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 11-15, 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-I-d-1 SSP_M10AL-Id-3 SSP_M10AL - Ie – 1 SSP_M10AL - Ie – 1
Illustrate a geometric sequence. Differentiates a finite geometric Determines geometric means and Determines geometric means
sequence from an infinite nth term of a geometric sequence and nth term of a geometric
geometric sequence. sequence
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.
NIT2L Assessment GEOMETRIC SEQUENCE GEOMETRIC SEQUENCE NTH TERM GEOMETRIC MEANS
Objectives: Objectives: Objectives: Objective: - Define a geometric mean in a
- Answer questions correctly. - Define a geometric sequence. - Define a finite geometric -Find the nth term a given geometric sequence.
- Follow instructions carefully. - Illustrate a geometric sequence. sequence and infinite geometric geometric sequence. - Finds the geometric mean of a
- Tell the importance of being - Appreciate the pattern of a geometric sequence. given geometric sequence.
honest. sequence -Identify a finite geometric
sequence from an infinite
geometric 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, Mathematics Teacher’s Guide Teacher’s Guide (TG) in Teacher’s Guide (TG) in
pages 23-24 Teacher’s, pages 27-28 Mathematics 10, pp. 24 Mathematics 10, pp. 100-102
Mathematics Learner’s Materials Pages 26- Module (LM) in Math 10, pp. 158- Learner’s Module (LM) in Math 10, Learner’s Module (LM) in Math
27 159 pp. 29 - 30 10, pp. 30 – 41
Intermediate Algebra Pages, pages 188-189 Intermediate ALGEBRA II, pp. 184- Intermediate Algebra, pp. 186 - 187 Intermediate Algebra, pp. 193 -
186 Integrated Mathematics 194
III.2001.pp. 19 - 20 Integrated Mathematics
III.2001.pp. 21 -22
Standardize test Geometric Sequence. Retrieved
from
http://coolmath.com/algebra/19-
sequences-series/07-geometric-
sequences01.html
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
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,

A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the allotment for each step.
Give a brief background about the Review of the lesson about the patterns in
NIT2L Level 2 assessment
-Set standards in taking a test
Ask: What should you do when
you are taking a test? (Do not
cheat)
-How will you do it? (by looking at
one’s paper only)
-Whenever you’re in doubt, to
whom will you address your
question? (to the teacher)
-In this case, what does it show?
(being honest)
finding the sum the first nth terms of an
arithmetic sequence.
The previous lesson focused on arithmetic
sequences. In this lesson, you will also learn
about geometric sequences and the process
on how they are generated.
( Group Activity/ Group Discussion ) Review: Geometric Sequence Review: nth term of Geometric
Ask the students to define the sequence
terms
Finite sequence and Infinite
sequence?
Finite Sequence – a function whose
domain is the finite set 1, 2, 3, …,
n
- a sequence that
has a last
term.
Infinite Sequence – a function
whose domain is the infinite set
- Having no
limits
-a
sequence that
does not have
a last term.
Can define finite sequence and ACTIVITY: Isn’t It Amazing?
infinite sequence easily. • Since you already know
how to find the nth term
of a geometric sequence,
we will have an activity.
• With the same group, an
activity sheet which
contains the following will
be given to them. (Guide
Questions:
1. How did you find the
activity?
(Expected Answer: Answers
may vary)
2. How did you find the
common ratio?
(Expected Answer: We get the
common ratio by dividing the
second term to the first term,
third term to the second term,
and so on.)
 3. How did you find the next
terms? The missing terms?
(Expected Answer: The next
terms and the missing terms
were found by using the
geometric formula, an = a1rn-1)

4. So what is the world’s fastest

insect?
(Expected Answer: Dragonfly)

C. Presenting examples/instances of Distribution of Test Papers SHOW ME BOARD Based on the definition given ACTIVITY: Missing You
the new lesson Find the ratio of the second number to the identify the given sequence if it is a ACTIVITY: Got It!
first number. finite geometric sequence or an With the same group, let them Direction: Find the missing
infinite geometric sequence. answer the following activity. terms in each geometric
Expected answer: (Refer to attachment – Got It! For sequence.
1. 2, 4, 8, 16 Finite the activity sheet.) 1. 3, 12, 48, __, __
1. 2, 8 ( 4) Geometric Sequence • (Expected Answer: 192, 768)
2. -3, (-3) 2. 2, 4, 8, 16,… Infinite
Geometric Sequence 2. __, __, 32, 64, 128, ...
3. 1, ( ) 3.-4, 12, -36,… (Expected Answer: 8, 16)
4. -5, -10 (2) Infinite Geometric Sequence
4.-4, 12, -36, 108, -324 3. 120, 60, 30, __, __, __
5. 12, 4 ( ) Finite Geometric Sequence (Expected Answer: 15, 15/2,
15/4)

