QUARTER I

Week 1

Subject: MATH Grade Level: 10

Date: __________________ Day: 4
Demonstrates understanding of key concepts of sequences,
Content Standard
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:  Describes recursive sequence
Skills:  Generates the next few terms of sequences defined
recursively
Attitude:  Observes the value of accuracy in generating
recursive 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  Attachment
 Materials
5. Learning Resources  EASE Module 1 on Searching for Patterns, Sequences
(LR) portal and Series , pp. 14 - 17

B. Other Learning http://www.mathisfun.com/algebra/sequences-series.html

Resources
IV. PROCEDURES
A. Reviewing or
presenting the new Note to the Teacher:
lesson Review the past lesson.

Ask: How will you find the general term of a sequence?

(Possible answer)
How to Find the General Term of a Sequence

1. Study each term of the sequence as it

compares to its term number. Then answer
the following questions:

a. Is it a multiple of the term number?

b. Is it a multiple of the square or cube of
the term number? If each term is a
multiple of the term number, there will
be a common number.

2. Examine the sequence. Does it increase or

decrease?

a. If it increases slowly, consider

expressions that involve the term
number plus or minus a constant like: n
+ 2 or n – 3.
b. If it increases moderately, think about
multiples of the term number plus or
minus a constant like: 2n or 3n – 1.
c. If the sequence increases very rapidly,
try powers of the term number plus or
minus a constant like: n2 or n2 + 1.

3. If the sequence consists of fractions, examine

how the denominator and numerator change as
n+1
2
separate sequences. For example: an = n yields
2 3 4 5 6
, , , , , . ..
1 4 9 16 25

B. Establishing a
 purpose for the lesson Note To The Teacher:
Emphasize this:
Some sequences do not have simple defining formulas
like those in finding the nth term of a sequence. The nth
term of a sequence may depend on some or all of the
terms preceding it. A sequence defined in this way is
called recursive.

One has to be sure that the notations: a n and an – 1

is understood first before going to the examples below. To
illustrate: if the 24th term is an, then it can be written as a 24.
So that an – 1 means a24 – 1 = a23 or the 23rd term.

C. Presenting examples Illustrative Examples:

of the new lesson

1. Find the first five terms of the sequence defined

recursively by a1 = 1 and an = 3(an – 1 + 2).

Solution:

The defining formula asks that the preceding term,

an – 1, be identified first before one can get the nth term,
an. Thus, one can find the second term from the first
term, the third term from the second term, the fourth
term from the third term, and so on. Since the first
term is given as a1 = 1, proceed as follows:

a2 = 3(a1 + 2) = 3(1 + 2) = 9
a3 = 3(a2 + 2) = 3(9 + 2) = 33
a4 = 3(a3 + 2) = 3(33 + 2) = 105
a5 = 3(a4 + 2) = 3(105 + 2) = 321

Thus, the first five terms of this sequence

are

1, 9, 33, 105, 321,…

D. Discussing new
2. Find the 120th term of the sequence defined by a n
concepts and
= 2n + 3.
practicing new skills
#1 Solution:

Replacing n with 120, then

120th term = a120 = 2(120) + 3 = 243

The 120th term is 243.

Notice that the 120th term from the example above

 is found without finding first the preceding term, that is,
the 119th term! Whereas with the recursively defined
sequence one has to find all the terms preceding the
required term.

a. Discussing new
concepts and 3. Find the 4th term of the recursively defined
practicing new skills an−1
#2 sequence an = 2 where a1 = -3.
Solution:
First term = a1 = -3
a2−1 a1 −3
Second term = a2 = 2 = 2 = 2
−3
a3−1 a2 2 −3
Third term = a3 = 2 = 2 = 2 = 4
−3
a 4−1 a3 4 −3
Fourth term = a4 = 2 = 2 = 2 = 8

3
The fourth term is - 8 .
a. Developing Mastery Try this out
(Think-Pair-Share Strategy can be used)
Find the first five terms of the given recursively defined
sequences:

1. an = 2(an – 1 – 2) and a1 = 3
an−1
2. an = 2 and a1 = -8
3. an = 2an – 1 + 1 and a1 = 1

b. Finding practical
applications of Melchor works as a merchandiser in a supermarket. His
concepts and skills in supervisor asks him to create a display in which oranges
daily living are stacked in the shape of a pyramid. The pyramid must
have 15 layers. How many oranges does Melchor need?

c. Making
Generalizations and A sequence is defined recursively when the nth term can
abstractions about be found only when the preceding term is found.
 the lesson
d. Evaluating learning
Find the first five terms of the given recursively defined
sequences:

1
1. an =
1+an−1 and a1 = 1
2. an = an – 1 + an – 2 and a1 = 1, a2 = 2
3. an = an – 1 + an – 2 + an – 3 and a1 = a2 = a3 = 1

e. Additional (Can be answered by pair)

Activities for Find the first four terms of the sequence defined
application or recursively.
remediation 1. a1= -1, an = 5an – 1
an−1
2. a1 = 6, an = 3 n−1

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 activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. Of learners
lessons work? No. of 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: 4 (Day 4)

Content: Patterns and Algebra

KEY ANSWER

DEVELOPING MASTERY

1 3, 2, 0, -4, -12
2 1
-8, -4, -2, -1, - 2
3 1, 3, 7, 15, 31

EVALUATION

1 1 2 3 5
, , ,
1, 2 3 5 8
2 1, 2, 3, 5, 8
3 1, 1, 1, 3, 5

ADDITIONAL ACTIVITY

1. -1, -5, -25, -125

6 3 3
, ,
2. 6, 5 20 220
 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

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

Bernabe, Efren L. Valencia, Ph. D.

C. OTHER RESOURCES

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