ST. THERESE SCHOOL OF MARILAO, INC.

Blk. 209 Lot 15-16 Heritage Homes, Marilao, Bulacan

Tel. # (044)322-2833/stsmarilao@gmail.com

JUNIOR HIGH SCHOOL DEPARTMENT

SY 2022 - 2023

LEARNING PLAN
MATHEMATICS 10

Subject: MATHEMATICS Grade Level: 10

Unit Topic: ALGEBRA: SEQUENCES AND SERIES Quarter: 1ST

Unit Standards and Competencies Diagram

TRANSFER GOAL PERFORMANCE TASK

Students on their own and in the long run will be
able to formulate and solve problems Online Flashcards
involving sequences, polynomials and TRANSFER
polynomial equations in different
disciplines through appropriate and
accurate representations.

PERFORMANCE STANDARD
The learner is able to formulate and
solve problems involving sequences,
polynomials and polynomial equations
in different disciplines through
appropriate and accurate

ACQUISITION MAKE MEANING

 generates patterns. EU: Sequences and series can be
 determine an arithmetic determined through generated patterns
sequence and illustrates a involving mathematical operations.
geometric sequence.
 determines arithmetic means and EQ: How do patterns and arrangements
nth term of an arithmetic determine sequences and series?
sequence.

CONTENT STANDARD

The learner demonstrates

understanding of key concepts of
sequences, polynomials and
polynomial equations.
 LEARNING PLAN
ACQUISITION
This unit is about Algebra: Sequences and Series, and Polynomials where a sequence is a
set of numbers that follow a specific pattern and performs division of polynomials using long
division and synthetic division.

Consider this question: How do patterns and arrangements determine sequences and
series?
Map of Conceptual Change:

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1 Activity 1: Chapter Pre-assessment/Generate a pattern
generates Instructions: Read the questions carefully and choose the best answer by highlighting the
patterns. words/numbers.
Materials: Microsoft Word
Screenshot of Online Resource:
 Activity 2: Generate a Pattern
Instructions: Answer the activity by following the steps below:
1. Click the link given below to access the activity.
2. Don’t forget to hit the “FINISH” button so that your score will be recorded.

Link: https://www.liveworksheets.com/worksheets/en/Math/Patterns/Patterns__-
_Table_of_Values_xd2263097cu
Screenshot of Online Resource:

LC2 Activity 3: Who am I?

determine an Instructions: Determine if the sequence is Arithmetic or Geometric, then give the
arithmetic common difference for arithmetic and common ratio for geometric and find the next two
sequence and terms.
illustrates a
geometric Link:
sequence. https://www.liveworksheets.com/worksheets/en/Math/Sequences/Arithmetic_Sequence
_or_Geometric_Sequence_rh2447700yh

LC3
Screenshot of Online Resource:

determines
arithmetic means
and nth term of
an arithmetic
sequence.
Activity 4: Collaboration
Teams must work together to complete a puzzle as quickly as possible. Initially the teams
will be divided and given separate bags of puzzle pieces.
Link:
https://quizizz.com/admin/quiz/5f7735fb4fe613001b955193/42-sum-of-finiteinfinite-
geometric-
sequence?source=MainHeader&page=FeaturedPage&searchLocale=&fromSearch=true
Screenshot of Online Resource:

Online/Offline Output:

Scaffold for TRANSFER 1

Activity 5: Show Step-by-
Step Geometric Sequence
Instructions:
1. Click the link below.
2. Choose at least 3
sequences that will
help you to solve.
3. If you click show
step-by-step it will
appear the complete
solutions.
Online/Offline Output:
Clickable Links: https://www.onlinemath4all.com/geometric-sequence-worksheet-for-
grade-10.html
Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 6: PROBLEM SOLVING
Instructions: MILA 10, page 34
Online/Offline Output:

Clickable Links :
https://quizizz.com/admin/quiz/5f30b242b1b991001b6f09e1/sequence?source=MainHe
ader&page=SearchPage&searchLocale=&fromSearch=true
Screenshot of Online Resource:
Self-assessment:
Instructions: Check the necessary response for the following skills attained after the
discussion of the lesson. Students’ answer may vary.

