QUARTER I

Week 1

Subject: MATH Grade Level: 10

Date:
Day: 2
__________________
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:  Identifies and differentiates finite and infinite sequence
Skills:  Finds the next few terms of a sequence given the nth term
Attitude:  Observes the value of accuracy in solving number sequence

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 15
Pages
2. Learner’s
Materials Pages Mathematics Learner’s Materials Pages 9 - 11

3. Textbook Pages  e-Math Worktext in Mathematics by Orlando

Oronce and Marilyn O. Mendoza, pp. 6 - 8
 Intermediate Algebra by Soledad Jose-Dilao,
Ed.D. and Juliet G. Bernabe, pp.169 – 170
 Algebra II Workbook (Functional Approach)
by Josephine M. Cabral, Julieta G. Bernabe,
Efren L. Valencia, Ph. D., pp. 120 - 122
4. Additional  Activity Sheets
Materials  Attachment
5. Learning  EASE Module 1 on Searching for Patterns,
Resources (LR) Sequences and Series , pp. 5 - 10
portal
B. Other Learning http://www.mathisfun.com/algebra/sequences-
 Resources series.html
IV. PROCEDURES
A. Reviewing or
presenting the new Note to the Teacher:
lesson Review the past lesson.

Ask: What is a sequence?

(Expected answer: Is a function whose domain is the

finite set or the infinite set.)

B. Establishing a
Note To The Teacher:
purpose for the
lesson Ask: What is your idea about finite set and infinite set?
(Expected answer: Finite set is a sequence with limit
and an infinite set is a sequence without limit.)

Ask the students to give examples of finite set and

infinite set. (Answers may vary)

C. Presenting examples Illustrative Examples:

of the new lesson Finite Set:
A. 1, 2, 3, 4, 5

1 1 1 1
B. ½, , , ,
3 4 5 6
Infinite Set:
A. 3, 6, 9, 12, 15, … 3n, …, where n is a positive
counting number
B. 2, 6, 12, 20, …, n(n + 1), …, where n is a
positive counting number
nth Term:
A. Write the first four terms of the sequence
a n = n + 1.
(Solution: Substitute the natural numbers from 1 to 4
for n one after the other.)
a1 = 1 + 1 = 2 a3 = 3 + 1 = 4
a2 = 2 + 1 = 3 a4 = 4 + 1 = 5
The first four terms of the sequence are 2, 3, 4, 5.

B. What is the tenth term of the sequence a n = n +

1?
Solution: a n = n + 1
a 10 = 10 + 1
= 11
D. Discussing new Discussion:
concepts and A finite sequence is a sequence which has a first
practicing new skills term and a last term. An infinite sequence is a
#1 sequence which has a first term but no last term.
Subscripts are used to designate the ordinal of a term.
It is customary to use a 1, a 2, a 3, …, a n to designate a
sequence of n terms where n is a positive integer.

For Oral Participation:

Determine if the sequence is finite or infinite.

1. 2, 4, 6, 8, ... ________________
2. 5, 10, 15, 20 ________________
3 1 1
3. 1, , , ________________
4 2 4
4. 2, 4, 6, 8 ________________
5. 1, 2, 3, ... ________________
6. 1, 4, 9, ... ________________

(Expected answers: 1. Infinite, 2. Finite, 3. Finite, 4.

Finite, 5. Infinite, 6. Infinite)

E. Discussing new Since a sequence is an ordered collection of natural

concepts and numbers, it can be described by a rule.
practicing new skills
#2 Example 1:
n
Write the first four terms of the sequence a n =
n+1
where n is a natural number.

1 1 2 2
(Solution: a 1 = = a2 = =
1+ 1 2 2+ 1 3
3 3 4 4
a3 = = a4 = =
3+1 4 4+ 1 5
1 2 3
The first four terms of the sequence are , , ,
2 3 4
4
and
5
Example 2:

Find the 13th and 100th terms of the sequence

whose general term is given by
(−1)n
2
an = n

Solution:
For the 13th term, replace n with 13 and for the 100 th
term, replace n w/ 100:
 (−1)13 −1
2
13th term = a13 = 13 = 169
100
(−1) 1
2
100th term = a100 = 100 = 10000

F. Developing Mastery Activity: Term after Term

(Can be individual or by pair)
A. Find the first five terms of the sequence given
the nth term.

1. a n = (-2)2n – 1
1
2. a n = n -
n

B. Find the indicated term of the sequence whose

nth term is given by the formula

1. an = 3n + 4 a12
2. an = (-1) n - 1 (n - 1) a25
(Please see attachments for the key answer)
G. Finding practical
applications of A conference hall has 20 rows of seats. The first row
concepts and skills in contains 20 seats, the second row contains 22 seats, the
daily living third row contains 24 seats, and so on. How many seats
are there in the conference hall?

