A DETAILED LESSON PLAN IN MATHEMATICS 10

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key concepts of
arithmetic sequence.
B. Performance Standard: The learner is able to investigate and solved problems
involving arithmetic sequence using appropriate representations and solutions.
C. Learning Competencies. The learner determines the nth term of the given arithmetic
sequence. (M10AL-Ib-c-1)

At the end of the lesson, the students must have:

1. define arithmetic sequence;
2. perform problem solving activities involving arithmetic sequence;
3. realize the importance and application of arithmetic sequence in real life setting.

II. SUBJECT MATTER

A. Topic: Patterns in Sequences: Arithmetic Sequence
B. Materials: Laptop, Presentation Slides, Cartolina, Board,
C. References: Mathematics Learner’s Material Unit 1 (pp. 9 – 25)

III. METHODLOGY/PROCEDURE
Teacher’s Activity Learner’s Activity
A. Preparatory Activity
I. Daily Routine

Good morning class! Good morning Ma’am!

How are you today? We’re doing great Ma’am.

It’s good to hear that. Are you excited for today’s Yes Ma’am!
lesson?

All right! Before we begin with our discussion, (A student will lead the prayer.)
may I request everyone to please stand for a
short prayer.

You may now take your seats.

Is everyone here today? Yes Ma’am.

Impressive.
 II. Review/Apperception
Now, as a short recap from our previous lesson,
who can give a short overview of the concepts Last meeting, we talked about sequences.
we’ve discussed? Sequences is a function whose domain is
either a finite or infinite set.
Very Good!

Let us see how much have you learned from our

previous discussion by this activity.

Are you ready?

We’re ready Ma’am!
Activity: Sequence or Not
Direction: Determine whether the following
given is a sequence or not.
1. 2, 4, 6, 8, 10
2. AA, CC, EE, GG Sequence
3. 20, 50, 55, 30, 105 Sequence
4. BCD, HIJ, NOP, TUV Not
5. 123, 566, 365, 957, 487 Sequence
6. TF,FT,TFT,FTF,TFTF Not
7. a, e, i, o, u Sequence
8. 101, 201, 304, 501 Not
9. cba, fed, ihg Not
10. 78, 80, 82, 84, 86 Sequence
Sequence
Good job class! It seems that you have really
mastered our previous lesson.

B. Motivation
Since you’ve been doing great in all the
activities in our previous lesson, I think it would
be better to introduce our new lesson with a new
activity that I’m sure you would enjoy.

Is everyone excited? Yes Ma’am!

Activity: Complete the Incomplete

Direction: Look, investigate and find the missing Expected Answers:
term of each sequence.

1.

2.

3.

4.

5.

Well done class!

C. Presentation of Topic and Objectives
A sequence refers to a set of objects that
Previously we define sequence as a function
are arranged together to form a pattern.
whose domain is either a finite or an infinite set.
Based from our activity, what would be a simpler
definition of a sequence?

Very well said.

Actually, our activity does not simply depict

pattern or a sequence. One of the items is a
particular example of an arithmetic sequence.
Some say Yes, and some did not
Has anyone heard about this type of sequence?

Among the five (5) items in the activity the best

example that represents an arithmetic sequence is
item no. 4.

D. Discussion

In item no. 4, notice that each block or square Yes, Ma’am!

increases after the other, right?

To illustrate:

1 2 3 4 5

This type of sequence where every term after the

first is obtained by adding a constant called the
common difference is known as an Arithmetic
Sequence.

In the above example, the common difference is 1. Because the succeeding term is determined
How? by adding one from the previous term.

Absolutely!

In general, the first n terms of an arithmetic

sequence with 𝑎1 as the first term and d as
the common difference are
𝑎1 , 𝑎1 + 𝑑, 𝑎1 + 2𝑑, … , 𝑎1 + (𝑛 − 1)𝑑

If 𝑎1 and d are known, it is easy to find any term

in an arithmetic sequence by using the rule
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑

Is everything going smooth and clear? Yes Ma’am!

Do you have any clarifications? None Ma’am!

Since there’s none, let us proceed with the

examples.
 Illustrative Examples:
1. Find the 7th term of the arithmetic sequence
3,9,15,21, 27,….