Skills: After Discussion

I am able to…
Yes No

generate pattern—sequences and series

determine an arithmetic sequence and geometric sequence

solve problems involving sequences and series

Interactive Quiz 1
Instructions: Click the link below so that you will be redirected to the page of the activity.
Clickable Links: https://quizizz.com/admin/quiz/5ec2651a7f2c03001e61d8c2/arithmetic-
sequences
Screenshot of Online Resource:
 Interactive Quiz2
Instructions: Click the link below so that you will be redirected to the page of the activity.
Clickable Links: https://create.kahoot.it/details/45e3e6b6-a57f-4130-9c4b-a43e055b3104
Screenshot of Online Resource:

LEARNING MAKE MEANING

COMPETENCY

LC 4: Activity 7: PROBLEM SOLVING

solves problems Instructions: MILA 10, page 41
involving
sequences. Link: https://quizizz.com/admin/quiz/5ed1befa9a25a3001beb8d8a/geometric-
sequence?source=MainHeader&page=SearchPage&searchLocale=&fromSearch=true

LC 5: Screenshot of Online Resource:

Uses the
appropriate
model and
method to solve
problems
involving
sequences and
series with
accuracy and
precision.
 GUIDED GENERALIZATION TABLE
Essential Text 1
Question
A local theatre has a large
auditorium with 22 rows
of seats. There are 18
seats on Row 1 and each
row after Row 1 has two
more seats than the
previous row. How many
seats are in Row 22?
How do Answer:
patterns and
arrangements 60 seats
determine
sequences and
series? Supporting Texts:
Step 1: Write all the given
numbers where n= 22 rows
of seats, a1=18, d=2
Step 2: Follow the formula
of arithmetic sequence and
substitute the given
numbers.
Step 3: After substituting the
given numbers, solve the
arithmetic sequence.
Legend:
n= number of terms
a1= 1st term
d= common difference
Reason:
To solve this problem, you
need to follow the formula
in arithmetic sequence.
Common Ideas in Reasons:
Real-life problems can be solved and analyzed involving the sequences and series.
Enduring Understanding/Generalization:
Sequences and series can be determined through generated patterns involving mathematical
operations.
Text 2 Text 3
In the theatre we In the last lesson, you
described previously, decided to save for your
there were 22 rows of trip to Europe. You
seating. There were 18 opened a savings
seats on Row 1 and each account with $1.00 and
subsequent row had two on each subsequent
more seats than the day, you deposited a
previous row. What is dollar more than on the
the seating capacity of previous day. How
the auditorium? much have you
contributed by the end
of one year?
Answer: Answer:
858 seats $ 66,795
Supporting Texts: Supporting Texts:
Step 1: Since the given Step 1: Write the given
numbers are the same as numbers in the problem
the example number 1, where n=365 days, a1=1,
then you can substitute an=365
already by following the
Step 2: Follow the formula
formula of the arithmetic
of Arithmetic series by
series.
substituting the given
Step 2: Solve the problem numbers.
by solving the arithmetic
Step 3: Solve the given
series formula.
problem by following the
Arithmetic Series Formula: arithmetic series.
Sn=n/2 (a1 + an)
Reason: Reason:
We need to use a formula The formula for finding n
to find the arithmetic terms in the arithmetic
series for many terms or series is denoted by
infinite terms of the Sn=n/2 (a1 + an) or you can
arithmetic sequence. use the other formula
Sn=n/2 {2a1 + (n-1) d} if
the given problem
doesn’t have the nth
term.
 C-E-R Questions:
1. How do you determine whether a number pattern is a sequence?
2. How do you determine what formula to use?
3. How do you apply arithmetic sequence in real life?
EQ: How do patterns and arrangements determine sequences and series?
Prompt for Generalization:
1. How important is reading comprehension in solving word problems in sequences
and series?
2. How are each type of sequences applied in real life?
3. With the different number patterns in the sequences you have learned, which
among these do you often apply?
ASYCHRONOUS ONLINE LEARNING MATERIALS
Text 1: A local theatre has a large auditorium with 22 rows of seats. There are 18 seats on
Row 1 and each row after Row 1 has two more seats than the previous row. How many seats are
in Row 22?

