School: NEW VISAYAS NATIONAL HIGH SCHOOL
Teacher: IAN O.PRADO
Teaching Date: October 2, 2023
8:30 - 9:30
LEARNING AREAS
MATHEMATICS 10
The Learner demonstrates
understanding of key concepts of
Content Standard
sequences, polynomials and
polynomial equations.
The Learner is able to formulate and
solve problems involving sequences,
polynomials and polynomial
Performance Standard equations in different disciplines
through appropriate and accurate
representations.
Differentiate a geometric sequence from Interpret farm plans and lay-out.
Learning Competency an arithmetic sequence
M10AL-ld-2
CUSTOMIZED AND CONTEXTUALIZED DAILY LESSON LOG
TEACHING TIME
11:00 - 12:00 1:00 - 2:00 2:00 - 3:00 7:30 - 8:30 (Thursday & Friday)
TLE 8 MATHEMATICS 7 PRACTICAL RESEARCH 2 ESP 10
The learner demonstrate
understanding of the:
1. The characteristics, strengths,
weaknesses, and kinds of
quantitative research
Demonstrates an understanding of The learner demonstrates 2. the importance of quantitative
understanding of key concepts of
interpreting plans and drawing. research across fields
sets, the real number system,
estimation/approximation of a 3. the nature of variables
square of a number and the
measures of quantities, and the
application of real numbers to
measurements`
The learner is able to formulate
The learner should be able to decide
Interprets plans and drawings in challenging situations involving sets and on suitable quantitative research in
agricultural crop production. real numbers and solve these in a different areas of interest.
variety of strategies.
Represents the absolute value of a
number on a number line as the distance
of a number from 0. Different kinds of variables and their
Follow planting systems and
Performs fundamental operations on uses
practices.
integers.
(M7NS-Ic-1)

Learning Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
B. Other Learning Resources
Materials:
a. determine a geometric sequence;
b. identify the common ratio of a
geometric sequence;
c. find the missing term of a geometric
sequence;
d. determine whether a sequence is
geometric or arithmetic; and
e. explain inductively the difference
between arithmetic sequence and
geometric sequence using real life-
situations
Geometric Sequence
References: Cabigao, Erwin J., Palma,
Chona Isabel C., Pajarillo,
Michelle P. Mathematics 7(Quarter III-
Module 7), pp.1-17, Division of San Jose
Del Monte City, San Ignacio Street,
Poblacion, San Jose Del Monte,
Bulacan.
Aseron, Elizabeth R., Armas, Angelo D.,
Canonigo, Allan M. Mathematics
7(Learner’s Material First Edition, 2013),
Module 4, pp.50-52, DepEd Central
Office.
p. 23
p. 26-27
Q1 Self-Learning Modules 5
Visual aids, DLP, Laptop, Worksheets,
Marker, Ruler, Tablets
1. Design form plans and layouts
according to crop grown
2. Follow planting system and
practices according to approved
cultural practices.
Interpreting Plans and Drawings
Ramos, Pedro P., and Intacto, Victory
V.III., K+12 Basic Education Curriculum
Technology and Livelihood Education
Learning Module in Agricultural Crop
Production
Self-Learning Modules
Strips of Paper, Chalk, Worksheets,
available garden tools
1. represent absolute value of a
number on a number line;
2. find the sum of integers and solve
problems involving addition of integers; 1. differentiate dependent and
3. find the difference of integers and independent variables;
solve problems involving subtraction of 2. classify variables according to its
integers; types; and
4. find the product of integers and 3. examine sample quantitative
solve problems involving multiplication of researches depicting dependent and
integers; independent variables.
5. find the quotient of two integers and
solve problems involving division of
integers.
Absolute Value and Operations DEPENDENT AND INDEPENDENT
On Integers VARIABLES
Ballera, Charlene B., Jonalyn D.
K TO 12 GRADE 7 LEARNING
Gungon, Mary Jane A. Dalisay, and
MODULE IN MATHEMATICS (Q1 – Q2).
Renee Rose C. Reyes. 2019. Practical
(2014, March 11). Retrieved from
Research 2: Learning Module for Senior
https://www.slideshare.net/lhoralight/k-
High School. Unpublished.
to-12- grade-7-learning-material-in-
mathematics-q1q2
Faltado III, Ruben E., Medardo B.
Bombita, Helen B. Boholano and
Oronce, O. & Mendoza, M. (2015). e –
Angeline Pogoy. 2017. Practical
math 7: Worktext in Mathematics. (pp. 2
Research 2: Quantitative Research for
–9).
Senior High School). Cubao, Quezon
Quezon City, Philippines: Rex Book
City: Lorimar Publishing Inc.
Store, Inc
Pages 26-31
p. 32-34
Self-Learning Modules Self-Learning Modules Self-Learning Modules
Strips of Paper, Chalk, Worksheets, Strips of Paper, Chalk, Worksheets,
available garden tools available garden tools
IV. PROCEDURES
The Teacher will give the activity that
A. Reviewing previous lesson or
will help the learners recall finding the
presenting the new lesson
sum of a Arithmetic Sequences
B. Establishing a purpose for the The learner will play the Games that
lesson relate to the new topic
AM I ARITHMETIC OR NOT?
Identify whether the given sequence is
arithmetic or not. Write AS if it is an
arithmetic sequence, otherwise, write
NA.
Hint: For item number 1, the succeeding
C. Presenting examples/ instances
terms are obtained by adding the
of the new lesson
common difference, 6, to the preceding
terms. Therefore, it is an arithmetic
sequence.
________ 1. 5, 11, 17, 23, …
________ 2. 3, 9, 27, 81, …
________ 3. 12, 9, 6, 3, …
The Teacher will give the activity that The Teacher will give the activity that Students will describe the
will help the learners recall finding the will help the learners recall Absolute IMPORTANCE OF QUANTITATIVE
volume of the Solid. Value and a Number line. Variables.
Cabbage Relay
The learners will form a circle. In the
paper cabbage there are questions
written. Everybody will sing “Leron Leron
1.Why is it important to know about Sinta” while passing the paper
The learner will play the Games that
Interpreting and Lay outing? cabbage, if the music stops the one
relate to the new topic
2. What are the things to be considered holding the cabbage will answer the
before interpreting and lay- outing? question from it. Then continue the flow
until all the question from it. Then
continue the flow until all the questions
from the cabbage will be answered.
2. Classify the following variables.
Choose the letter which corresponds to
your answer.
a) Interval
b) Ratio c) Nominal
d) Ordinal
1.Why is it important to know about
The students will have a game using 1. Body temperature in Celsius
Interpreting and Lay outing?
flash cards of operations on integers. 2. Citizenship
2. What are the things to be considered
3. Cups of rice consumed in a day
before interpreting and lay- outing?
4. Distance travel in an hour
5. Emotion
6. Fast-food chain
7. Strand taken
8. Grade in Physical Education
9. Score in a short quiz
10. Year level in college
 Let the students determine a geometric
sequence;identify the common ratio of a
geometric sequence;find the missing
term of a geometric sequence;determine
D. Discussing new concepts and
whether a sequence is geometric or
practicing new skills #1
arithmetic; and explain inductively the
difference between arithmetic sequence
and geometric sequence using real life-
situations
Let the students answer activity WHAT'S
The teacher will give inputs and in depth
NEW on Grade 7 Self Learning Module
discussion of the topic
3 page 10.
Examine 3 samples of quantitative
research from a family
member/relative/friend who has
conducted quantitative research and
distinguish the variable being studied

