KOLEHIYO NG LUNGSOD NG LIPA

Lipa City, Batangas

LESSON EXEMPLAR School Kolehiyo ng Lungsod ng Lipa Grade Level 10

Teacher Velarde, Jhoan C. Learning Area Mathematics
Teaching Date Quarter 1

I. OBJECTIVES At the end of the lesson, the students will be able to:
1. define sequence
2. identify the next term of a sequence
3. value accumulated knowledge as means of new understanding.
A. Content Standards The learner demonstrate understanding of key concepts of sequences, polynomials
and polynomial equations.
B. Performance Standards The learner is able to formulate and solve problems involving sequences,
polynomials and polynomial equations in different disciplines through appropriate
and accurate representations.
C. Most Essentials Learning Competencies The learner generates patterns.
(MELC)
(If available, write the indicated MELC)
D. Enabling Competencies
(If available,write the attached enabling competencies)
Sequence
II. CONTENT

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages Mathematics Learners’s Module for Grade 10 (p. 9-10)
c. Textbook Pages
d. Additional Materials from
Learning Resource

B. List of Learning Resources for

Development and Engagement Activities
IV. PROCEDURES
A. Introduction A. What I need to know?
REVIEW
1. Define probability of an event.
2. Play a game called “CHUM CHUM CHUM’’

This lesson is about sequence.

Based from the competency, this lesson is crafted to help the students generates
patterns.

After going through lesson, you are expected to:

1. define sequence
2. identify the next term of a sequence
3. value accumulated knowledge as means of new understanding

B. What’s new?
Activity 1: Analyze Me!

Directions: identify if each picture below shows a pattern, put a check a mark (√) and
identify it, otherwise put a cross mark (x).

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1. Banderitas

2. Tahong shells

3. coffee beans

4. stack of stones in the beach

B. Development A. What I know?

MULTIPLE CHOICE
Directions : Read the questions carefully. Choose the letter of your answer.

1. The sequence ( 1, 2, 3, 4,5) in terms of the number of elements is called _______.

a. an infinite sequence
b. a finite sequence
c. an infinite set
d. an infinite series

2. What are the set objects in the priming activity are called?

a. sequences
b. finite sequence
c. arithmetic sequence
d. pattern

3. The number a1 is called_______.

a. 2nd term
b. 1st term
c. 3rd term
d. 1st set

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4. It is a type of sequence that without last term.

a. infinite set
b. infinite sequence
c. finite set
d. finite sequence

5. What is the next term of the sequence 6, 12, 24, 48,..?

a. 92
b. 94
c. 96
d. 100

B. What’s in?
Activity 2: Let’s Follow ( This will be done in group. )
THE GINGERBREAD MAN STORY
The teacher will read a story of the gingerbread man story, after reading the story, the
teacher will bring out a series of picture of the story of gingerbread man . The
students will guess the story through picture sequence.
The Gingerbread Man Story
A long, long time ago an old woman and an old man lived a quiet
life in a small cottage by the river. One day the woman decided to
make a gingerbread man for them to eat. She mixed flour, butter
and eggs in a bowl and then she rolled out the dough carefully. She
then cut out a lovely gingerbread man and gave him blueberries for
his eyes and buttons and icing for his mouth and clothes. The
woman put him in the oven to bake. Soon enough, he was ready
and the woman opened the oven door, but to her surprise the
Gingerbread man jumped out of it. “Don’t eat me!" he shouted in
terror and ran out of the window. The woman and the man started
chasing after him. “Stop! Stop!” they shouted, but he was faster
than they were. “Run, run, as fast as you can! You can’t catch me,
I’m the Gingerbread man," he laughed and kept running. As he was
running, he came across a pig. The pig tried to take a bite out of
him but once again the Gingerbread man was faster. “Run, run, as
fast as you can! You can’t catch me, I’m the Gingerbread man," he
said and carried on running. Further along the path he came across
a cow. “Stop!” called the cow, “I want to eat you." But the
Gingerbread man started running again and the cow couldn’t catch
him. “Run, run as fast as you can! You can’t catch me, I’m the
Gingerbread man!” he said. It was not long before the Gingerbread
man came across a horse. “Stop, little man! I want to eat you!”, the
horse said, but the Gingerbread man outran him too. “Run, run as
fast as you can! You can’t catch me, I’m the Gingerbread man!”
The horse joined the old woman, the old man and the pig, but the
Gingerbread man only laughed at them. He kept laughing until he
reached the river banks. “Oh, no! Now they will get me and eat me!
If only I could cross the river," he thought. Suddenly a fox snuck up
to him. “Please, don’t eat me," cried the Gingerbread man. "I won’t
eat you," the fox promised. “I just want to help you! Jump on my
back and I will swim across the river and you will be safe.” The
Gingerbread man had no other choice. He jumped on the fox’s
back and they crossed the river easily and safely. As soon as they

