Detailed Lesson Plan

In compliance to
Educ 105A – Assessment of Learning II

Submitted by:

Nomer S. Monteclaro
Student

Submitted to:

Nelia S. Raganas, PhD

Educ105A Instructor
 I. Learning Objectives

At the end of the lesson, the students will be able to:

1) define arithmetic sequence;
2) demonstrate an appreciation for the practical applications of
arithmetic sequence;
3) apply arithmetic sequence concepts by solving problems.

II. Subject Matter:

Topic: Arithmetic Sequence

Reference: https://thirdspacelearning.com/gcse-maths/algebra/arithmetic-
sequence/#:~:text=What%20is%20an%20arithmetic%20sequence,known%20as
%20an%20arithmetic%20progression.

Materials: Powerpoint presentation, paper, ballpen, laptop

Time Duration: 60 minutes

Strategy Used: Inductive Method

Values Integration: Cooperation and attentiveness

II. Learner’s Expectations

Teacher’s Activity Student’s Activity

A. Preparatory Activities

a. Greetings

Good morning class! Good morning, sir.

So, how’s your day? Is it good so far? We are fine and great, sir!

That’s good to know.

b. Formality

- Prayer

Now, let us pray first. May I ask Mr. Mr. Saga: Classmate please
Saga to lead the prayer. stand up. Okay, let us pray…
- Classroom management

* Cleanliness

Before you take your seats, kindly (Students pick up the pieces of
check if there are pieces of paper or paper and plastic and
plastic under your chair. Pick it up and arrange their chairs)
arrange your chairs properly.

* Checking of attendance

Before we proceed to our checking of

attendance, I have here a list of your
assigned group that will serve as your
group throughout the class today.

Now, let us check the attendance.

May I ask your representative, who the Sir, I am so glad to report that
absentees are today? no one is absent today.

It’s nice to hear that everybody is

present.

Thank you, representative!

c. Motivation

Now, we're going to play a group game

and here are the mechanics of the
game:

I will divide the class into small teams

of 3-4 students. Introduce the activity
as a "Mathematical Trivia" game. Each
team will be given a series of
mathematical questions to solve within
a specific time limit. I will then distribute
index cards or small slips of paper to
each team. Prepare a set of
mathematical trivia questions
beforehand. These questions should
cover a range of topics from the Grade
10 curriculum, such as algebra,
geometry, statistics, and number
systems. Include questions of varying
(groups are making actions)
difficulty levels to challenge the
students.
Rules of the game:

Each team will take turns selecting a The numbers are properly
card from a container. Once a card is arranged with a pattern sir.
selected, the team has a designated
time limit (e.g., 30 seconds) to solve
the question and provide the correct
answer. If the team answers correctly
within the time limit, they earn a point.
If the team answers incorrectly or fails
to answer within the time limit, the
question passes to the next team for a
chance to steal the point by providing
the correct answer. Keep track of the
points on the whiteboard or a
designated score sheet. Start the game
by having the first team select a card
and read the question aloud. Set the
timer for the designated time limit.
Encourage discussion and
collaboration within the team to solve
the question. Remind students to use
their mathematical knowledge,
problem-solving skills, and teamwork to
arrive at the correct answer. Once the
time limit is reached, ask the team to
provide their answer. If correct, award
them a point. If incorrect or if they
cannot answer, pass the question to
the next team for a steal opportunity.
Repeat the process, with each team
taking turns selecting cards and
answering questions. Continue until all
the questions have been answered or
until the designated time for the ice
breaker activity is complete. Conclude
the activity by announcing the team
with the highest score as the winner.
Recognize their achievement and
encourage positive reinforcement
among all teams. Transition into the
main lesson plan by connecting the ice
breaker activity to the upcoming lesson
or topic. Highlight the importance of
problem-solving skills, critical thinking,
and collaboration in mathematics.And
that’s it! Thank you so much for
participating. You may now take your
 seats.

d. Review Students are raising their hands

Now, who still remembers our Sir, our last topic is all about
discussion yesterday? Generating Patterns

Yes, Mr. Monteclaro! Mr. Monteclaro: Sir, for me

Generating patterns refers to the
Amazing! process of creating a sequence
of elements or structures that
follow a specific rule or pattern.
These patterns can be found in
various domains, such as
mathematics, art, music, and
computer science.
Okay, in your own understanding, what
is an Arithmetic Sequence?
Mr. Tolibao: Sir, An arithmetic
Yes, Mr. Tolibao
sequence, also known as an
arithmetic progression, is a
sequence of numbers in which
Amazing! the difference between any
two consecutive terms is
I am glad that you remember our always the same. This
previous topic. constant difference is called
the common difference (d).
B. Lesson Proper

a. Activity

Now, we're going to play a group game

and here are the mechanics of the
game:

With your respective group, you will

work together to observe how the
numbers are arranged or behaved.
Then, you should write you’re your
observations on the whiteboard and
explain the reasoning to the rest of the
class. As a class, I will then discuss
and check your observations provided
by each of the groups.You will have to
pick a representative of your group.
Prepare yourself to ask questions and
provide feedback on each other’s
observations.