Link: https://mathhints.com/sequences-and-series/#Introduction
https://teams.microsoft.com/l/channel/19%3ade358ad671164974bedfa2b482049231%40thread.
tacv2/Math%252010?groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-
e349-4f5e-a62e-7c8fa888ba14
Text 2: In the theatre we described previously, there were 22 rows of seating. There were 18
seats on Row 1 and each subsequent row had two more seats than the previous row. What is the
seating capacity of the auditorium?

Link:
https://teams.microsoft.com/l/channel/19%3ade358ad671164974bedfa2b482049231%40thread.
tacv2/Math%252010?groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-
e349-4f5e-a62e-7c8fa888ba14

Text 3: In the last lesson, you decided to save for your trip to Europe. You opened a savings
account with $1.00 and on each subsequent day, you deposited a dollar more than on the
previous day. How much have you contributed by the end of one year?

Link:
https://teams.microsoft.com/l/channel/19%3ade358ad671164974bedfa2b482049231%40thread.
tacv2/Math%252010?groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-
e349-4f5e-a62e-7c8fa888ba14

Instructions: Click the link given to access the activity and as well as you can submit it via Ms
Teams Assignment Tab.
Holistic Rubric for Guided Generalization:

CATEGORIES EXCEEDS STANDARDS- PARTIALLY MEET

50 STANDARDS- 30

Create Sequence/Series Create the sequence Create the sequence with Does
correctly. minimal errors.
Show the terms Shows work correctly. Shows work with minimal Does
errors.
Find the nth term Gives the correct Gives a solution with Does
solution. minimal errors.
Presentation Presentation is legible Presentation is legible. Does
and creative.
Learning TRANSFER
Competency
PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to formulate and
STANDARD: solve problems involving sequences, series, polynomials and polynomial equations in
different disciplines through appropriate and accurate representations.
The learner is
able to formulate Performance Task
and solve
problems THERE’S A STORY BEHIND A BOX
involving
GOAL: Design a box made from of a piece of paper and formulate a real-life problem
sequences,
about the box
polynomials and
polynomial ROLE: You are a product designer who loves Mathematics.
equations in
different AUDIENCE: Jeweler
disciplines
SITUATION: You need to design a box with no cover and formulate a Math problem about
through
that box involving division of polynomials. You will be presenting it to your client the
appropriate and
accurate jeweler for her to use as jewelry box.
representations. PRODUCT/PERFORMANCE, AND PURPOSE: All the significant information in the figures
below must be considered in creating the box with no cover. You have to formulate a
math problem about the box involving division of polynomials. You may use a situation
involving real persons to make the Math problem more interesting.
STANDARDS AND CRITERIA FOR SUCCESS
Math Problem

 The real-life problem must involve the topic DIVISION OF POLYNOMIALS.

 Explain and show the solution to the problem created.

Jewelry Box

 The designed box with no cover must be created out of a piece of paper.
 The significant information in the figures below must be considered.
 Take a picture of it and include it in your activity sheet.
Rubric for the Performance Task

Outstanding Satisfactory Developing Beginning

CRITERIA Ratin
4 3 2 1

The The The The

computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show a and show the and show some and do not
Accuracy wise use of key use of key use of key show some use
concepts of concepts of concepts of of key concepts
division of division of division of of
polynomials. polynomials. polynomials. division of
polynomials.
The design is The design is The design The design
comprehensive presentable makes use of does not use
and displays and the algebraic algebraic
the aesthetic makes use of representations representation
Creativity
aspects of the the concepts but not and it is not
mathematical of presentable. presentable.
concepts algebraic
learned. representation
s.
 The The The explanation The explanation
explanation explanation is is is incomplete
is clear, clear and understandable and
exhaustive or coherent. It but not logical. inconsistent,
thorough, and covers the It with little
coherent. It important contains only evidence of
Mathematical Includes concepts. It some evidences mathematical
Reasoning interesting uses effective of mathematical reasoning.
facts and mathematical reasoning.
principles. It reasoning.
uses complex
and refined
mathematical
reasoning.
Overall Rating

Self-Assessment:

LEARNING TARGETS I CAN… I CAN DO THIS BY MYSELF I NEED HELP TO DO THIS I CA

Value Integration: Knowledge and Skillfulness, Discipline (exhibit the importance of being
attentive during class discussion), Responsibility