = word ZERO has
0 value
26*5*18*15=35,100.
3. x3 - 4x2 + x + 6 = 0 in What is the product of
factored form is the word RATIONAL
(x-1) (9x-2) (9x+3) = 0
Fill in the blanks with Fill each blank to
appropriate words, make a true
numbers or symbols to statement.
complete the solution. In
2x4-11x3+11x2-11x-9=0, 1. In -x4 + 4x2 + 4 =
the leading coefficient is 0, the leading
______. Its factors are coefficient is
_____and _____. The _____, the
constant term is _____ constant term
and its factors are is _____ and
 _____,_____, and _____. the possible
4. (x + 1)(x – 3) = 0 The possible rational rational roots
roots of the equations are are the
5. x2 + x – 2 = 0 ______,______,______,_ quotients of
____,_____,______ and _____ and
Guide Question: _____. _____.
1. What do you call
the given 2. The possible
equations? rational zeros
of x3 + 2x2 - 5x
2. Describe the roots of - 6 are
an equation. ______,
_____, _____
3. In finding the roots of and _____
an equation with
degree greater than 1,
what have you noticed
about the number of
roots? Can you recall a
principle that supports
this?

4. Describe how to
solve for the roots of an
equation.

5. How many roots

does the equation
x2 + 2x + 1 = 0 have?
C. Presenting Some polynomial Is x= -1 a real root of the
examples/Instances of the equations are given equation?
new lesson below. Complete the Using synthetic division,
table and answer the -1 1 6 11 6
questions that follow.
(If a root occurs twice, The remainder is _____.
count it twice; if thrice, Therefore, _____
count it three times,
and so on. The first The 3rd line of the synthetic
one is done for you) division indicates that
x3+6x2+11x+6 =_________
X+1
Real roots of an equation
The expression on the right,
Polynomial Equation
when equated to zero is
called a depressed equation
of the given polynomial
equation. The roots of
depressed equations are
degree
also roots of the given
polynomial equation. The
roots of this depressed
polynomial equation
are_____ and _____
-1 (2 times) 5
(x + 1)2
Therefore, the roots of the
– (x – 5) = 0
polynomial equation
x3+6x2+11x+6=0 are
_____,_____ and _____.
1.
x
2.
(x +
2)
3.
Find the zeros of 12x4
+ 8x3 - 7x2 - 2x + 1 = 0
Solution:
p:  1
Find the possible rational Q:  1,  2,  3,  4,
5
roots of the equation
given below: p
q :  ½,  ½,  ,  ¼,
2x3 + x4 − 7x2− 4x + 12 = ½
0
By Synthetic Division:
Solution :
Given equation 12 8 -7 -2 1 1
2x3 + x4 − 7x 2 − 4x + 12 =
12 20 13 11
0 12 20 13 11 12
Arranging it in
There is a remainder
descending order, we get of 12, so 1 is not a
root of the equation
x4 + 2x3 − 7x 2 − 4x + 12 = 12 8 -7 -2 1 -1
0
-12 4 3 -1
12 -4 -3 1 0
The numerator p of the
rational roots would be
The remainder is 0,
the factors of the so -1 is one of the
constant term 12;
Zeros.
i.e. ±1, ± 2, 
12 -4 -3 1 ½
± 3, ± 4, ± 6, ± 12. 6 1 -1
12 2 -2 0
Similarly, the
denominator q of the Using some possible
rational roots would be rational zeros. Hence,
the factors of the leading
-½ is another zero.
D. Discussing new Consider the following Write TRUE if the statement Complete the table. Verify For each equation
concepts and practicing polynomial equations. is true. Otherwise, modify the given numbers in the last List all possible
new skills # 1 At most how many the underlined word(s) to column of the table are rational zeros
real roots does each make it true. rational roots of the Use synthetic division
corresponding polynomial
have? 1. The roots of a to test the possible
equation
polynomial equation rational zeros and
a. x20 – 1 = 0 in x are the values of find an actual zero

Polynomial
x that satisfy the Use the possible

Equation
b. x3 – 2x2 – 4x + 8 = 0 equation. zeros in b to find all
zeros of polynomial
c. 18 + 9x5 – 11x2 – x23 2. Every polynomial equation
+ x34 = 0 equation of degree n
has n-1 real roots 1. x3 - 3x – 2 = 0