4. 5, __, 20, 40, __, __

(Expected Answer: 10, 80, 160)

5. __, 4, 12, 36, __, __

(Expected Answer: 4/3, 108,
324)
Guide Questions:
6. –2, __, __, –16 –32 –64
1. How did you find your answer?
(Expected Answer: -4, -8)
(Expected Answer: By multiplying
the radius to the first term.)
7. 256, __, __, –32 16, ...
(Expected Answer: -128, 64)
2. Can you find the nthterm of a
geometric sequence using your
8. 27, 9, __, __, 1/3
technique?
(Expected Answer: 3, 1)
(Expected Answer: Yes)
9. ___, 1, 4 __, 64, 256
3. Is there another way to solve for
(Expected Answer: 1/4, 16)
the nth term of a geometric
sequence? How?
10. 5x2 ,__, 5x6 , 5x8 __ , ...
(Expected Answer: Yes. We
(Expected Answer: 5x4, 5x10)
could use a formula to solve
for the nth term.)
Were you able to answer the
 activity?
(Expected Answer: Yes)

Which item in the activity did

you find challenging? (Expected
Answer: Answers may vary)

Let us now discuss how to find

the geometric means between
terms of a geometric sequence.

D. Discussing new concepts and
practicing new skills #1
Test Proper (50 mins) Teacher:
One of you will perform the paper folding
while the other will do the recording in the
table.
1. Start with a big square from a piece
of paper. Assume that the area of
the square is 64 square units.
2. Fold the four corners to the center
of the square and find the area of
the resulting
square.
3. Repeat the process three times and
record the results in the table
below.
The teacher discusses the
definition and emphasize that
examples 1&4 are finite geometric
sequence because it has a last term
while examples 2&3 are infinite
geometric sequence because the
sequence does not have a last
term.
The teacher discusses on how to
find the nth term of a geometric
sequence.
The teacher discusses the
definition and other concepts
of geometric mean.
Inserting a certain number of
terms between two given
terms of a geometric sequence
is an interesting activity in
studying geometric sequences.
We call the terms between any
two given terms of a geometric
sequence the geometric
means. (Refer to Attachment –
Discusssion)

Square 1 2 3

Area

1. What is the area of the square

formed after the first fold?
Second? Third fold?
2. Is there a pattern in the areas
obtained after 3 folds?
3. You have generated a sequence of
areas. What are the first 3 terms of
the sequence?
4. Is the sequence an arithmetic
sequence? Why?
5. Using the pattern in the areas,
what would be the 6th term of the
sequence
Expected answers:

E. Discussing new concepts and
practicing new skills #2
1. 64, 32, 16
2. Yes
3. 64, 32, 164. No. because there is no
common difference. 5. 64, 32, 16, 8, 4, 2 – 2
is the 6th term.
The sequence 64, 32, 16, 8, 4, 2 is called a
geometric sequence.
A geometric sequence is a sequence where
each term after the first is obtained by
multiplying the preceding term by a nonzero
constant called the common ratio.
INFINITE GEOMETRIC SERIES
Infinite geometric series is the
indicated sum of the terms of an
infinite geometric sequence. The
series 2 + 4 + 8 + 16 + … is an
example of infinite geometric
series.
If the first term of a geometric
sequence is and the common
ratio is r, then the infinite
geometric series S is S =
… mean between 10 and
Individual Activity:
Let the students answer the activity
below.
(Refer to attachment – Smash It!
For the actvity sheet.)
Guide Questions:
1. How did you find the activity?
(Expected Answer: Answers may
vary.)
2. Were you able to answer each
item? How did you do it?
(Expected Answer: Yes. By using the
formula.)
Call some students to share their
Think – Pair – Share:
• Ask the students to
answer the following
problems.
• After thinking of the
solution to the problem,
let them select a partner
and share their solutions.
Answer the following:
1. Insert three geometric
means between 3 and 48.
(Expected Answer: 6, 12,
24)
2. Find the geometric
(Expected Answer: 1)
• Call some pair to
share their solutions
in the class.

