GRADE

SCHOOL: GRADE 10
LEVEL:

DAIL LEARNING
TEACHER : MARIBETH D. GERSIN MATHEMATICS
Y LESSON AREA:

PLAN TEACHING
DATE AND QUARTER: QUARTER I
TIME:

I. OBJECTIVES :

A. CONTENT STANDARDS The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial
equations.

B. PERFORMANCE The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
STANDARDS equations in different disciplines through appropriate and accurate representations.

C. LEARNING COMPETENCIES / The learner illustrates an arithmetic sequence. (M10AL-Ib-1)

OBJECTIVES
At the end of the session, the learners should be to:

1. Identify the common difference of the sequence

2. Find if the given sequences If Arithmetic or Not
3. Recognize the importance of the topic in real-life situations.

II. CONTENT

CONTENT: ARITHMETIC SEQUENCE

III. REFERENCES

A. Reference/s :

1. Teacher’s Guide page/s Grade 10 Math – Teacher’s Guide (pp. 16-17)

2. Learner’s Materials page/s Mathematics Learner’s Module 10 (pp. 12-14)

3.Text book page/s N/A

4.Additional Materials from

learning resources (LR) portal N/A

B. Other Learning Resources https://thirdspacelearning.com/gcse-maths/algebra/sequences/

IV. LESSON PROPER

A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson / Presenting examples or
instances of the lesson
C. Discussing new concepts &
practicing new skill.
D. Developing Mastery (Leads to
Formative Assessment)
E. Finding practical applications of
concepts and skills in daily life
F. Making generalizations /
abstraction
G. Evaluating Learning
H. Additional activities for
application or remediation
V. REMARKS
Arrange the jumbled letters to identify the words/phrases that are relevant to our topic
1. QUEEENSC
2. THRMTCIEIA QUEESENC
3. ANTSTONC
4. MOMCON ECNFIDEERF
The following sequences are Arithmetic Sequence. Do you think, why is it Arithmetic sequence?
1. 2, 4, 6, 8, 10, . . .
2. 2, 5, 8, 11, . . .
3. 5, 9, 13, 17, . . .
Part 1. Identify the common difference of the given sequences.
1. 2, 4, 6, 8, 10, . . .
2. 2, 5, 8, 11, . . .
3. 17, 13, 9, 5, . . .
Part 2. Identify if the given is ARITHMETIC or NOT.
1. 4, 7, 10, 13, . . .
2. 5, 4, 3, 2, 1, . . .
3. 2, 4, 8, 16, . . .
4. 3, 6, 9, 15, . . .
Identify if the given is ARITHMETIC or NOT. If Arithmetic Sequence, find its common difference.
1. 2, -4, 6, -8, 10, . . .
2. 1, 4, 7, 10, . . .
3. 45, 40, 35, 30, . . .
4. -6, -10, -14, -18, . . .
5. 12, 18, 24, 30, . . .
 How can you apply the concept of sequence in a real-life situation?
 Cite real-life situations.
1. What is Arithmetic Sequence?
2. How to identify if the given is Arithmetic or Not?
3. How to get the common difference?
Choose the best answer.
1. An ordered set of numbers that have a common difference between each term.
A. Arithmetic Sequence B. Geometric Sequence
C. Patterns D. Sequence
2. Which of the following is not an example of an Arithmetic sequence?
A. 1, 2, 3, 4, . . B. 2, 4, 6, 8, . . .
C. 10, 7, 4, 1, . . . D. 11, 14, 18, 23, . . .
3. 1, 6, 11, 16, . . . is an example of _________
A. Arithmetic Sequence B. Geometric Sequence
C. Patterns D. Sequence
4. What is the common difference of 1, 6, 11, 16, . . . ?
A. 2 B. 3 C. 4 D. 5
5. The common difference of 10, 7, 4, 1, . . . is ____.
A. -5 B. -3 C. 3 D. 5
Study the formula of the Arithmetic Sequence.
x
1
 0

S.D.

MEAN

MPS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment.

B. No. of learners who require additional activities

for remediation.

C. Did remedial lesson 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 these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

use/discover which I wish to share with other
teachers?