6x2 + 11x
–6=0
1. x3 +
3. The equation 2x3- 2. x4 - 13x2 + 36 =0
2
6x +x-1=0 has no
rational root 3. 3x3 + 8x2 - 15x +

– 10x – 8
2. x3 – x2
4=0
4. The possible roots of

=0
3x5-x4+6x3-2x2+8x-5=0
are 3/5,+3, and +5

2x2 – 23x
– 60 = 0
3. x3 +
5. The only real root of
the equation

1
x3+6x2+10x+3=0 is 3

3x3 – 4x2
+ 3x + 2
4. 2x –
4

=0

2
21x2 + 4x
– 12 = 0
5. 3x –
16x3 +
4
Guide question:
1. Look at the roots of each
 polynomial equation in the
table. Are these roots in the
list of rational numbers in
Question 1?
2. Refer to Equations 1 – 3
in the table. The leading
coefficient of each
polynomial equation is 1.
What do you observe about
the roots of each equation
in relation to the
corresponding constant
term?

E. Discussing new Find the roots of the One of the roots of the For each given Think-pair-share
concepts and practicing following polynomial polynomial equation is given, polynomial equation, Answer the following
new skills # 2 equations by applying find the other roots determine the possible Show that x4 - 2x3 -
the Zero- Product 1. x4 - 3x2 + 2 = 0, x = 1 rational roots. 3x2 + 2x + 2 = 0 has
Property. two rational zeros.
1. (x + 3)(x – 2) 2. x4 - x3 - 7x2 + 13x – 6 = 1. 2x4 - 3x3 - 18x2 + 6x +
(x + 1)(x – 1) = 0 0, x = 1 28 = 0 Find the other zeros
of 6x4 + 19x3 + 14x2 -
2. (x + 5)(x – 5) 3. x5 - 5x4 - 3x3 + 15x2 -4x 2. 2x4 + 7x3 - 4x2 - 27x – x- 2 if -1/2 and 1/3
(x + 5)(x – 1) = 0 + 20 = 0, x = 2 18 = 0 are its zeros

3. (x + 4)2(x – 3)3 = 0

4. x (x – 3)4(x + 6)2 = 0

5. x2(x – 9) = 0
F. Developing mastery Determine the real Determine the real root(s) One of the rational root of Show that 4x3 + 8x2 +
(leads to Formative root(s) of each of each equation. the polynomial equation is 5x + 1 = 0 has zero -
Assessment 3) equation. 1. 2x -7x +13x +53x+21=0 given find the other roots
4 3 2
1/2 with multiplicity 2,
1. x2(x – 9)(2x + 1) = 0 1/3 is one of the
1. 3x3 + 2x2 - 7x + 2, x =
2. (x-3)2 (x3+1) = 0 zeros of 6x4 + x3 - 7x2
-2
2. (x + 4)(x2 – x + 3)=0 – x + 1 = 0, find the
2. 2x3 + 3x2 - x - 6, x = 2 other 3 zeros.
3. 2x (x2 – 36) = 0

4. (x + 8)(x – 7)
(x2 – 2x + 5) = 0

5. (3x + 1)2(x + 7)
(x – 2)4 = 0
G. Finding practical Find all real roots of Fill in the blanks with Say Hep hep if the Group Activity:
application of concepts the following appropriate words, numbers statement is true and What do you call the
and skills in daily living equations. Next, write or symbols to complete the hooray if the statement is fear of strangers?
each polynomial on solutions false Find the zeros of the
the left side of the following polynomial
equation in factored Solve x3 + x2 - 12x – 12 = 0 1. The possible equations. Write the
form. Show your and write the polynomial in rational roots of letters corresponding
complete solutions. factored form. 3x3 - 2x2 + x - 5 are to the zeros of the
1. x3 – 10x2 + 32x +1,-1,+5,-5,+1/3,- equations in the
– 32 = 0 Solutions: 1/3. boxes below.
The equation has at most
2. x3 – 6x2 + 11x – ______real roots. The 2. -3 is the only A. 3x3+5x2-16x-12=0
6=0 leading coefficient is ______, rational root of x5 - B. 3x3-4x2-12x+16=0
and its factors are _____ 4x4 - x3 + 17x2 + 6x E. 2x3-3x2-29x-30=0
3. x3 – 2x2 + 4x – and______. The constant –9=0 H. 3x3-x2-38x-24=0
8=0 term is _____, and its factor O. 2x3-3x2-8x+27=0
are N. 3x3+5x2-16x-18=0
4. 3x3 – 19x2 + _____,_____,_____,______, C. 2x3+3x2-29x+30=0
33x – 9 = 0 ______,______,______,___ I. 4x4-5x2+1=0
___,______,______,______, P. 4x4-45x2+81=0
5. x4 – 5x2 + 4 = 0 ______. The possible roots O. 6x4+x3-7x2-x+1=0
 of the equation are X.4x4-4x3-3x2+4x-1=0
______,_____,_____,_____
_,_____,_____ and _____.

