Republic of the Philippines

Department of Education
REGION XIII – CARAGA
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL SCIENCE HIGH SCHOOL
Government Center, Prosperidad, Agusan del Sur

September 04-08, 2023 (WEEK 2)

SEMI-DETAILED LESSON PLAN

IN MATHEMATICS 10
Objectives:
(1) Find a formula for the general term of an arithmetic sequence;
(2) Identify the common difference in an arithmetic sequence;
(3) Calculate the nth partial sum of an arithmetic sequence.
Code: M10AL-Ib-1 1 Topic: Arithmetic Sequence
Grade Level: 10
Subject: Mathematics 10

(1) Review:
 Begin the lesson by reviewing the concept of sequences and their
types: arithmetic, geometric, and others.
 Review the definition of an arithmetic sequence and the terms used,
such as the first term, common difference, and general term.
(2) Motivation:
 Show a short video or provide examples of real-life situations where
arithmetic sequences are used, such as calculating monthly expenses,
population growth, or distance traveled over time.
(3) Activity:
 Divide the class into small groups and provide each group with a set
of numbers that form an arithmetic sequence.
 Instruct the groups to identify the common difference and write down
the general term formula for the given sequence.
 After completing the task, ask each group to present their findings to
the class and discuss any variations in their answers.
(4) Analysis:
 Lead a class discussion on the patterns observed in the activity.
 Highlight the importance of the common difference in determining the
next terms of an arithmetic sequence.
 Introduce the concept of the general term formula and explain its
significance in finding any term of an arithmetic sequence.
(5) Abstraction:

School Code/BEIS No. 304704

Gov. D.O. Plaza Government Center, Prosperidad, 8500 Agusan del Sur
asnshs2002@gmail.com│304704@deped.gov.ph
242-2043│09283518405
 Republic of the Philippines
Department of Education
REGION XIII – CARAGA
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL SCIENCE HIGH SCHOOL
Government Center, Prosperidad, Agusan del Sur

 Provide a step-by-step explanation of how to derive the general term

formula for an arithmetic sequence.
 Use examples and involve students in the derivation process to ensure
understanding.
 Emphasize the relationship between the position of the term and the
common difference.
(6) Application:
 Present a real-life problem to the students, such as calculating the
total distance traveled by a car given its initial speed and the time it
traveled in an arithmetic pattern.
 Guide the students in using the general term formula to find the
solution to the problem.
 Encourage students to discuss and share their approaches with the
class.
(7) Assessment:
1. Which term of the arithmetic sequence 3, 7, 11, 15, ... is equal to 43?
Answer: The 15th term
2. What is the common difference of the arithmetic sequence 2, 5, 8,
11, ...?
Answer: 3
3. Calculate the sum of the first 10 terms of the arithmetic sequence 4,
7, 10, 13, ...?
Answer: 115
4. True or False: In an arithmetic sequence, the common difference can
be negative.
Answer: True
5. Find the general term formula for the arithmetic sequence 1, 5, 9,
13, ...?
Answer: An = 4n - 3
(8) Assignment:
 Assign the students to create their own arithmetic sequence with a
given common difference.
 Instruct them to find the first 10 terms, the general term formula, and
the sum of the first 10 terms.
 Encourage them to be creative and think of real-life scenarios where
their arithmetic sequence can be applied.

Interactive Activities:

School Code/BEIS No. 304704

Gov. D.O. Plaza Government Center, Prosperidad, 8500 Agusan del Sur
asnshs2002@gmail.com│304704@deped.gov.ph
242-2043│09283518405
 Republic of the Philippines
Department of Education
REGION XIII – CARAGA
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL SCIENCE HIGH SCHOOL
Government Center, Prosperidad, Agusan del Sur

1. Arithmetic Sequence Walk: Have students stand in a line and take a

step forward based on the common difference called out by the
teacher. This activity helps students visualize the concept of an
arithmetic sequence.
2. Human Number Line: Divide the class into groups and assign each
group a different arithmetic sequence. Have students stand in a line
and represent the terms of the sequence. Other groups can try to
identify the common difference by observing the position of the
students.
3. Arithmetic Sequence Puzzles: Provide students with a set of puzzles or
riddles where they need to identify the missing terms of an arithmetic
sequence. This activity promotes critical thinking and problem-solving
skills.

Prepared by:

JERREY G. LUNGAY
Teacher

Noted by:

JINE L. HAVANA, P1
School Head

School Code/BEIS No. 304704

Gov. D.O. Plaza Government Center, Prosperidad, 8500 Agusan del Sur
asnshs2002@gmail.com│304704@deped.gov.ph
242-2043│09283518405