GRADE 10
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR) portal
B. Other Learning Resources
IV. PROCEDURES
School PEDRO GUEVARA MEMORIAL NATIONAL HIGH SCHOOL Grade Level 10
Teacher LOWIE D. GACETA Learning Area MATHEMATICS
Teaching Date and Time SEPTEMBER 4-8, 2023 Quarter FIRST
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and accurate
representations.
SSP_M10AL-Ia-2 SSP_M10AL-Ia-3-B-1 (3+1) SSP_M10AL-Ib-2 SSP_M10AL-Ia-1 SSP_M10AL-Ia-1
Illustrates an arithmetic sequence Determines arithmetic means and nth Finds the sum of the terms of a given SSP_M10AL-Ia-2 SSP_M10AL-Ia-2
term of an arithmetic sequence arithmetic sequence SSP_M10AL-Ia-3-B-1 (3+1) SSP_M10AL-Ia-3-B-1 (3+1)
SSP_M10AL-Ib-2 SSP_M10AL-Ib-2
LONG TEST NO. 1 PERFORMANCE TASK NO.
1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
-Describe and illustrate an arithmetic -Find the nth term of an arithmetic -Find the sum of terms of a given - Answer questions correctly. - Answer questions
sequence. sequence. arithmetic sequence. - Follow instructions correctly.
-Find the common difference of the terms -Find the arithmetic means of an carefully. - Follow instructions
of an arithmetic sequence. arithmetic sequence. - Tell the importance of being carefully.
-Find the nth term of an arithmetic -Insert a certain number of terms honest. - Tell the importance of
sequence. between two given terms of an being honest.
-Find the unknown variables in an= a1 + arithmetic sequence.
(𝑛−1)d of an arithmetic sequence.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials
as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s Guide (TG) in Mathematics 10, Teacher’s Guide (TG) in Mathematics Teacher’s Guide (TG) in Mathematics 10: Teacher’s Guide (TG) in Teacher’s Guide (TG) in
pp. 15 10 page 16 p. 17-19 Mathematics 10, pp. 1-19 Mathematics 10, pp.1- 19
Mathematics Learner’s Materials Pages 12 - Learner’s Module (LM)in Math 10, pp. Learner’s Module (LM)in Math 10: pp. 15 - Mathematics Learner’s Mathematics Learner’s
14 14-15 and 19 21 Materials Pages 1-21 Materials Pages 1-21
•e-Math Worktext in Mathematics by Integrated Mathematics III, 2001 pp 9- Intermediate Algebra II by Soledad Jose-
Orlando Oronce and Marilyn O. Mendoza, Dilao; et al: pp 177-179
pp. 6 - 8 12* Integrated Mathematics III by Soledad
•Intermediate Algebra by Soledad Jose- NFE Accreditation and Equivalency Jose-Dilao; et al: pp 15- 17
Dilao, Ed.D. and Juliet G. Bernabe, pp.169 – Learning Material, Arithmetic
170
Sequence. 2000. pp 10-20
Video: https://youtu.be/GijrTfz0tIU Teacher-Made Test Teacher-Made Test
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can