15 - 3
3- 121-
, , 3 ,
, 3, , , 3
- - , 3
- , - - - ,
12 2 ,
341212
, , , 3
, , , , , ,
½- - /
3- 141-
, 3 2 2
/ 2/ / / 2
½/ / 2/ 232/
2 3 , 3, , 3
- - -
3 1 1
/ / /
2 3 2
H. Making generalizations The roots of the The roots of the polynomial Rational Root Theorem- The Rational Zeros
and abstractions about the polynomial equations equations can be determined Let an-1xn-1+ an-2xn-2 +…. Theorem.
lesson can be determined by by using +a1x + a0 = 0 be a The Rational Zeros
using a. Fundamental theorem of polynomial equation of Theorem states: If
A. Fundamental algebra degree n. if p/q, in lowest P(x) is a polynomial
theorem of b. Zero-product property terms, is a rational root of with integer
algebra c. Synthetic Division the equation, then p is a coefficients and if is a
d. Depressed Equation factor of a0 and q is a zero of P(x) ( P( ) =
B. Zero-product e. Other factoring techniques factor of an. 0 ), then p is a factor
property of the constant term
of P(x) and q is a
C. Other factoring factor of the leading
techniques coefficient of P(x) .
I. Evaluating learning Set up a polynomial Deepen your skills by Find the rational roots of Answer the following:
 equation that models the following polynomial
each problem below. equations.
Then solve the
equation, and state 1. 6x3 - 7x2 - 21x – 10 = 0
the answer to each
problem. 2. 5x3 - 11x2 + 7x – 1 = 0
discussing the solution to
1. One dimension of a 1. When can you
each polynomial equation
cube is increased by 1 use the
with your seatmates
inch to form a rational zero
rectangular block. theorem to
1. x3 - 2x2 – x + 2 = 0
Suppose that the determine the
2. X3 + 9x2 + 23x + 15 = 0
volume of the new possible
block is 150 cubic rational zeros
inches. Find the length of a polynomial
of an edge of the equations?
original cube.
2.The dimensions of a 2. Describe the
rectangular metal box possible
are 3 cm, 5 cm, and 8 rational zeros
cm. If the first two when the
dimensions are leading
increased by the same coefficient of a
number of polynomial
centimeters, while the equation is
third dimension one.
remains the same, the
new volume is 34 cm3
more than the original
volume. What is the
new dimension of the
enlarged rectangular
metal box?

J. Additional activities for One of the roots of the A. Find the real roots of the A. Follow up A. Follow up
application or remediation polynomial equation is following equations 1. Find all rational Find all the
 given. Find the other zeroes of each
roots. polynomial
1. – 2x4 + 13x3 – 21x2 equation. Indicate
+ 2x + 8 = 0; x= -1/2 a) x3 + 6x2 + 11x + 6 = 0 the multiplicity of
b) (X4-1)(x4+1) = 0 each zero. rational zeros of
4 2
2. x – 3x + 2 = 0; x 4x4 + 3x2 – 1 = 0?
=1 B.1. Give a polynomial A. x2(x-3)2(x+4)2 = 0
equation with integer B. What is a
3. x4 – x3 – 7x2 + 13x coefficient that has the B. (4x-3) (9x2-16)2 polynomial
– 6 = 0; x= 1 following root (2x2+x-3) = 0 function?
a) 1. -1,3,-6
4. x5 – 5x4 – 3x3 + 15x2 b) 2,3,3/5
– 4x + 20 = 0;
x= 2 2. What is Rational Root
Theorem
5. 2x4 – 17x3 + 13x2 +
53x + 21 = 0; x= –1
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
28. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
29. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
 30. Learning The learner solves The learner solves The learner solves The learner solves
Competencies polynomial equations. polynomial equations. problems involving problems involving
(M10AL-Ij-1) (M10AL-Ij-1) polynomials and polynomials and
polynomial equations. polynomial equations.
(M10AL-Ij-2) (M10AL-Ij-2)

Objectives a. solve polynomial a. solve polynomial a. translate verbal

equations equations sentences into
b. develop patience on b. develop patience on polynomial equations
how to solve exercises how to solve exercises in b. solve problems
in polynomial equations. polynomial equations. involving
involvingpolynomial
polynomial equations
equations
c. appreciate the use of
polynomials
of polynomialsin solving
in
word problems.
solving word problems.