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stepped onto dry ground, the Gingerbread man thanked the fox.
But a second later the fox opened his mouth and gobbled up the
Gingerbread man.

(Introduce the concept of sequencing by telling a short story “ The Gingerbread

Man”.)

C. What is it?
SEQUENCE

After going through this lesson, you are expected to generate patterns and sequences.
Probably without even knowing it, you have been observing and creating patterns
ever since you were a very small child. You probably made repeating patterns with
shapes, such the one below with triangles, circles, and squares.

A sequence is a set of numbers written in a specific order: a1, a2, a3, a4, a5, a6,….. an.
The number a1 is called the 1st term, a2 is the 2nd term, and in general, an is the nth
term.

Illustrative Example 1

Finite Sequence is a sequence with last term while infinite sequence is a sequence
without last term.
Finite Sequence Infinite Sequence
12, 15, 17, 19, 21, ..27 3, 5, 7, 9, 11,….
1, 2, 3, 4, 5, 6, …..100 20, 25, 30, 35, ……
0,1,0,1,0,1,0,…0 1, 2, 3, 4, 5, …….

Illustrative Example 2

For the next term of the sequence 19, 24, 29, 34, ….

Solution:
Observe the pattern of the sequence. Observe the interval of each term. To get the
next term of the pattern you add 5 to the previous number.

Illustrative Example 3

What is the next term of the sequence 6, 12, 24, 48, …?

Solution:
For this example, 6 is multiplied by 2 to get 12, 12 is multiplied by 2 to get 24 and 24
is also multiplied by 2 to get 48. So the next term is 96.

Illustrative Example 4

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Find the first 4 terms of the given rule an = 3n -2.

An = 3n – 2 an = 3n – 2 an = 3n – 2 an =3n - 2
A1 = 3(1) – 2 a2= 3(2) – 2 a3 = 3(3) – 2 a4 = 3(4) -2
A1 = 3 – 2 a 2= 6 – 2 a3 = 9 -2 a4 = 12 - 2
A1 = 1 a2 = 4 a3 = 7 a4 = 10

C. Engagement A. What’s more?

Activity 3: Think, Pair, Share

Directions: Study the ff. patterns then supply the missing term to complete the
sequence.

1. Jan, March, May, July, ____, Oct, ____

2. 5, 8, 11, 14, 17, __, ___
3. 7, 9, 11, ___,___, 17, 19
4. 2, ___, 8, 16, 32
5. 20, 25, 30, __, 40

D. Assimilation What I have learned?

Activity 4: Answer Me!
Directions: Answer the following problems.

1. The table below shows the cost of renting the Shercon Resort hall depending on
the number of attendees.
Number of Persons Rental Cost in Peso
20 6200
25 6500
30 6800
35 7100

Vanessa booked the hall for a birthday party for 40 persons. How much will she
pay?

2. A rabbit population grew in the following pattern: 2, 4, 8, 16 … if all the rabbits

live and the patterns continues, how many rabbits will be in the 8th generation?

E. Assessment Directions: Write F if the sequence is finite or I if the sequence is infinite before the
number.
___1. 5, 15, 25, 35
___2. 2, 4, 8, 16, ….

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___3. 1, 9, 17, 25
___4. 2, 9, 16, 23, …
___5. 2, 6, 18, 54, …
___6. 3, 6, 9, 12, ….. 30
___7. 24, 19, 14, 9

V. REFLECTION The learners, in their notebook will write their personal insights about the lesson
using the prompts below.

I understand that ________________________________________

I realize that ___________________________________________

Prepared by: Jhoan C. Velarde