School PINOMA NATIONAL HIGH SCHOOL Grade Level 10-FAITH

Teacher RYAN C. ENRIQUEZ Learning Area MATHEMATICS

Week # 4
DAILY LESSON PLAN IN Teaching Dates and Time September 19, 2023 @ 11:00-12:00 Quarter I
MATHEMATICS 10

I. OBJECTIVES

A. Content Standard The learner demonstrates an understanding of key concepts of sequences.

The learner is able to formulate and solve problems involving sequences in different disciplines through
B. Performance Standards
appropriate and accurate representations.

Determines geometric means, nth term of a geometric sequence and sum of the terms of a given finite
or infinite geometric sequence.

C. Most Essential Learning Specific Learning Objectives:

Competencies / Objectives At the end of the lesson, the learners are expected to:
Write the LC code for each. a. illustrates a geometric sequence.;
b. appreciate the formula in finding the nth term of a geometric sequence; and
a. solve real-life problems involving geometric sequence.

II. CONTENT/LESSON Finding the nth term of a Geometric Sequence

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pg 22-28

2. Learner’s Materials pages Pg 26-40

3. Textbook pages N/A

4. Additional Materials from
Mathematics
Learning Resource (LR)
Quarter 1 – Module 6: Finding the 𝒏th Term of a Geometric Sequence and Geometric Means
portal
B. Other Learning Resources N/A
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous lesson ENGAGE
or presenting the new
lesson 1. Preliminaries
Good morning class!
Before you take your seat, kindly pick up the
litters and align your chairs properly.
2. Review
Before we begin our lesson today, let’s have a
review of our topic yesterday.
So let’s have an Activity
May I request Zcairah to read the title of the
activity and the direction.
Good morning sir!
Zcairah will read the title and direction of the
activity.
(VALUES INTEGRATION)
ACT. 1: YOU MAKE ME SMILE (Version 2.0)!
Directions: There are five sequences to be
flashed in the screen one at a time. Determine if
the given sequence is a geometric sequence or
not. If it is a geometric sequence raise happy
emoji ☺on the other hand raise sad emoji 😥 if it is
not.
1. 1, 6, 36, 216, ...
2. −1, 1, 4, 8, ...
3. 4, 16, 36, 64, ...
4. −3, −15, −75, −375, ...
5. −2, −4, −8, −16
Answers
1. 😊 – Geometric Sequence
2. 😢 – Not Geometric Sequence
3. 😢 – Not Geometric Sequence
 4. 😊 – Geometric Sequence

5. 😊 – Geometric Sequence

B. Establishing a purpose for Okay! It seems that you can still recall our lesson
the lesson last time. Just keep your emojis because later on
we’ll be using that in our succeeding activities or if
you wish to recite just raise your emoji.

(VALUES INTEGRATION)
The activity that we did a while back featured the
two common emojis found in social media, right
class? “Yes, sir.”

The happy and the sad! In life, no matter how much

we want to be happy all the time there are still
moments we can’t avoid sadness, it’s okay because
we will never know the true meaning of happiness if
we do not know how it feels like to be sad but just
like mathematics there’s also formula for happiness:

Francine kindly read the formula. Francine will read the formula for happiness.
ADD your FRIENDS,
SUBTRACT your ENEMIES,
MULTIPLY your JOY, and
DIVIDE your SORROW.

Thank you Fancine!

Today we will tackle the continuation of the concept
of geometric sequence and we will study to find the
nth term of a geometric sequence.

Here is our MELC for this week:

Determines geometric means, nth term of a
geometric sequence and sum of the terms of a given
finite or infinite geometric sequence.
These are our learning objectives for today:
At the end of the lesson, you are expected to:
 a. illustrates a geometric sequence.;
b. appreciate the formula in finding the nth
term of a geometric sequence; and
c. solve real-life problems involving geometric
sequence.
C. Presenting EXPLORE
examples/instances of the
new lesson Motivation

In our first activity you did the two common emojis,

this time, for our next activity we will do a guessing
game using emojis as a clue.

May I request Bernard to read the title and the Bernard will read the title and direction of the
direction of the game. activity.

(ARALING PANLIPUNAN AND LITERACY

INTEGRATION)
ACT. 2. EMOJI QUIZ: Name that Place in the
Philippines
Directions: There are 10 sets of clue emojis that
will be flashed on the screen. Try to guess the
place in the Philippines using the given EMOJIS
as your CLUES! You are only given 15 seconds
to guess the answer.

Example:
BONUS:

ANSWERS:

1.

2.

3.

4.

5.

6.

7.

8.
 9.

10.

11.

D. Discussing new concepts EXPLAIN

and practicing new skills Thank you for your participation. In our activity, we
decode the places in the Philippines using patterns.
I hope someday we’ll get to explore the places
mentioned in Activity 2. But as for now, let's first
explore the formula for finding the nth term of a
geometric sequence.