Polynomial Equations Polynomial Equations Problems Involving Problems Involving

II. CONTENT Polynomial and Polynomial and
Polynomial Equations Polynomial
Equations
III. LEARNING
RESOURCES
S. References
37. Teacher’s Guide pp. 68 - 69 pp. 68 - 69 pp. 69 - 74 pp. 69 - 74
38. Learner’s pp. 89 - 93 pp. 89 - 93 pp. 94 - 95 pp. 94 - 95
Materials
39. Textbook Basic Probability and Basic Probability and
Statistics, pp. 120-121 Statistics, pp. 120-
Elementary Statistics: A 121 Elementary
Step by Step Approach, Statistics: A Step by
pp. 221-223 Step Approach, pp.
221-223
40. Additional
 Materials from
Learning
Resources (LR)
portal
T. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation

IV. PROCEDURES
A. Reviewing previous By inspection, determine Write TRUE if the statement Write a polynomial Write a polynomial
lesson or presenting the the number of real roots is true. Otherwise, modify expression or equation for expression or equation
new lesson of each polynomial the underlined word(s) to each of the following using for each of the
equation. Note that roots make it true. x as the variable following using x as the
of multiplicity 𝒏 are 1. The roots of a polynomial 1. five times a number variable
counted 𝒏 number of equation in x are the vales of decreased by four. 1. The area of a
times. x that satisfy the equation. rectangle with length 2
1. ( 𝑥+2 )(𝑥−3) (𝑥+1) 2. the sum of a number and inches more than the
(𝑥−6) = 0
2. Every polynomial equation its square. width is 32 square
of degree n has n – 1 real inches.
2. 𝑥 (𝑥−2 ) (𝑥+3 ) 2 = 0
roots. 3. a number decreased by
3. 𝑥 3 (𝑥 3 + 8) = 0 three. 2. The sum of three
3. The equation 2x 3 – 6x 2 + x consecutive even
4. (𝑥 3 − 1) (𝑥 2 + 1) = 0 -1 = 0 has no rational root. 4. the difference between integers is 60.
six times a number and ten.
5. 5𝑥 (𝑥 3 − 8) 2 = 0 4. The possible roots of 3x5 – 3. The volume of a
x 4 + 6x 3 – 2x 2 + 8x - 5 = 0 are 5. The quotient of nine rectangular box with
3 times a number and seven length 3 inches more
± , ±3∧±5 .
5 is equal to eight more than than the width, and
the number. width 1 inch more than
5. The only rational root of the height is 220
 the equation x 3 + 6x 2 + 10x +
square inches.
3 = 0 is 3
B. Establishing a purpose a. How are polynomial a. How are
When do we say that a Were you able to find the
for the lesson equations related to other polynomial equation
real number, say r, is a number of roots of
fields of study? used in solving real-
root of a given polynomial equations by
life problems and in
polynomial equation in inspection?
b. How are these used in decision making?
x?
solving real-life problems
and in decision making? b. What are the steps
in solving word
problem?
C. Presenting In solving polynomial In solving polynomial Solving problems can be Problem solving skills is
examples/Instances of the equation, we are looking equation, we are looking fun, but we don’t know a process, and consists
new lesson for the value(s) of the for the value(s) of the where to begin, it can be of several steps which
variable that will make variable that will make the very frustrating. Problem are applied
the Roots of the Roots of the Equation. solving skills can be sequentially.
Equation. improved greatly with A. Understand the
Illustrative example: consistent practice. Problem
Illustrative example: If a polynomial equation is
Problem solving skills is a Read the problem.
If a polynomial equation expressed in factored
process, and consists of What are the given
is expressed in factored form, the roots are easily
form, the roots are easily determined, and it is much several steps which are facts?
determined, and it is easier to solve. applied sequentially.
much easier to solve. 1. Let’s have B. Plan Your Approach
1. Let’s have x ( x – 3 ) 4 (x + 6 ) 2 = 0 A. Understand the Choose a strategy
x ( x2 – 4 ) (x + 3) = 0 Problem
Solution: Read the problem. What C. Complete the Work
Solution: x ( x – 3 ) 4 (x + 6 ) 2 = 0 are the given facts? Apply the strategy. Use
x ( x2 – 4 ) (x + 3) = 0 Equate each of the factor the algebra you know
Equate each of the to zero, and then solve for B. Plan Your Approach to apply the strategy to
factor to zero, and then x, that is Choose a strategy solve the problem
solve for x, that is x =0 x–3 =0
x =0 x2–4 =0 x =3 C. Complete the Work D. Interpret the Results