A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the allotment for each step.
 Show the squares made of sticks Note to the Teacher: Find the sum of the terms in each finite set:
to the students. Asking questions on illustrating and 1)1,4,7,10,13,17
finding the nth term of an arithmetic (expected answer: 52)
sequence. 2)3,5,7,9,11,13
(expected answer: 48)
3)10,5,0,- 5, - 10, - 15
(expected answer: - 15)
 Let the students count the 4)81,64,47,30,13, - 4
number of sticks in each figure (expected answer: 231)
and record the results in the
table.
No. of Squares 1 2 3 4 n
No. of Sticks
Process groups’ answers.
Motive Questions: Finding a certain number of terms Answer the following questions: -Set standards in taking a test -Set standards in taking a
1. Is there a pattern in the number between given terms of an arithmetic Ask: What should you do test
of sticks? sequence is a common task in studying 1.How did you find the activity? when you are taking a test? Ask: What should you do
Expected answer: Yes arithmetic sequences. (expectedanswer: easy) (Do not cheat) when you are taking a
2. How is each term (no. of sticks) 2.What if you will be tasked to give the -How will you do it? (by test? (Do not cheat)
found? sum of the first 32nd terms for each item looking at one’s paper only) -How will you do it? (by
Expected Answer: by adding 3 to above? -Whenever you’re in doubt, looking at one’s paper
the preceding term (expected answer:boring) to whom will you address only)
3. What is the difference between your question? (to the -Whenever you’re in
any two consecutive terms? Note:Another important feature of an teacher) doubt, to whom will you
Expected Answer: 3 arithmetic sequence is finding the sum of -In this case, what does it address your question? (to
Note: Lead the students to the concept of its terms. Lead the students tothe show? (being honest) the teacher)
“arithmetic sequence” importance of “finding the sum of the -In this case, what does it
terms of an arithmetic sequence” show? (being honest)
Supply the missing terms in each arithmetic Answer the following questions below: Given the following information of an
sequence: arithmetic sequence, find its sum:
1. Give the first term and last
1. 2, 8, 14, _, _ term of an arithmetic Group 1 – a1 = 2; d = 4; n = 7
Expected Answer: 20, 26 sequence whose sequence (expected answer:98)
2. 3, 14, _, _, 47 arithmetic means are 10, 15, Group 2 – a1 = 3; d = ½; n = 7
Expected Answer: 25, 36 and 20.
(expected answer: 22 ½)
3. __, __, 1, 5, 9 (Expected answers: first
Group 3 – a1 = 10; d = - 4; n = 6
Expected Answer: -7, -3 term is 5 and last term is 25.)
(expected answer: 0)
2. Insert 3 arithmetic means Group 4 – a1 = - 3; d = - 5; n = 6
between 12 and 52. (expected answer: - 93)
(Expected answers: 12, 22,
32, 42, 52)
An arithmetic sequence is a sequence The teacher discusses the definition The teacher allows a representative from
where every term after the first is and concepts of Arithmetic Means in each group to discuss their concepts of
obtained by adding a constant called the sequence. finding the sum of the terms in an

E. Discussing new concepts and
practicing new skills #2
the common difference. arithmetic sequence. Whatever method
(Note: For video presentation, you may The terms between any two each group used is accepted.
download it at nonconsecutive terms of an arithmetic
https://youtu.be/GijrTfz0tIU) sequence are known as arithmetic
means.
Derive the formula.
Which of the following is an arithmetic Find the missing term or terms in In this lesson, you will learn how to find the
sequence? Justify. each arithmetic sequence. sum of the first n terms in an arithmetic
1) ..., 29, ___, −31, ... sequence. You will also learn how to apply
1. 1, 3, 9, 27, 81 (Expected answers:- 1) that process in your daily life. Let’s study
2. 2, 4, 6, 8, 10 2) ..., 32, ___, ___, ___, 68, ...
3. -9, -6, -3, 0, 3 and analyze the situation below:
(Expected answers: 41,50, 59) Jaine-Anne noticed that when she changed
4. 2, 3, 5, 8, 13
5. -21, -15, -9, -3, 3 the brand of soft drinks she was selling, her
Expected Answers: number of customers increased every day.
Shown in the table below is a list of the
1. NO, no common difference
2. YES, there is a common number of bottles of softdrinksJaine-Anne
difference sold from Monday to Saturday
3. YES, there is a common Day Number of Bottles
difference
4. NO, no common difference 1 20
5. YES, there is a common 2 70
difference 3 120
4 170
5 220
6 270
1. How many bottles of softdrinks
will Jaine-Anne sell in 6 days?
(expected answer:
20+70+120+170+220+270=870)
2. Do the numbers in the series
have a common difference?
What is it?
(expected answer: yes 50)
3. What is the first term? the last
term?
(expected answer: 20 and 270
respectively)
4. Suppose we substitute the given
values in the formula below and
solve for the answer, do you
think we will arrive at the same
answer?
(expected answer:
answers may vary)
 Sn = [2a1 + (n – 1) d ]

(expected answer: 870 bottles)

F. Developing mastery
A. Find the nth term in the following Answer the following: This time with the same groupings, let each
arithmetic sequences. 1. Insert an arithmetic mean group solve their assigned task using the
between 3 and 45.
given rule.
1. 5th term in the arithmetic sequence if
(Expected answer: 24)
the first term is 5 and the common 1.Are your answers now similar to
difference is 4. 2. Insert 3 arithmetic means your first answers?
between 10 and 42. (expected answer: yes)
2. 20th term in the sequence 2, 7, 12, 17, . .
. (Expected answers: 10, 2. Which would you prefer? Adding
18, 26, 34, 42) manually or using the rule?
- Explain your answer.
3. 4th term when the 1st term is 5 and the
(expected answer: answers may vary)
common difference is 4.