H. Making
Generalizations and Note To The Teacher:
abstractions about
the lesson Emphasize this:
A sequence is a succession of numbers. Each number
is called a term. Subscript are used to designate the
ordinal of a term. It is customary to use a 1, a 2, a 3, …,
a n to designate a sequence of n terms.

To avoid any misunderstanding about ordering, the nth term

¿ ¿) of a sequence is designated by an algebraic
formula. The subscript n is understood to start from 1,
then 2, then 3, and so on, unless otherwise stated.

I. Evaluating learning Note: (Can be oral or written)

A. Write the 1st 4 terms of the sequence whose

nth term is given by the formula.
n
1. an = 3n - 1 3. an = n+1
 1
2. an = 1 - 2n 4. an = n – n
B. Find the indicated term of the sequence whose
nth term is given by the formula.
5. an = (n + 2)(n + 3) a17
6. an = (n + 4)(n + 1) a7
(−1)2 n+1
7. an = n2 a6
(Please see attachments for the key answer)
a. Additional
Activities for Please See Attachments for supplementary activities
application or  TRY THIS OUT
remediation
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 teaching Strategies used that work well:
strategies worked well? _____ Group collaboration
Why did these work? _____ Games
_____ 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: 2 ( Day 2)

Content: Patterns and Algebra

SUPPLEMENTARY ACTIVITIES

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

Try this out

A. Write the first 4 terms of the sequence whose nth term is given by the
formula.

1. an = n + 1 2. an = 2 – 2n

3. an = n - 1 4. an = 2 n

5. an = 2n + 1 6. an = n² + 1

n
7. an = 3n - 1 8. an = n+1

1
9. an = 1 - 2n 10. an = n – n

11. an = 3n 12. an = (-1) n+1 n

13. an = n² - 1 14. an = (-1) n 2 n

1 n2 −1
15. an = n² - n 16. an = n

(−1)n+1 (−1)n+1
2
17. an = n+1 18. an = n +1

()
n+1
1 1
19. an = 2 3 20. an = 3 n³ + 1
 21. an = (1)n (n²+2n+1)

B. Find the indicated term of the sequence whose nth term is given by the
formula.

22. an = 3n + 4 a12

23. an= n(n -1) a11

24. an= (-1) n - 1 n² a15

1
25. an= ( 2 )n a8

26. an = 2n - 5 a10

n
27. an = n+1 a12

28. an = (-1) n - 1 (n - 1) a25

2
29. an = ( 3 ) n a5

30. an = (n + 2)(n + 3) a17

31. an = (n + 4)(n + 1) a7

(−1)2 n+1
32. an = n2 a6

(−1)2 n
33. an = n+4 a16

3
34. an = 2 n² - 2 a8

1
35. an = 3 n + n² a6
 KEY ANSWER

SUPPLEMENTARY ACTIVITIES
A.

1 2, 3, 4, 5 12 1, -2, 3, -4
2 0, -2, -4, -6 13 0, 3, 8, 15
3 0, 1, 2, 3 14 -2, 4, -8, 16
4 2, 4, 8, 16 15 7 26 63
, ,
0, 2 3 4
5 3, 5, 7, 9 16 3 8 15
, ,
0, 2 3 4
6 2, 5, 10, 17 17 1 1 1 1
,− , ,−
2 3 4 5
7 2, 5, 8, 11 18 1 1 1 1
,− , ,−
2 5 10 17
8 1 2 3 4 19 2 2 2 2
, , , , , ,
2 3 4 5 9 27 81 243
9 -1, -3, -5, -7 20 4 11 67
, , 10 ,
3 3 3
10 3 8 15 21 4, 9, 16, 25
, ,
0, 2 3 4
11 3, 9, 27, 81

B.

22 40 29 32
243
23 110 30 380
24 225 31 88
25 1 32 −1
256 36
26 15 33 1
20
27 12 34 94
13
28 24 35 38

KEY ANSWER

DEVELOPING MASTERY
Activity: Term after Term
(Can be individual or by pair)

A.
1. -2, -8, -32, -128, -512
2. 0, 3/2, 8/3, 15/4, 24/5

B.
1. 40
2. 24

EVALUATION
A.
1.
2,

2.
1 2 3 4
, , ,
2 3 4 5
3.
-1,

4.
0,

C.
1. 380
2. 88
−1
3. 36

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;

Intermediate Algebra by Soledad Jose-Dilao, Ed.D. and Juliet G. Bernabe, pp.169 –

170

Algebra II Workbook (Functional Approach) by Josephine M. Cabral, Julieta G.

Bernabe, Efren L. Valencia, Ph. D., pp. 120 – 122

4. OTHER RESOURCES

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