WEEKLY LEARNING PLAN

Quarter QUARTER 1 Grade Level 10

Week WEEK2 Learning Area MATHEMATICS
MELCs illustrates an arithmetic sequence Date AUGUST 30-SEPTEMBER 2,2022
Content Standard demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
Performance Standard is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through
appropriate and accurate representations.
Learning Competency illustrates an arithmetic sequence
Day Objective/s Topic/s Classroom-Based Activities Home-Based Activities
Monday HOLIDAY – NAT’L HEROES DAY
Tuesday 1. Illustrates an arithmetic Arithmetic A.Presentation. What Do We Have in Common
sequence. Sequence ACTIVITY
2. Determine whether sequence
is arithmetic or not. B Establishing a purpose for the lesson. The
3. Demonstrates appreciation of teacher will let the students realize that a
recognizing patterns as sequence is an Arithmetic sequence if there is a
important skills needed to common difference
understand arithmetic
sequence. C. Presenting examples/ instances of the new
lesson Fact or bluff activity on determining
Arithmetic sequence.

D. Discussing new concepts and practicing new

skills #1 The teacher will discuss the correct
answer and emphasize also how to get the
common difference of an arithmetic sequence.

E. A. Discussing new concepts and practicing

new skills #2

Wednesday 1.Illustrate an arithmetic
sequence.
2. Identify if the given situation
illustrates an arithmetic sequence.
3. Cooperate patiently with a
partner in answering their assigned
Paired Activity : Tell me what’s common
( Identifying common difference)
F. Developing mastery (leads to formative
assessment 3)
The teacher asks the students the following
questions:
1. When can we say that a sequence is an
arithmetic sequence?
2. What do you call the constant term
added to every term in an arithmetic sequence?
G. Finding practical applications of concepts
and skills in daily living
Let the learner Make a Financial Saving Plan
for the month of September.
H. Making generalizations and abstractions about
the lesson
What is an Arithmetic sequence?
I. Evaluating Learning
Given the sequence below, determine whether it is
arithmetic or not. If it is arithmetic give the common
difference.
1. 3, 7, 11, 15, 19, …
2. 4, 16, 64, 256, …
3. 9.5, 7.5,5.5,3.5, …
4. 1, ½, 0, -1/2 , …
5. . 1, 0, -1, -2, -3, …
Arithmetic A.Presentation. What is an Arithmetic Sequence?
Sequence
No Littering Campaign in School
A school sets a fine of Php5 for the first littering
offense. The fine increases by Php2
for each subsequent offense.
tasks. Do you think this situation illustrates an arithmetic
sequence?Why

B Establishing a purpose for the lesson.

The teacher says:
“Today we’ll be discussing more situations that
illustrates an arithmetic sequence

C. Presenting examples/ instances of the new

lesson By pair, the teacher lets the students identify
if the given situation illustrates an arithmetic
sequence or not.

D. Discussing new concepts and practicing new

skills #1
The teacher discusses with the students each of the
given situations.
Guide questions:
1. Which of the situation above illustrates an
arithmetic sequence? Why?
2. If it shows an arithmetic sequence what is its
common difference?

E. A. Discussing new concepts and practicing

new skills #2
By pair, let the students create one problem
showing an arithmetic sequence.

The teacher will instruct the students to share their

answer to their classmate why their example shows
an arithmetic sequence.
The teacher will also let the students determine the
common difference of their problem.

F. Developing mastery (leads to formative

assessment 3)
The teacher lets the students answer activity 6
What is missing? page 14
Numbers 6-10.

G. Finding practical applications of concepts

and skills in daily living

Thursday 1.Determine nth term of an
arithmetic sequence;
2.Find the unknown term in an
arithmetic sequence; and
3.Work harmoniously and
cooperatively with groupmates.
The teacher asks the students:
From your own experience, what real-life situations
where knowledge of arithmetic sequence is very
useful?
H. Making generalizations and abstractions about
the lesson
Define Arithmetic Sequence
I. Evaluating Learning
The teacher instructs the students to answer the
problem below:
A theatre has 20 sets in the first row,23 sets on the
second row, 26 sets on the third row, and so on.
Questions:
a. Does the situation above illustrate an
arithmetic sequence?
b. What is its common difference?
c. What do you think is the 8 th term of the
sequence?
How did you solve it?
Arithmetic A.Presentation. What is Next?
Sequence 1. 4, 6, 8, ___
2. -3, -1, 1, ___
How did you determine the next term?
Suppose you are ask to find the 10th term,
how will you solve it?
B Establishing a purpose for the lesson.
The teacher says:
There is another way of solving the tenth term
of the sequence and this what we are going to
discover today.
C. Presenting examples/ instances of the new
lesson
The MATCHSTICK ACTIVITY
AFTER the activity, The teacher explains the
derivation of the nth term of arithmetic
sequence.
an = a1 + (n – 1) d

D. Discussing new concepts and practicing new

skills #1
The teacher lets the students use the nth term of an
arithmetic sequence with a partner.
1. If a1 = 4 2. If a1=4
a2 = 7 a2 = 7
n=4 n = 10
d=3 d=3
What is a4? a10 = ?

E. A. Discussing new concepts and practicing

new skills #2
Using the nth term of an arithmetic sequence a n = a1
+ (n-1) d, the teacher lets them solve for nth term of
the following problems:
1.Find the 25th term of the arithmetic sequence
3,7,11,15, 19,…
2. Find the 9th term of the arithmetic with a 1= 10
and d=-1/2
Guide questions:
a. How did you find solving for the nth term
using this formula?
b. Who can now share his/her answer to the
class?

F. Developing mastery (leads to formative

assessment 3)

The teacher elaborates farther:

The formula an =a1 +(n- 1) d, contains an, a1, n and d.
This does not mean that the unknown would always
be an, sometimes its a1, n or d. Take a look at the
following problems.
1.How many terms are in an arithmetic sequence
whose first term is -3 ,common difference is 2 and
last term is 23?
The teacher asks the following questions.
 1. What is ask in problem?
2. How can we solve it?
3. With a partner, now solve the problem.

G. Finding practical applications of concepts

and skills in daily living
The teacher lets the students recall the no littering
campaign in school, where the school sets a fine of
Php5 for the 1st littering offense and fine increases
by Php2 for each subsequent offense. How much
will a student pay on his/her 4th littering offense?

H. Making generalizations and abstractions about

the lesson
How do we solve problems involving arithmetic
sequence?

I. Evaluating Learning
The teacher says:
Read carefully and solve the following problems:
1.Cruz’s family offers a starting monthly salary of a
“yaya” Php2,500 with an agreement of Php100
increase every month. How much would be” yayas’
salary on the 6th month?

Make a Saving Box/ bottle for the month of

Friday September using your financial plan applying
Arithmetic sequence.

Prepared by: Checked by: Noted by:

ARLENE M. VALDEZ JUVELYN G. MANUEL DELIA A. TOLENTINO

Teacher III JHS- Department Head School Principal II