x+3 = 0 x2 =4 the root is multiplicity of 4 Apply the strategy. Use State your answer then
x = -3 x = √4 x+6= 0
 x = ±2 x = 6 the algebra you know to check. Does your
the root is multiplicity of 2 apply the strategy to solve answer make sense?
Therefore the roots of the problem Does it satisfy the
the polynomial equation Therefore the roots of the conditions of the
x ( x2 – 4 )(x + 3) = 0 polynomial equation D. Interpret the Results problem?
are 0, 2, -2 and -3 x ( x – 3)4 (x + 6 ) 2 = 0 State your answer then
The difficulty of finding are 0, 3 multiplicity of 4 check. Does your answer Illustrative Example:
the roots of polynomial and 6 multiplicity of 2
make sense? Does it
increases when the
satisfy the conditions of the 1. The dimension of a
polynomial is not The difficulty of finding the
expressed in factored roots of polynomial problem? rectangular metal box
form. increases when the is 3 cm, 5 cm and 8 cm.
polynomial is not llustrative Example: If the first two
2. Let’s solve the expressed in factored dimensions are
equation form. In the TLE Class at Trece increased by the same
6x 4 - 19x 3 - 22x 2 +7x + Martires City National High number of centimetres,
4=0 2. Let’s solve the equation School, the boys of G10 – while the third
x 3 - 10 x 2 + 32x - 32 = 0 Aguinaldo was asked to dimension remains the
Solution: build a huge wooden same, the new volume
This is 4th degree Solution: rectangular container with is 34 cm 3 more than
polynomial, then it has This is 3 rd degree a volume of 60𝑚3.The the original volume.
at most 4 real roots. The polynomial, then it has at width of the rectangular What is the new
leading coefficient is 6, most 3 real roots. The container is 2 m less than dimension of the
thus its factors are 1, 2, leading coefficient is 1, the length and the height is enlarged rectangular
3 and 6 The constant thus its factors is 1. The
1 m less than the length. metal box?
term is 4 and its factors constant term is 32 and its
Find the dimensions of the
are 1, 2 and 4 factors are 1, 2, 4, 8, 16
container. Solution:
and 32
By the rational root Assign variables to
theorem, the possible By the rational root represent the unknown
roots are theorem, the possible roots Let x = the amount of
1 1 1 2 4are increment
± 1, ± ,± , ± , ±2 , ± ,± ,∧± 4
2 3 6 3 3± 1, ± 2 ,± 4 ,± 8 , ± 16 ,∧± 32 x + 3 = height of the
By synthetic division: new box
Trial 1: x = 1 By synthetic division: x + 5 = width of the
 Trial 1: x = 2 new box
1˩ 6 -19 -22 7 4 2˩ 1 -10 32 -32
(length) (width)
6 -13 -35 -28 2 -16 32 ( height) = volume
6 -13 -35 -28 -24 8( x + 5 ) ( x + 3 ) =
1 -8 16 0 3 ( 5) ( 8 ) + 34
Thus, x = 1 is not a
root. Thus, x = 2 is one of the
8 ( x 2 + 8x + 15 ) =
Trial 2: x = - 1 roots, and x 2 - 8x + 16 =
154
0 the first depressed
-1˩ 6 -19 -22 7 4 equation. Solution:
-6 2 -3 4  Understand the Problem 8 x 2 + 64x + 120 =
6 -25 3 4 0 Solving the quadratic After reading and 154
equation understanding the 8 x 2 + 64x – 34 = 0
Thus, x = -1 is one of x 2 - 8x + 16 = 0 problem, sometimes it is 4 x 2 + 32x – 17 = 0
3 2
the roots, and 6x – 25x (x - 4 ) ( x - 4 ) = 0 much easier to Complete the work
+ 3x + 4 = 0 the first x–4=0 x-4=0 understand if we draw a Solve the equation
depressed equation. x=4 x =4 diagram.
4 x 2 + 32x – 17 =
Trial 3: x = 4 Therefore the roots of  Plan Your Approach ( 2x –1)( 2x + 17) = 0
4˩ 6 -25 3 4 x 3 - 10 x 2 + 32x - 32 = 0 Choose a strategy. The x=½ x = - 17/ 2
are 2 and 4 multiplicity of 2 strategy to use is to
24 -4 - 4 translate the facts in the Since the dimension
6 - 1 -1 0 problem into an equation. cannot be negative,
Since the remainder is Then solve to find the take x = ½ as the
equal to zero, then x = 4 answer. amount of increment.
is also one of the root,
Interpret the Results
and 6x 2 - x - 1 = 0 Assign variables to
is the second depressed represent the unknown
equation. The rectangular metal
Let x represent the length, box is 3.5 cm long, 5.5
Solving the quadratic
then x -2 will be the width cm wide and 8 cm high.
equation
and x-1 the height
6x 2 - x - 1 = 0
(3x + 1 ) ( 2x - 1 ) = 0 (length)(width)( height)
3x + 1 = 0 2x - 1 = 0 = volume
 3x = - 1 2x = 1 x ( x – 2 ) ( x – 1) = 60
x = - 1/3 x =½ x 3 – 3x 2 + 2x = 60
x 3 – 3x 2 + 2x - 60 = 0
Therefore the roots of Complete the work
6x 4 – 19x 3 - 22x 2 + 7x Solve the equation
+ 4 = 0 are 1, 4, -1/3 x 3 – 3x 2 + 2x - 60 = 0
and 1/2 If x = 2