And now, let the game begin!

Okay, group 4, please remain standing

The numbers are properly
arranged with a pattern sir.

Group 4, what can you say about the

behaviors of the numbers?

Thank you, Group 4!

Okay, group 1 please remain standing

Group 1, what can you say about the

picture? The numbers are properly
arranged with a pattern sir.
Thank you, Group 1!

Okay, group 2 please remain standing

Group 2, what can you say about the

picture? The numbers are properly
arranged with a pattern sir.
Thank you, Group 2!

And that’s it! Thank you so much for

participating. You may now take your
seats.

Students are raising their hands

Analysis
Based on the list of numbers I showed
you, How do you find the next term using
the previous term? How do you find the nth
term in an arithmetic sequence? What is
the behavior of an arithmetic sequence as
n approaches infinity? How can you
determine if a sequence is arithmetic?
Yes, you may Mr. Hinaloc.
Thank you so much for that, Mr.
Hinaloc
(Students are creating academic
noises)
Mr. Hinaloc:In an arithmetic
sequence, we can find the next
term by adding the common
difference (d) to the previous
term. The common difference
represents the constant change
between consecutive terms in
the sequence.
Abstraction

To start our proper discussion, may I ask

somebody from the class to share his/her
thoughts about an Arithmetic Sequence.

Yes, Mr. Hinaloc?

Well said, Mr. Hinaloc! Thank you.

Some more? Yes, Ms. Tambong?

Impressive idea, Ms. Tambong, thank you for

that.

Okay! All answers are great, and those who An arithmetic sequence, also
volunteered did a great job. Now, what is an known as an arithmetic
Arithmetic Sequence really mean?
Very Good! I see everyone already
understands these terms. Let's proceed to the
the formula of an arithmetic sequence and on
how to apply it.
progression, is a sequence of
numbers in which the difference
between any two consecutive
terms is always the same. This
constant difference is called the
common difference (d).
Arithmetic sequences are widely
used in various mathematical
applications, such as calculating
interest rates, predicting patterns
in numerical sequences, and
solving real-life problems
involving constant rates of
change.

Yes, Mr. Tiempo? Feel free to share your

thoughts/ideas on the class. (students are raising their hands)
Well said Mr. Tiempo, thank you! Some
more?

Yes Mr. Lorzano?

Thank you, Mr. Lorzano!

Great ideas everyone! Everyone: Yes sir!

Application

Okay did everyone digest the learning that I

discussed today?

So, now I will be giving you another task. Are

you all ready? (a student raising his hand)

You will be divided into five groups as posted

in the board. And for the mechanics, it will be
given by me later. Please listen carefully so
that everyone can understand. Okay? Students: Yes, sir!

Wow! That's good to hear. So here is the

instruction. Okay, very Good! Let us all give
everyone a firework clap.

Generalization

Now, to sum up our lesson for today, I am

going to ask you a few questions about our
topic.

First question, what have you learned from

the topic that we discuss today? Maria: We have learned that, An
arithmetic sequence, also known
Yes, Maria? as an arithmetic progression, is a
sequence of numbers in which
the difference between any two
consecutive terms is always the
same. This constant difference is
called the common difference
(d). Arithmetic sequences are
widely used in various
mathematical applications, such
as calculating interest rates,
predicting patterns in numerical
 sequences, and solving real-life
Very good, Maria! problems involving constant
rates of change.
Let’s clap our hands for Maria.

From those topics that we had today, what do

you think is the importance of studying this
lesson?
Yes sir!
Okay, Very Good!

So, that’s it. Are there any questions or

clarifications? None so far sir!

ASSESSMENT
Let us now have a quiz to determine if you
really understand our topic for today. Are you
all excited?

Okay class, kindly get a ½ sheet of paper for

our quiz. Students: Okay sir!
For the instruction: Solve the following
arithmetic sequence problem.

1. In an arithmetic sequence, the third

term is 9 and the fifth term is 45. Find
the first term and the common
difference.
2. What is the formula to find the nth term
of an arithmetic sequence?
3. In an arithmetic sequence, if the first
term is 5 and the common difference is
3, what is the second term?
4. Find the sum of the first 10 terms of an
arithmetic sequence if the first term is 2
and the common difference is 4.
5. If the 5th term of an arithmetic
sequence is 17 and the common
difference is 3, what is the first term?
6. Determine the common difference of
an arithmetic sequence if the first term
is 8 and the 10th term is 38.
7. In an arithmetic sequence, the third
term is 12 and the fifth term is 18. Find
the first term and the common
 difference.
8. Find the number of terms in an
arithmetic sequence if the first term is
7, the last term is 55, and the common
difference is 6.
9. What is the sum of the first 20 terms of
an arithmetic sequence if the first term
is 3 and the common difference is 2?
10. In an arithmetic sequence, the sum of
the first 15 terms is 150, and the
common difference is 5. Find the first
term.

Assignment:

For your assignment to be passed on the

next meeting, think of a real-world
scenario that involves an arithmetic
sequence, then observe on how the
sequence behave.

Rubrics for the Activity: