QUARTER I

Week 1

Subject: MATH Grade Level: 10

Date:
Day: 1
__________________
Demonstrates understanding of key concepts of
Content Standard sequences, polynomials and polynomial equations.

Is able to formulate and solve problems involving

sequences, polynomials and polynomial equations in
Performance Standard different disciplines through appropriate and accurate
representations.

M10AL-Ia-1
Competency Generates patterns.

I. OBJECTIVES
Knowledge:  Generates and describes patterns using symbols and
mathematical expressions.
Skill:  Finds the next few terms of a sequence.
Attitude:  Demonstrates cooperation in the given activity.
II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 14 - 15
Pages
2. Learner’s Learner’s Module (LM) in Math 10, pp. 9 - 10
Materials Pages
3. Textbook Pages e-Math Worktext in Math by Orlando Oronce and
Marilyn O. Mendoza, pp. 1 – 3

4. Additional  Activity Sheets

Materials  Attachment

5. Learning  EASE Module 1 on Searching Patterns, Sequences

Resources (LR) and Series, pp. 1 – 5
portal
B. Other Learning http.//www.mathisfun.com/algebra/sequences-
Resources series.html
IV. PROCEDURES
A. Reviewing or ACTIVITY: Guess My Rule
presenting the new
lesson Note to the Teacher:
  The teacher will show strips with four or five
numbers written in a sequence.
Example:
a. 1, 3, 5, 7, ……
b. 1, 4, 7, 10, ……
 The teacher may ask the students what number
comes next. Usually a student will correctly guess.
Example:
a. 1, 3, 5, 7, …… (expected answer: 9)
b. 1, 4, 7, 10, ….. (expected answer:
13)

 Ask for the next number in the sequence of

example a. Ask the student who answered how she
or he knew that was correct. Students will offer
explanations such as “You’re skipping a number
every time”. If they don’t bring it up themselves,
point out that these are odd numbers
 Do the same for Example B.
 Ask the students to explain the pattern.

B. Establishing a Note:
purpose for the The teacher may state this:
lesson
It is a common experience to be confronted with a set
of numbers arranged in some order. The order and
arrangement may be given to you or you have to
discover a rule for it from some data.
For example, the milkman comes every other day. He
came on July 17; will he come on Aug 12? Consider
that you are given the set of dates: 17, 19, 21, …

arranged from left to right in the order of increasing

time. Continuing the set, we have

July 17, 19, 21, …, 29, 31, August 2, 4, ….,28, 30…

so that the answer to our question is yes.

Any such ordered arrangement of a set of

numbers is called a SEQUENCE.

C. Presenting examples ACTIVITY: What’s Next

of the new lesson
Each item below shows a pattern. Answer the
given questions.

1. What is the next shape? (expected answer: )

, ,, , , _______
 2. What is the next number? (expected answer: 20)
What is the 10th number? (expected answer: 36)
0, 4, 8, 12, 16, ____

3. What is the next number? (expected answer: -

16)
What is the 8th number? (expected answer: -26)
9, 4, -1, -6, -11, ______

The set of shapes and the sets of numbers in the above

activity are called sequences.

A sequence maybe generated from shapes, patterns, or

rules. Each number in sequence is called a term. Each
term is identified by its position in the ordered list. The
terms are usually denoted by a1, a2, a3,…or t1,t2, t3, ….

D. Discussing new Discussion:

concepts and
Look at this example. Lorna, a 2nd year student in a
practicing new skills
certain public school, is able to save the money her
#1
ninongs and ninangs gave her last Christmas. She then
deposits her savings of P1,000 in an account that earns
10% simple interest. The total amount of interest she
earned in each of the first 4 years of her saving is
shown below:
Year 1 2 3 4
Total amount 10 20 30 40
The list of numbers 10, 20, 30, 40 is called a
sequence. The list 10,20,30,40 is ordered because the
position in this list indicates the year in which that total
amount of interest is earned.
Now, each of the numbers of a sequence is
called a term of the sequence. The first term in the
sequence 10, 20, 30, 40 is 10, the second term is 20,
while the third term is 30 and the fourth term is 40. It is
also good to point out that the preceding term of a
given term is the term immediately before that given
term. For example, in the given sequence 20 is the term
that precedes 30.
E. Discussing new
concepts and Note: The teacher may discuss about sequence.
practicing new skills (Please refer to attachment: discussion)
#2 Ask the students to answer the following in pairs.
DIRECTION: Find the next two terms of each
sequence.
1. 4, 7, 10, 13, … (expected answer: 16, 19)
2. 15, 7, -1, -9, … (expected answer: -17, -25)
 3. 7, 14, 28, 56, …. (expected answer: 112, 224)
3 3
4. 24, -12, 6, -3, …. (expected answer: , )
2 −4

F. Developing Mastery
Activity: Individual or Group Activity

Find the next term in each sequence.

1. 17, 22, 27, 32, …

1 1 1 1
, , ,
2. 2 5 8 11 …
3. 5, 10, 20, 40,…
4. 3, -3, 3, -3,…

Note: Refer to key answer for the solution and answer.

G. Finding practical Under a normal condition, a newborn pair of rabbits

applications of that are put in a field produces no offspring during the
concepts and skills first month. At the end of the second month, the female
in daily living rabbit produces a new pair of rabbit in the field. If a
female rabbit always produces one pair every month
from the second on, how many pair of rabbits will there
be at the end of one year?
H. Making Guide Questions for Generalization:
Generalizations and
abstractions about  How do you find the next few terms of a sequence?
the lesson (Given at least the first 3 terms of a sequence, you can
easily find the next term in that sequence by simply
discovering a pattern as to how the 3 rd term is derived
from the 2nd term, and the 2nd from the 1st term. You will
find that either a constant number is added or
subtracted or multiplied or divided to get the next term
or a certain series of operations is performed to get the
next term. This may seem hard at first but with practice
and patience in getting them, you will find that it’s very
exciting.)

I. Evaluating learning
I. Find the next two terms of each sequence.

a. 15, 7, -1, -9, …. (expected answer: -17, -25)

b.

(expected answers:)
 J. Additional
Activities for Please See Attachment for additional activities
application or
remediation  Supplementary Activity 1 – Why are Policeman
Strong?
 Supplementary Activity 2 - Use patterns to
complete the table
 or the Teacher may ask the student to use ICT
and search on the web using the URL
http.//www.mathisfun.com/algebra/sequences-
series.html

V. REMARKS

VI. REFLECTION
A. No. of learners who A. _____ No. Of learners who earned 80% in the
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. Of learners who require additional
require additional activities for remediation
activities for
remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. Of
lessons work? No. of learners who have caught up the lesson
learners who have
caught up the lesson
D. No. of learners who D. ____ No. Of learners who continue to require
continue to require remediation
remediation
E. Which of my Strategies used that work well:
teaching strategies _____ Group collaboration
worked well? Why did _____ Games
these work? _____ Powerpoint Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Plying/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete Ims
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their
 tasks

F. What difficulties did I _____ Bullying among pupils

encounter which my _____ Pupils behavoir/attitude
principal and supervisor _____ Colorful IM’s
help me solve? _____ Unavailable Technology Equipment
(AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
_____ Reading Readiness

G. What innovation or
localized I
used/discover which I
wish to share with other
teacher?

ATTACHMENT
Session: 1 (Day 1)

Content: Patterns and Algebra

DISCUSSIONS:
A sequence is a set of numbers written in a specific order:

a1, a2, a3, a4, a5, a6,………, an

The number a1 is called the 1st term, a2 is the 2nd term, and in general, an is
the nth term. Note that each term of the sequence is paired with a natural
number.

Given at least the first 3 terms of a sequence, you can easily find the next
SUPPLEMENTARY ACTIVITY 1

Note: The activities included here will be used only when needed.

B. Answer the puzzle.

Why are Policemen Strong?

Find the next number in the sequences and exchange it for the letter which
corresponds each sequence with numbers inside the box to decode the answer to
the puzzle.

A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

 B 2, 4, 16, __ O 20, 19, 17, __

C 7, 13, 19, __ P 2, 3, 5, 7, 9, 11, 13, 15,

__

D 19, 16, 13, __ R 13, 26, 39, __

E 4, 8, 20, 56, __ S 5, 7, 13, 31, __

F 2, 2, 4, 6, 10, 16, __ T 1, 1, 2, 4, 7, 13, 24, __

H 1, 1, 2, 4, 7, 13, __ U 1, 1, 1, 2, 3, 4, 6, 9, 13,
__

I 3, 6, 12, 24, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10,

__

L 10, 11, 9, 12, 8, __

24 14 13 10 19 17 44 52 47 26 26 48 25

256 164 25 47 19 85 164 44 24 164 6 25 47 162

SUPPLEMENTARY ACTIVITY 2

Note: The activities included here will be used only when needed.

DIRECTION: Use patterns to complete the table below.

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15
Square 1 4 9 16 25
Pentagonal 1 5 12 22
Hexagonal 1 6 15
Heptagonal 1 7
Octagonal 1
 KEY ANSWER

Note: The answers are highlighted.

Developing Mastery Activity

Solutions:

1. Notice that 5 is added to 17 to get 22, the same is added to 22 to get 27, and
the same (5) is added to 27 to get 32. So, to get the next term add 5 to the
preceding term, that is, 32 + 5 = 37. The next term is 37.

2. Notice that 1 is the numerator of all the fractions in the sequence while the
denominators- 2, 5, 8, 11 form a sequence. 3 is added to 2 to get 5, 3 is also
added to 5 to get 8. So that 3 is added to 11 to get 14. The next term is
therefore 1/14.

3. For this example, 2 is multiplied to 5 to get 10, 2 is multiplied to 10 to get 20

and 2 is also multiplied to 20 to get 40. So, the next term is 80, the result of
multiplying 40 by 2.
 4. It is easy to just say that the next term is 3 since the terms in the sequence is
alternately positive and negative 3. Actually, the first, second, and third terms
were multiplied by -1 to get the second, third and fourth terms respectively.

Supplementary Activity 1

(Answer: Because they can hold up traffic)

Supplementary Activity 2

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15 21 28
Square 1 4 9 16 25 36 49
Pentagonal 1 5 12 22 35 51 70
Hexagonal 1 6 15 28 45 66 91
Heptagonal 1 7 18 34 55 81 112
Octagonal 1 8 21 40 65 96 133

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Searching for Patterns, Sequences and Series

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Worktext in Mathematics. Quezon

City,
Philippines: Rex Book Store.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. OTHER RESOURCES

http.//www.mathisfun.com/algebra/sequences-series.html