2˩ 1 -3 2 -60
2 -2 0
1 -1 0 -60
X = 2 is not a solution

Try x = 5
5˩ 1 -3 2 -60
2 -2 0
1 -1 0 -60
X = 5 is one of the solution

Then using the depressed

equation and quadratic
formula:

x 2 + 2x +12 = 0
−b ± √ b − 4 ac
2
x=
2a

−2 ± √ 2 − 4 (1 )( 2)
2
x=
2(1)
−2 ± √ − 44
x=
2
Reject the solutions, since
 they are not real numbers
Therefore,
x =5
x–2=3
x–1=4
Interpret the Results
The container is 5m long, 3
m wide and 4m high.
Is the volume of the
container 60m 3?
5 x 3 x 4 = 60
60 = 60
D. Discussing new 1. Solve the equation 1. Solve the equation x 3 + Find four rational numbers Solve completely:
concepts and practicing x 3 + 6x 2 + 11x + 6 = 0 x 2 - 12x - 12 = 0 such that the product of the The diagonal of a
new skills # 1 Solution: Solution: first, third and fourth rectangle is 8m
The equation has at most numbers is 54. Also the longer than its shorter
The equation has at _____ real roots. The second number is 2 less than side. If the area of the
most _____ real roots. leading coefficient is the first number, the third is rectangle is 60
The leading coefficient is _____, and its factors are 5 less than the second, and square meter, find its
_____, and its factors _____ and _____. The the fourth is 3 less than the dimensions.
are _____ and _____. constant term is _____, third.
The constant term is and its factors are Solution:
_____, and its factors _____,_____,_____,_____
are ,_____,_____,_____,____ Understand the Problem:
_____,_____,_____,___ _,_____,_____,_____ and You are asked to find
__,_____,_____,_____, _____. The possible roots _______ rational numbers
_____,_____,_____,___ of the equation are _____, that satisfies the given
__ and _____. The _____,_____,_____._____ conditions.
possible roots of the and _____.
equation are _____, To test if 1 is a root of the Plan Your Approach
_____,_____,_____.___ given equation, use Let x represent the first
__ and _____. synthetic division number.
Then ______ represent the
To test if 1 is a root of 1˩ 1 1 -12 -12 second number. (The second
the given equation, use
synthetic division
1 ˩ 1 6 11 6
_____________
Since the remainder is
_____, therefore 1 is
_____ of the equation.
Test if -1 is a root of the
equation.
-1 ˩ 1 6 11 6 _______________
______________
Since the remainder is
_____, therefore -1 is
_____ of the equation.
This implies that
x3 + 6x 2 +11x +6
x+1
= x2 + 5x + 6
We can obtain the other
roots of
x 3 + 6x 2 + 11x + 6 = 0
by solving for the roots
of x 2 + 5x + 6 = 0 by
factoring or by using the
quadratic formula.
If the roots are _____
and _____.
To check, simply
______________
Since the remainder is
_____, therefore 1 is
_____ of the equation.
Test if -1 is a root of the
equation.
-1 ˩ 1 1 -12 -12
Since the remainder is
_____, therefore -1 is
_____ of the equation.
This implies that
x 3 + x 2 -12x -12 = x 2 - 12
x+1
We can obtain the other
roots of x 3 + x 2 - 12x - 12
= 0 by solving for the roots
of x 2 - 12 = 0 by factoring
or by using the quadratic
formula.
If the roots are _____ and
_____.
To check, simply substitute
each of these values to the
given equation.
Therefore the real roots of
the polynomial equation
is 2 less than the first.)
_____________ represent
the third number. (The third
is five less than the second.)
_____________ represent
the fourth number. (The
fourth is three less than the
third.)
The product of the first, third
and fourth number is 54.
Therefore, the equation will
be:
________________________
___________
Complete the work:
Using Synthetic Division,
test if 1 is a solution:
1˩ ____ ____ _____
____
___________________
To see if there are other
rational solutions, use the
quadratic formula to solve
the depressed equation.
Interpret the Results:
The numbers are _____,
______, _____, _____.
Is the product of the first,
 substitute each of these
values to the given
equation.
Therefore the real roots
of the polynomial
equation
x 3 + 6x 2 + 11x + 6 = 0
is _____.
E. Discussing new Solve:
concepts and practicing ( 2x –1) (x +3 )( x- 2) = 0
new skills # 2
1. Is there a relationship
between the number of
roots and the degree of a
polynomial equation?
2. What are the different
theorems or strategies we
can use to solve
polynomial equations?
F. Developing mastery Solve the polynomial
(leads to Formative equation
x 3 + x 2 - 12x - 12 = 0 are
_____, _____ and _____.
third and fourth numbers
The factored form of the
54?
polynomial
x 2 + x 2 – 12x - 12 is
_______.
Find the roots of each
polynomial equation In an art class, the students Solve :
x 4 - 5x 2 + 4 = 0 are ask to make and design The area of a triangle is
an open box with a volume 44m2. Find the lengths
1. Is there a relationship of 64𝑐𝑚3 by cutting a of the legs if one of the
between the number of roots square of the same size legs is 3m longer than
and the degree of a from each corner of a the other leg.
polynomial equation? square piece of card board a. How do you solve a
2. What are the different 12 𝑐𝑚 on a side and folding problem?
theorems or strategies we up the edges. What is the b. Do you follow a step
can use to solve polynomial length of a side of the by step procedure?
equations? square that is cut from each
corner
Solve
1. How do you solve a
problem? Do you follow a
step by step procedure?
2. Can we use polynomial
equations in solving word
problems?
Find the roots of each Solve completely: Solve the problem.
polynomial equation. One dimension of cube 1. Packaging is one of
Assessment 3) is increased by 1 inch to the important features
1. x 4 - x 3 –11x 2 + 9x 1. x 3 - 6 x 2 + 11x – 6 = 0 form a rectangular block. in producing quality
+18 = 0 2. ( x 3 - 8 ) ( x + 3 ) 2 = 0 Suppose the volume of the products. A box
2. x 4 + 5x 3 + 5x 2 – 6 new block is 150 cubic designer needs to
=0 inches, find the length of an produce a package for
edge of the original cube? a product in the shape
of a pyramid with a
square base having a
total volume of 200
cubic inches. The
height of the package
must be 4 inches less
than the length of the
base. Find the
dimensions of the
product.
Solution:
Let ________ = area of
the base
________= height of
the pyramid
If the volume of the
pyramid is V = 1/3
(base) (height),
Then, the equation that
will lead to the solution
is 36 = ______
The possible roots of
the equation are :
______
Using synthetic division
the roots are: ________
Therefore the length of
 the base of the package
is _____ and
its height is ______

