Republic of the Philippines

BATANGAS STATE UNIVERSITY

ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas
(043) 416-03-49/50

COLLEGE OF TEACHER EDUCATION

DETAILED LESSON PLAN IN MATHEMATICS 10

Teacher Aliyah Monique V. Benitez Learning Area Mathematics 10

Time Allotment 40 minutes Quarter First

CONTENT The learner demonstrates understanding of key concepts of sequences,

STANDARD polynomials and polynomial equations.
PERFORMANCE The learner is able to formulate and solve problems involving
STANDARD sequences, polynomials and polynomial equations in different
disciplines through appropriate and accurate representations.
LEARNING Illustrates an arithmetic sequence (M10AL-Ib-1)
COMPETENCY
I. OBJECTIVES
At the end of the lesson, students should be able:
a. Describes an arithmetic sequence by identifying the common difference.
b. Finds the nth term of the given arithmetic sequence using its formula.
c. Appreciate the application of an arithmetic sequence in real life.

II. SUBJECT MATTER

a. Topic: Arithmetic Sequence
b. Reference/s: Global Mathematics 10 pp. 17-22
c. Materials: Visual Aids, Power point presentation, Laptop
d. Approaches: Discovery Learning, Constructivist Approach and Collaborative Approach

III. PROCEDURE Teacher’s Activity Student’s Activity

A. Reviewing previous Good morning class, please stand, Good morning Ma’am.
lessons or presenting the can somebody lead the prayer?
new lesson (The assigned student will
lead the prayer)
Before we start our class, kindly
arrange your chairs, pick up all the
trashes and pieces of paper below
your table and sit properly.
(Students will arrange their
chairs, picked up the pieces
Secretary of the class, who is our of papers and properly sat
absentees for today? in their chair)

Okay, good to hear that! Thank

you Ms. Secretary. There are no absentees
today, Ma’am.
Before we proceed to our next
topic, let us have first a short
review of what we had discussed
last meeting.

Do you still remember our

previous topic?

Yes, Ma’am.
Can someone share the topic we
had tackled last meeting?

(Students will raise their

Yes Ms.____. hands)

Last time we discussed

about sequence, finite and
infinite sequence.
Exactly! Thank you Ms.____.

So, what is sequence?

(Students will raise their

Yes, Mr.___? hands)
A sequence is a logical
pattern or arrangement of
values defined by a general
 term or nth term. Every
element in a sequence is
That’s correct! Thank you Mr___.
called a term.
How about the difference between
finite and infinite sequence?

Yes Ms.______.
(Students will raise their
hands)

Very good! Thank you Ms.___
It seems that you really understood
our previous topic. Does the
previous topic already clear to you,
class?
An infinite sequence is a
sequence whose terms are
continuous and do not have
a last term. On the other
hand, finite sequence is a
sequence whose number of
terms is discrete and has a
last term.

Any questions or clarifications?

Okay, if that so, I think you are all Yes, Ma’am.

ready to have our new lesson for
today.
None, Ma’am.
B. Establishing a purpose But before that, we are going to
for the lesson have a simple game. Who is
(Students will raise their
familiar with 4 pics 1 word?
hands)

Amazing! It seems that most of

you are familiar with the game.
Our game will be 4 pics 1 word.
Let’s divide the class. So, first
group will be the one here in my
left and second is those here in my
right.
Here is what you will going to do.
I will show you different pictures
that are related to each other.
Observe those pictures and use it
as your guide to fill in the missing
letters and in answering some
questions I will ask after the game.
After that, you will say a yell as a
signal that you’re finish and know
the answer. The group who will
finish first will receive a reward
after. Is that clear, class?
Yes, Ma’am.

So, let’s start!

A_I_T_M_T_C
S_Q_E_C_ (After 5 minutes, the group
who finish first say their
yell)

Okay, Group__ finish first. So any

representative from the group to
say the answer.
The answer is Arithmetic
Sequence, Ma’am.
That’s great! Let’s give them a
fireworks clap
(Students will do the
fireworks clap)
So, here’s your reward for this
game.