Solution:

Since the first term is known and the common

difference is most likely to be 6 (9 – 3 = 6 =
15 – 9), then by substitution,
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎7 = 3 + (7 − 1)6
𝑎7 = 3 + (6)6
𝑎7 = 3 + 36
𝑎7 = 39

2. What is the 100th term of the sequence

0,5,10,15,…?

Solution:

Obviously, the constant difference between the

terms is 5. Given the first term and d,
𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎100 = 0 + (100 − 1)5
𝑎100 = 0 + (99)5
𝑎100 = 0 + 495
𝑎100 = 495

Would you like to try? Yes Ma’am!

1. What is the 50th term of the sequence Solution:

1,3,5,7,9,...? 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
𝑎50 = 1 + (50 − 1)2
Obviously, the constant difference between the 𝑎50 = 1 + (49)2
terms is 5. Given the first term and d, 𝑎50 = 1 + 98
𝑎50 = 99

To keep track of the entire process, a table format

can also be organized:

For item no. 1,

n 1 2 3 4 5 … 7
𝑎𝑛 3 9 15 21 27 … 39

For item no. 2,

n 1 2 3 4 5 … 100
𝑎𝑛 0 5 10 15 20 … 495
E. Enrichment Activity
Great! It seems like you’re all into learning the
topic
ever more.

Activity: Arithmetic Sequence in Real Life

Now, class, I want you to pay attention to the

following images.
Yes Ma’am!
It looks familiar right?

Identify which among the images clearly depicts an

Expected Answers:
arithmetic sequence and which do not.

1.
A sequence but does not clearly depicts an
arithmetic sequence.

2.

An Arithmetic Sequence with 0 as the

common difference.

3.
Arithmetic Sequence (1,2,3,4,5,6)

4.
Arithmetic Sequence (1,2,3,4)
 5.
Arithmetic Sequence (Nearer seats in a
stadium or arena are less than those that
are farther, each row contains different
number of seats in an increasing order
form nearer to farther seats).

6.

Arithmetic sequence

The first image is purely a sequence but do not

clearly illustrates an arithmetic sequence. They can
be other types of sequence since growth and
development from one thing to another vary. The
second image until the last one on the other hand
are clear pictures and representations of an
arithmetic sequence. An increasing or decreasing
order with a constant difference can be easily seen.
These images are just some of the real-life
applications of arithmetic sequence.

Based on this activity, what can you say about Arithmetic sequence is everywhere. We
arithmetic sequence in the real world? Your may not totally notice it, but it exists and
realizations and reflections? are widely used around us. It’s just so
amazing how we are living with sequences
and how do they make our environment
fun, organized and breathtaking. We
should appreciate it and use them for a
brighter and bigger cause.

That was a heartwarming thought. Thank You!

F. Generalization

Any clarification so far? Expected answers:

If there’s none, let’s sum up what you’ve learned An arithmetic sequence is a type of
from this lesson. sequence where a common difference
between two consecutive terms exists.

To find the nth term of a sequence, use the

general rule: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
 All arithmetic sequences form pattern
(naturally or manually-created) in the
environment, but not all patterns found
are arithmetic sequences.

There are lots of applications of arithmetic

sequence in real-life that people don’t
usually notice.

IV. EVALUATION
Directions: Answer the following questions comprehensively and show your solutions.
1. Given the arithmetic sequence 2,4,6,8,10,… find 𝑎50.

2 – 4. Find the 𝑎11 , 𝑎23 , and 𝑎30 of the arithmetic sequence 1,5,9,13,17, …
5. 295 is what term of the arithmetic sequence 10,25, 40?
ANSWER KEY:

QUIZ/ASSESSMENT

1. 𝑎50 = 100

2 – 4. 𝑎11 = 49, 𝑎23 = 89, and 𝑎30 = 117

5. 20th term or 𝑎20

V. ASSIGNMENT
Directions: Answer the following word problems involving arithmetic sequence. Show
your complete solutions

1. What should be the value of x so that x + 2, 3x – 2, 7x – 12 will form an arithmetic

sequence?
2. There are 115 passengers in the first carriage of a train, 130 passengers in the second
carriage and 145 in the third carriage and so on. How many passengers will there be
in the 8th carriage?
3. A racing car travels 750 meters in a minute. If the car begins racing at exactly 8:00
AM, what time will he reach the finish line if the distance covered by one lap is 10
kilometers and the car needs to complete 3 lapses?

Prepared by:

ALIYAH MONIQUE V. BENITEZ

BSED – Mathematics