2. One side of a
rectangle is 3 cm
shorter than the other
side. If we increase the
length of each side by 1
cm, then the area of
the rectangle will
increase by 18 cm2.
Find the lengths of all
sides
G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem
application of concepts 1. A tree is supported
and skills in daily living Find the roots of each Find the roots of each 1. Find four consecutive by a wire anchored in
polynomial equation. polynomial equation. even numbers such that the the ground 5 feet from
1. x 3 + 2x 2 – 25x –50 1. 3x 3 - 19x 2 + 33x –9 = 0 product of the first, third its base. The wire is 1
=0 2. x 3 – 2x 2 + 4x - 8 = 0 and fourth is 2240. foot longer than the
2. x 4 – 6x 3 – 9x 2 + 14x height that it reaches
=0 on the tree. Find the
length of the wire.
2. The sum of a number
and its square is 72.
Find the number.
H. Making generalizations A root of a polynomial
A root of a polynomial Problem solving skills is a Problem solving skills
and abstractions about the equation is a value of the
equation is a value of process, and consists of is a process, and
lesson variable which makes the
the variable which several steps which are consists of several
polynomial equal to zero.
makes the polynomial applied sequentially. steps which are
In solving polynomial
equal to zero. A. Understand the applied sequentially.
equations, we may use:
In solving polynomial Problem A. Understand the
a. Zero Product Property
equations, we may use: Problem
b. Synthetic division
a. Zero Product Property Read the problem. Read the problem.
c. The Remainder
b. Synthetic division What are the given facts? What are the given
Theorem
c. The Remainder B. Plan Your Approach facts?
d. The Factor Theorem
Theorem Choose a strategy B. Plan Your
e. The Rational Root
d. The Factor Theorem C. Complete the Work Approach
e. The Rational Root Theorem Choose a strategy
Theorem Apply the strategy. Use C. Complete the
the algebra you know to Work
apply the strategy to Apply the strategy.
solve the problem Use the algebra you
D. Interpret the Results know to apply the
strategy to solve the
State your answer then problem
check. Does your answer D. Interpret the
make sense? Does it Results
satisfy the conditions of State your answer
the problem? then check. Does
your answer make
sense? Does it satisfy
the conditions of the
problem?
I. Evaluating learning Solve each polynomial
equation, Show your
complete solution.
1. x 3 – 2x 2 – 4x + 8 = 0
2. x 2 ( x 3 – 1 ) ( x – 4) = 0
One of the roots of the
polynomial equation is given.
Find the other roots.
1. – 2x 4 + 13x 3 – 21 x 2
+2x+8=0
x1= -½
2. x 4 – 3x 2 + 2 = 0
x1=1
Solve completely:
The Yes - O club of TMCNHS
launches a recycling
campaign. In support of the
program, the G 10 –
Newton collected all their
waste papers and
constructed two boxes, a
cube and a rectangular box.
The volume of the cube is
7𝑐𝑚3 more than twice the
volume of the rectangular
box. The length of the box
is 2cm greater than the
length of an edge of the
cube, its width is 2 cm less
than the length of an edge
of the cube, and its height is
1 cm less than the length of
an edge of the cube. Find
the dimensions of the cube
and the box.
1. The length of a
rectangle is 1 m less
than twice the width. If
the area is 55 m2, find
the perimeter
2. The sum of two
numbers is 27 and their
product is 50. Find the
numbers.
3. The length of a
rectangle is 5 cm more
than its width and the
area is 50cm2. Find the
length, width and the
perimeter.
J. Additional activities for 1. Follow-up:
1. Follow-up:
application or remediation Solve the polynomial
Solve the polynomial
equation.
equation.
a. x 4 – x 3 – 7x 2 + 13x - 6
a. x 5 – 7x 3 – 2x 2 +12x
=0
+8=0
2. Study
LM pages 94-95, Applying
polynomial equations in real
life situations
1. Follow-up:
One dimension of a cube is
increased by1 inch to form
a rectangular block.
Suppose that the volume of
the new block is 150 cubic
inches . Find the length of
an edge of the original
cube.
1. Follow Up: The
product of two
numbers is 20. The
sum of squares is 41.
Find the numbers
2. Study: Polynomial
Functions, Grade 10
Mathematics LM,
page 99, 106-107

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?