Since group __ got the correct

answer first, may I ask one
representative to answer my (Representative from the
 question. group will stand up)

What did you notice on the first The first picture is flower in
and second picture? which the number of petals
are 4,8,12 while on the
second picture is stacked of
stones in which number of
stack are 1, 2, 3, 4, 5.
Okay, correct! How about in third
and fourth picture? Any
representative from the other (Representative from other
group? group will stand up)
The third picture is coffee
beans in which the numbers
of its beans are 4, 6, and 8
while in fourth picture is
trucks or cars wherein the
number of it are 1, 3, 5.
Okay, that’s correct! Let’s give
yourselves an Aling Dionisia clap.
(Students will do Aling
I think you are all have an idea on Dionisia clap)
our new lesson for today. Am I
correct class?
Yes, Ma’am.
C. Presenting So our topic for today is about
examples/instances of the arithmetic sequence. But before we
new lesson define what Arithmetic Sequence
is, here are some examples of an
arithmetic sequence. Observe and
analyse it for 5 minutes. After that,
I will give you an activity.
Examples of an Arithmetic
Sequence
1. 2, 7, 12, 17, 22…
2. January, March, May,
July, September…
3. 3km, 6km, 9km, 12km,
15km…
 4. 5, 6, 7, 8, 9…
5. 9, 14, 19, 24, 31…

D. Discussing new concepts Time is up! So, here is what you

and practicing skills #1 are going to do in our activity. Try
to identify the common difference
in the given example presented a
while ago. Is that clear, class?

Yes, Ma’am.
(Students will answer the
(after 10 minutes of answering) examples)

Are you done class?

So, what is the common difference Yes, Ma’am.

in number 1? The given is 2, 7, 12,
17, 22…

(Students will raise their

hands)
Yes, Ms___?

The common difference in

number 1 is 5.

Okay, that’s correct! How about in

number 2?

(Students will raise their

Yes Mr___? hands)

The common difference in

number 2 is 1.
Correct! The common difference
in number 2 is 1. For the given
number 3?

(Students will raise their

hands)
Yes, Ms___?
That’s correct! How about in
number 4?
Yes, Mr___?
Great! The common difference in
number 4 is 1.
How about for the last number?
Yes, Ms___?
That’s correct! 5 is the common
difference in the given number 5.
Very good class! All your answers
are correct.
Based on our activity, how will
you define an arithmetic sequence?
Yes, Mr___?
Thank you, Mr__. Another.
Yes, Ms___
3 is the common difference
in given number 3.
(Students will raise their
hands)
The common difference in
number 4 is 1.
(Students will raise their
hands)
5 is the common difference
in number 5.
(Students will raise their
hands)
An arithmetic sequence is a
sequence which has a
common difference and it
can be used to find the next
term.
(Students will raise their
hands)
 An arithmetic sequence can
be also known as arithmetic
progression because the
Thank you, Ms__. succeeding terms are
produced by adding the
All of your answers are correct.
same number.
The sequence shows a progression
brought about by a common
difference between the terms such
a progression is said to be
arithmetic. An arithmetic sequence
(a.k.a Arithmetic Progression) is a
sequence whose succeeding terms
are produced by constantly adding
the same number. The number
added or subtracted to each term is
known as the common difference
and is denoted by letter, d.
Is there any question, class?

None, Ma’am
E. Discussing new concepts Based on the given example and
and practicing skills #2 your activity, we can clearly
(Integration of Global observe that the progression is
literacy) brought about when a common
difference is added to each term in
the sequence. From our given
example in number 1, what is our
common difference again?

Our common difference in

the given example in
number 1 is 5
How about the first term?
Okay, correct! Our first term is 2 The first term is 2.
in which it can be written as like
this a 1 = 2. From the
definition, we need to add the
common difference in order
to find out the next terms. For
example:
a1 = 2
a2 = 2 + 5 = 7
a 3 = 2 + 5 + 5 = 12
a 4 = 2 + 5 + 5 + 5 = 17 and
so on.
Since we have the previous
knowledge that repeated
addition can be expressed
using multiplication, we can
provide a shorter way of
determining the succeeding
terms of the sequence. For
example:
a1 = 2
a 2 = 2 + 5(1) = 7
a 3 = 2 + 5(2) = 12
a 4 = 2 + 5 (3) = 17

Who wants to try for the fifth

term? (Students will raise their
hands)
Yes, Ms.___?
The fifth term will be a 5 =
Okay, that’s correct! a 5 = 2 + 2 + 5 (4) = 22
5 (4) = 22

Do you see any pattern, class?

Great! As the number of

Yes, Ma’am.
elements or terms progresses,
the factor being multiplied to
the common difference is one
less than the given term. We
can represent the last term as
a n , and the number of terms
as n. by that, we can now
have a formula which is
a n = a 1 + (n-1)d whereas,
a n = last term or nth terms
a 1 = first term
n = number of terms
d = common difference
Now, we can easily identify
and solve the next few terms
in the given sequence. We
will not have a hard time
adding the common
difference one by one to find
out the last term.
Do you understand, class?

Any questions or
clarification?

So, since you don’t have any Yes, Ma’am.

questions, we will have
another activity. By this time
we are now going to use the None, Ma’am
formula. Before we proceed
to our activity, here are my
instructions. You will be
divided into four groups. The
first two rows will be group
1, and then second two rows
will be group 2. Next, the
third two rows will be third
group and last rows will be
fourth group. I have here four
envelopes which contain a
given arithmetic sequence in
which you need to find the
nth term using the formula.
Each group should have a
representative to pick an
envelope from me. For our
activity to be exciting, each
group should greet us using
the native language/dialect of
the country I will assign and
identify its capital. Did you
get it, class?

So kindly choose your

representative and come here
in front to pick an envelope.

Here are your group names.

Group 1 will be team
Yes, Ma’am.
Philippines, group 2 will be
team United Kingdom, group
3 is Japan and lastly, group 4
is South Korea.
(Representative of each
group will come in front
I will give you 10 minutes to do and pick an envelope)
your activity. After that, prepare
short greetings using the native
language/dialect of your country
and then your representative will
come here in front to write the
solutions as well as your answers.
Is that clear, class?

You may start now.

(After 10 minutes)
Are you done class?

If that so, let us hear your short

greetings using the native
language/dialect of your country Yes, Ma’am.
and identify its capital.

So, let me hear from Team

Philippines.
 Yes, Ma’am.

Wow! Thank you team

Philippines. How about Team
Japan?

(Team Philippines will

Amazing! Thank you team Japan. greet us using their
How about Team South Korea? language)
Our capital is Manila.

That’s great! Thank you team

South Korea. And last, team (Team Japan will greet us
United Kingdom? using their language)
Our capital is Tokyo.

Amazing! Thank you team United

Kingdom. (Team Japan will greet us
using their language)
All your greetings are awesome!
Good to know that you know or Our capital is Seoul.
have an idea on the languages of
different countries. Keep it up!
(Team Japan will greet us
So, let us answer your activity. using their language)
The chosen representative of each
group can you please come here in Our capital is London.
front and write your solutions as
well as your answers. Explain it
after.

Are you done, class?

So let’s proceed to group 1 (team

Philippines)

(Representative of each
group will write their
 solutions and answers.)

Okay, that’s correct! Next is group Yes, Ma’am.

2 (team Japan)

Our given sequence is 4, 7,

10, 13, 16 and the nth term
is 7th term.
a n = a 1 + (n-1)d
a 7 = 4 + (7-1)3
a 7 = 4 + (6)3
That’s also correct! How about
a 7 = 4 + 18
group 3 (Team South Korea)?
a 7 = 22

Our given sequence is 15,

22, 29, 36, 43 and the nth
term is 6th term.
a n = a 1 + (n-1)d
a 6 = 15+ (6-1)7
a 6 = 15+ (5)7
Correct! And the last group (team a 6 = 15+ 35
United Kingdom) a 6 = 50

Our given sequence is 2, 4,

6, 8, 10 and the nth term is
5th term.
a n = a 1 + (n-1)d
a 5 = 2+ (5-1)2
a 5 = 2+ (4)2
That’s also correct!
Good job, class! Who still have a 5 = 2+ 8
questions about our lesson? Is a 5 = 10
there part that still doesn’t clear to
you?
Our given sequence is 1, 6,
11, 16, 21 and the nth term
is 8th term.
a n = a 1 + (n-1)d
 a 8 = 1+ (8-1)5
a 8 = 1+ (7)5
a 8 = 1+ 35
a 8 = 36

None, Ma’am.
F. Developing Mastery If you truly understand our lesson
about arithmetic sequence, we will
have another activity. But before
we proceed, listen attentively to
my instruction.
In your notebook, try to identify
the common difference and solve
for the nth term.
Is that clear, class?
Yes, Ma’am.
1) 2, 7, 12, Find the 7th
17, 22… term
2) 9, 14, 19, Find the 6th
24, 29… term
3) 7, 13, 19, Find the 8th
25, 31… term
4) 1, 9, 17, Find the 9th
25, 33…. term (Students will try to answer
the activity on their
5) 40, 42, 44, Find the 10th notebook)
46, 48…. term

Are you done class?

Yes, Ma’am.
So let us check. Who can solve
number 1 on the board?
(Students will raised their
hands)
Yes, Ms___?
 (Student will write her
solution on the board)
The common difference is 5
and the 7th term is 32.
Okay, very well! How about in
number 2?
(Students will raised their
hands)
Yes, Mr___?

(Student will write his

solution on the board)
The common difference is 5
That’s correct! For number 3, who and the 6th term is 34.
wants to solve? (Students will raised their
Yes, Ms____? hands)
(Student will write her
solution on the board)
The common difference is 6
and the 8th term is 49.
That’s correct! How about number
4?

(Students will raised their

Yes, Mr___?
hands)

(Student will write his

solution on the board)
Correct! How about for the last The common difference is 8
number? and the 9th term is 65.

Yes, Mr___? (Students will raised their

hands)

(Student will write his

solution on the board)
 That’s correct! The common difference is 2
and the 10th term is 58.
Wow! You all figured that out fast.
Keep it up, class.
G. Finding practical As like what we had discussed, an
applications of concepts arithmetic sequence is part of our
and skills in daily living life. This time, I want to know if
(Integration of Financial you can really apply the concept
literacy and Cultural you’ve learned today. Before that,
literacy) I want to ask you a question on
how can we apply arithmetic
sequence in our daily living? (Students will raised their
hands)

Yes, Ms.___?
(Answer of student may
vary)
Thank you, Ms__. Another.

(Students will raised their

Yes, Mr.___ hands)
(Answer of student may
Thank you Mr.__. There are so vary)
many things in our life that we can
apply an arithmetic sequence. All
your answers are correct. So, in
this activity, you will be going to
express these real life situations
into an arithmetic sequence.

1. A company offers Daniel

a starting yearly salary of
₱240,000 with raises of
₱20,000 per year. What will
be his salary on the 10th
year?
2. Kathryn and her family
love to visit different
churches every holy week.
The distance of the first
 church from their home is 2
km, second church is 4 km,
third church is 6kkm, and
fourth church is 8 km. What
is the total distance of the 5th
church from their home?
Solve for the nth term.
H. Making generalizations Since it seems that all of you
and abstractions about the understand our topic for today
lesson about arithmetic sequence, I will
ask you some questions.
What is an arithmetic sequence?
How can we say that a sequence is
an arithmetic sequence?
What is our formula in arithmetic
sequence for us to easily find and
solve the nth term?
Very good class! I am glad that
you really understand our lesson
for today.
(Answers of students may
vary)
An arithmetic sequence
(a.k.a Arithmetic
Progression) is a sequence
whose succeeding terms are
produced by constantly
adding the same number.
The number added or
subtracted to each term is
known as the common
difference and is denoted by
letter, d.
We can say that a sequence
is an arithmetic sequence if
it has a common difference.
Our formula in arithmetic
sequence is
a n = a 1 + (n-1)d
whereas,
a n = last term or nth
 terms
a 1 = first term
n = number of terms
d = common difference

I. Evaluating For your last activity, we will have

learning a short quiz.
In a ¼ sheet of paper, choose the
letter of the correct answer.
After 10 minutes, you will
exchange your paper to your
seatmates and we will be going to
check your work. Is that clear,
class? Yes, Ma’am.

1. It is a sequence whose
succeeding terms are produced by
constantly adding the same
number.
a. Arithmetic Sequence
b. Infinite Sequence
c. Finite Sequence
d. Fibonacci Sequence

2. It is the number added or

subtracted to each and is denoted
by letter, d.

a. subtrahend
b. common difference
c. difference
d. arithmetic sequence

3. What is the common difference

in the arithmetic sequence 3, 6, 9,
12, 15?

a. 3 c. 2
b. d. 5
4. From the given arithmetic
sequence in number 3, what is the
6th term?

a. 22 c. 18
b. 21 d. 27

5. A cinema has 20 seats on the

first row, 24 seats on the second
row, and 28 on the third row and
so on and has 30 rows of seats.
How many seats are there in a
cinema? (Students will answer)

a. 116 c. 143
b. 123 d. 136
Yes, Ma’am.
Are you done answering, class?

Exchange your papers with your

seatmates.

Okay, what is the answer in

A.
number 1?

How about in number 2? B.

In number 3? A.

Number 4? C.

How about in the last number? D.

Okay, who got the score of: (Students who got 5 will
raise their hands)
5?

4?
(Students who got 4 will
 raise their hands)
3?

(Students who got 3 will

raise their hands)
2 and below?

None, Ma’am.
Very good! Keep up the good
work, class!
J. Additional
activities/Assignment For your assignment, kindly
answer these questions.
1. Follow-up
a. Can the common
difference be negative?
If so, describe the
sequence.
b. Identify which of the
following is an
arithmetic sequence
then find each common
difference.

2. Study: Arithmetic Mean

a. Definition of an
Arithmetic Mean
b. How to insert terms in
an Arithmetic
sequence?

Before I end this class, I will leave

this quote to you. “Every morning
you have two choices: continue to
sleep with your dreams, or wake
up and chase them”
That’s all for today, class. Thank
you! Keep safe and God bless.
 Good bye, class!

Prepared by:

Ms. ALIYAH MONIQUE V. BENITEZ

Applicant