By the way, what is a Geometric Sequence again?

Yes, Jhayan! Jhayan: Geometric sequence is a sequence

formed by multiplying the succeeding number
by its common ratio.
Exactly!

What’s the formula in finding the nth term of

geometric sequence?

Here is the formula:

.
Let me introduce the topic by presenting to you
situations on geometric sequence. Let us study (HOTS, VALUES, HEALTH, AND DRRRM
example 1. INTEGRATION)

Jasmine, kindly read example 1. Jasmine reads the problem.

BE A GOOD LEADER
Here is the solution: Example 1.
a. For 6 days Jose is a Grade 10 student at Pinoma
Given: a 1=4 r=2 National High School. He observed that some of
Formula: a n=a1 r
n−1 his classmates were absent the past few days.
Being a student leader, he gathered data and
n−1 found out the cause of their absences was due
Solve: a n=a1 r to sore eyes. He observed that the number of
a 6=4 ¿ infections grew geometrically.
a 6=4 ¿ a 6=128
(b-c. Varied answers from students) a. If there were 4, 8, 16, … on the first three
days, how many will be infected after 6th day?
b. Enumerate ways on how to avoid sore eyes.
c. Do you believe in the saying “Prevention is
better than cure.” Justify your answer.

Let’s proceed to example 2. John will you read the
problem?
John reads the problem.
SAVE FOR A CAUSE
Example 2.
Through inspiration instilled by their parents
and realization brought by the COVID-19
pandemic experience, Lina and Lino, both Senior
High School students decided to save money for
a charity cause. Lina and Lino have a piggy
bank and they want to put money in the piggy
bank. Given below is the amount of money put
in the piggy bank.

Here is the solution: Lina: ₱1.00, ₱2.00, ₱4.00, ₱8.00, …

a. For 7 days Lino: ₱1.00, ₱3.00, ₱9.00, ₱27.00, …
For Lina: Given: a 1=1 r=2 Given the above situation, answer the following
n−1 questions:
Formula: a n=a1 r
a. How much money needs to be saved by
n−1
Lina after 7 days? How about Lino?
Solve: a n=a1 r b. Is the combined savings enough for a
a 7=1 ¿ charity donation? Why?
a 7=1 ¿ a 7=64 c. What values were manifested by the two
senior high school students?
For Lina: Given: a 1=1 r=3 d. Will you do the same thing these students
 n−1 did? What are the other ways that you
Formula: a n=a1 r
can help less fortunate people?
n−1 e. Do you agree with the statement of Pope
Solve: a n=a1 r
John Paul II said that “Nobody is so poor
a 7=1 ¿ he has nothing to give, and nobody is so
a 7=1 ¿ a 7=729 rich he has nothing to receive"? Justify
your answer.

(b-e. Varied answers from students)

(SCIENCE INTEGRATION/HOTS) Rica reads the situation.

E. Developing mastery
(Leads to Formative Assessment)
F. Finding practical
applications of concepts
and skills in daily living
GROUP ACTIVITY
ELABORATE Romeo and Juliet were given an assignment
about their topic finding the nth term of
For mastery, let’s now have a group. So I will group geometric sequence.
you into five.
Task
A scientist is studying a type of bacteria. The
Rica kindly read the situation. number of bacteria over the first four days is
shown below.

How many bacteria will there be on day 7?

Below is the solution of the two learners.

Romeo’s solution:
n−1
a n=a1 r
7−1
a 7=1620(2)
6
a 7=1620(2)
a 7=1620(64 )
a 7=103,680
Juliet’s solution:
n−1
a n=a1 r
 7−1
a 7=60(3)
6
a 7=60(3)
a 7=60(729)
a 7=43,740

a. Who among them got the correct

answer? Justify.
b. If you are one of the students in the
situation who gets the right answer
how will convince your friend?

G. Making generalizations and What is the formula used for finding the nth term of
abstractions about the a geometric sequence? How important that we know
lesson the formula in finding the nth term?

H. Evaluating learning
EVALUATE

TRIAD ACTIVITY /
Math Brochure Project

Direction: Make a leaflet/brochure showing

information on arithmetic and geometric sequences.
Include examples and related problems.

I. Additional activities for
application or remediation
YOU MAKE ME SMILE (Version 3.0)
Directions: On the happy side of your emoji stick,
write the things that you have learned about the
lesson. While on the sad side, write the things that
confused you or the things that you want to learn
about.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
 B. No. of learners who require
additional activities for
remediation who scored below
80%
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 innovation or localized

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

Prepared by: Checked by:

RYAN C. ENRIQUEZ EDDIE C. REYES

Teacher III Secondary School Principal II