4. 7th term in the sequence 3, 15, 27, . . .

Expected Answers:

1. 21, 2. 97, 3. 17, 4. 75

B. What must be the value of x so that x+3,

2x+1 and 5x+2 will form an arithmetic
sequence?

Expected Answer: x= -3/2

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Let the students define an arithmetic
sequence.
An arithmetic sequence is a sequence
where every term after the first is obtained
by adding a constant called the common
difference. The first n terms of an
arithmetic sequence with a1 as first term
and d as common difference are
In finding the arithmetic means, use
the formula
an =a1 +(n-1)d , for every term
To find the sum of the terms of an
arithmetic sequence with a1 as the
first term, n as the number of terms
and d as the common difference, use
the rule
Sn = [ 2a1+(n-1)d]

a1, a1 + d, a1 + 2d, …, a1+( n -1) d

 Rule: an= a1+(n-1)d
I. Evaluating learning A. Give the common difference & supply Paper and Pencil Test (Individual) 1. Find the sum of each of the following
the missing terms in each arithmetic finite set:
sequence. A. Insert the indicated number of
arithmetic means between the given a. 7,10,13,16,19
1. 2, 5, 8, _, _ ( 11, 14 d= 3) first and the last terms of an arithmetic (expectedanswer: 65)
2. -8, _, _, 7, 12 ( -3, 2 d=5) sequence. b. 16,25,34,43,52,61
3. _, _, 1, 7, 13 ( -11, -5 d=6) (expectedanswer: 231)
4. 6, 7, 8, _, _, ( 9, 10 d=1) 1) 4 and 50 2. Find the sum of the following given
5. 10, 6, _, _, -6 ( 4, -2 d=4) such information:
a. a1 = - 7; d = 8; n = 18
2) 5 and -4
B. What must be the value of k so that 5k-3, (expectedanswer: 1098)
B. If four arithmetic means are
k+2 and 3k-11 will form an arithmetic b. a1 = 5/8; d = - 4; n = 12
inserted between -6 and 29. What is
sequence? (expectedanswer: - 513/2)
the second mean?
Expected Answer: k= 3
Expected answers:

First term is – 6, sixth term is 29

Finding the common difference (d)

a6 = a1 + (n-1) d

29 = - 6 + (6-1) d therefore, the

second mean is 1

29 + 6 = 5d

35 = 5d

7=d
J. Additional activities for application 1)Find 4 arithmetic means between 5 Find the sum of the first 11 terms of the
or remediation and 35 following arithmetic sequence:
Expected answer: 11, 17, 23, 29
2)Find 1 arithmetic mean between -1 1. 3,6,9,…
and -21 (expected answer: 198)
Expected answer: -10
3)Find 3 arithmetic means between -10 2. 5,7,9,…
and 26. (expected answer: 165)
Expected answer: -1, 8, 17
4)Find 2 arithmetic means between 2 3. – 8, -12, -16,…
and -10. (expected answer:- 308)
Expected answer: -2, -6
4. ½, 1,1 ½,…
5)Find 3 arithmetic means between 0
and 8.
 Expected answer: 2, 4, 6 (expected answer: 33)

V. REMARKS 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo

10 - P. Campos 10 - P. Campos 10 - P. Campos 10 - P. Campos 10 - P. Campos
10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez 10 - C. Velasquez
10 - Mencius 10 - Mencius 10 - Mencius 10 - Mencius 10 - Mencius
10 - Confucius 10 - Confucius 10 - Confucius 10 - Confucius 10 - Confucius

VI. REFLECTION Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
of the formative assessment.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I use /discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

LOWIE D. GACETA BEATRIZ O. CRUZ GUADALUPE D. CABALLES ANA LIZA D. DELA CRUZ
Teacher III Master Teacher II Master Teacher I Head Teacher VI, Math Dept