F. Developing mastery
G. Finding practical application of
concepts and skills in daily living
short messages.
Checking of Answers Find the missing terms in each geometric Identify if the given examples is a Think – Pair – Share: The students will be working
sequence. finite geometric sequence or an • Pair up the students and let with their respective groups to
infinite geometric sequence. them answer the activity answer the questions that will
Expected below: be posted by the teacher one
answer: 1. 8th term of 1, ½, ¼,… at a time. They will write their
finite geometric sequence final answer on an illustration
board (one per group). When
1. 120, 60, 30, __, __, __ ( 15, 7.5, 3.75 ) 2. 11th term of 1,3,9,…
the teacher says “boards up,”
finite geometric sequence
the groups will show their
2. 5, __, 20, 40, __, __ ( 10, 80, 160 3. 7th term of 1,-1,1,… answers. The group who will
)State whether each of the following finite geometric sequence get the correct answer will
sequences is geometric or not. 4. 3, 9, 27, 81, 243,… receive points. The group who
infinite geometric will garner the most number of
Expected sequence points will merit class points or
answer: 5. -1, 4, -16, -64,… extra points.
infinite geometric Answer the following:
1. 5, 20, 80, 320,… (geometric) sequence
2. 5, -10, 20, -40 ( geometric) 1. Insert three geometric
means between 16 and 625.
3. 1, 0.6, 0.36, 0.216,.. (geometric)
(Expected Answer: 40, 100,
, , , (not) 250)
2. Insert geometric mean
between ½ and .
(Expected Answer: 3/4)
3. Insert two geometric means
between 3 and 192.
(Expected Answer: 12, 48)
H. Making generalizations and Guide Questions for Generalization: Guide Questions
abstractions about the lesson Generalization:
•The common ratio, r, can be determined by
dividing any term in the sequence by the Let the students answer
term that precedes it. following questions
1. What is a finite geometric
sequence? Infinite
geometric sequence?
2. How can you
differentiate finite
geometric sequence from
infinite geometric
sequence?
for Guide Questions for Guide Questions for
Generalization: Generalization:
the (To be answered by the students) (To be answered by the
students)
1.What are geometric means?
What are geometric means?
(Expected answer: Geometric
means are the terms between (Expected answer:
any two given terms of a Geometric means are the
geometric sequence) terms between any two
2.How do you find the geometric given terms of a geometric
means of a given geometric sequence)
sequence?
(Expected Answer: Geometric
means can be found by using How do you find the geometric
the geometric formula, an = means of a given geometric
a1rn-1) sequence?
(Expected Answer:
Geometric means can be
found by using the
geometric formula, an =
a1rn-1)

I. Evaluating learning
Students’ Level Find the missing terms in each geometric Identify the given geometric Direction: Find the nth term of a Find the indicated number of
sequence. sequence if it is a finite geometric geometric sequence. geometric means between
sequence or an infinite geometric each pair of numbers.
Expected answer: sequence 1. seventh term of 5, 10, 20, 40, ... 1. 16 and 81 [3]
(Expected Answer: 24, 36, 54)
1. __, 16, __, 4, 2, (32, 8) 1. The first 5 terms of 4, 12, 36, (Expected Answer: 320)
Finite Geo. Seq. 2. -32 and 4 [2]
2. __, 20, 80, ___, ... ( 5, 320 ) 2. The first 6 terms of 3, -6, 12, - 2. tenth term of 2, -6, 18, … (Expected Answer: 16, -8)
24,…Finite Geo. Seq.
3. 5, __, 20, 40, __, 160 ( 10, 80, ) 3. The sum of 64, 16, 4, 1, … (Expected Answer: 39366) 3. 1/3 and 64/3 [1]
Infinite Geometric Seq. (
4. 256, ___, ___, -32, 16 ( -128, 64 ) 4. The sum of 24, 4, ,… 3. fourth term of a geometric 8/3)
sequence whose first term is 3 and
5. -2, __, ___, -16, -32, -64 (-4, -8 ) Infinite Geometric Seq.
1. common ratio 4.

(Expected Answer: 192)

J. Additional activities for application Retrieval of test papers and Find the missing terms in each geometric Identify the given geometric Find the geometric mean of
or remediation answer sheets. sequence. sequence if it is a finite geometric each pair of numbers.
sequence or an infinite geometric
 1. 27, 9, __, __, sequence 1. 9 and 16
2. 120, 60, 30, __, __,
1. The first 8th terms of 1, 3, 9,27, (Expected Answer: 12)
Expected answer:
… Finite Geo. Seq.
2. The first 6th terms of -144, 72, - 2. -3 and -27
1. 3, 1
36,18, -9, 4.5…
Finite Geometris Sequence. (Expected Answer: 9)
2. 15, 7.5 3. The sum of 64, 16, 4, 1, …
Infinite Geometric Seq. 3. 3 and 75
4. The sum of 24, 4, ,
4. (Expected Answer: 15)
…Infinite Geometric Seq.
4. 1/2 and 50

(Expected Answer: 5)
V. REMARKS

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% 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo 10 - L. Belardo
of the formative assessment. 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
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 GUADALUPE D. CABALLES ANA LIZA D. DELA CRUZ

Teacher III Master Teacher I Head Teacher VI, Math Dept