Perform Activities 1 and 2. LM, pp1- Instructions: Supply the

27.Reiterate to the students the right/appropriate word on each Let the students answer activity WHAT'S Let the students answer activites on
E. Discussing new concepts and importance of ratio, and let them blank provided in every item. MORE on Grade 7 Self Learning Module Practical Research 2 Self Learning
practicing new skills #2 explore geometric sequence Write your answer on your 3 page 5 Module 5 page 12
through paper folding. notebook.

Let the students answer activity WHAT I • Students will be able to

F. Developing mastery (leads to LM P. 27 Activity 2 Answer Guide Group Activity. The students will be
CAN DO on Grade 7 Self Learning DIFFERENTIATES KINDS OF
Formative Assessment) questions nos. 1-5 given activity sheets to answer.
Module 3 page 6 VARIABLES AND THEIR USES.

Ask the students to make their Ask the students to make their own Ask the students to make their own Ask the students to make their own
G. Finding Practical application of
own realization of the topics and realization of the topics and its realization of the topics and its realization of the topics and its
concepts and skills in daily living importance to life. importance to life.
how it relates to the real life. importance to life.

Have the students make a generalization

H. Making generalization and
abstractions about the lesson
about the Importance of farm inputs and
Students will make a generalization Students will make a generalization
farm labor.
about the topic based on the guide about the topic based on the guide
Let the student make a summary of the Quantities of materials and resources
question provided by the teacher or the question provided by the teacher or the
lesson. required to complete a work Task can
students use the 4-3-2 chart to make students use the 4-3-2 chart to make
be estimated.
generalization generalization
Measure and calculate surface areas.

Paper and Pen Evaluation Individual Paper and Pen Evaluation Individual Paper and Pen Evaluation Individual
LM p.20 Activity 12
I. Evaluating learning Output to evaluate their learning about Output to evaluate their learning about Output to evaluate their learning about
A-E
the topic the topic the topic

J. Additional activities for application
or remediation
V. REMARKS (Objective attained,
Reteach the specific competency
and employ another teaching
strategy, and other reasons)
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 activities for remediation
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
this work?
Interview an author of quantitative
Let the students answer activity "WHICH Let the students find the surface area of the Shepherding Approach: A Remedation
research being published regarding the
IS WHICH?" on Grade 10 Self Learning rectangular tank in their purok and the volume of to Slow Learner Students in
it. strength and weaknesses of his
Module 5 page 20-23 Mathematics (if any)
research.
of the learners who earned 80% of the learners who earned 80% of the learners who earned 80% of the learners who earned 80% of the learners who earned 80%
of learners who require additional of the learners who require of the learners who require of the learners who require of the learners who require
additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
YES NO YES NO YES NO YES NO YES NO
of learners who caught up the of learners who caught up the of learners who caught up the of learners who caught up the of learners who caught up the
lesson lesson lesson lesson lesson
of the learners who continue to of the learners who continue to of the learners who continue to of the learners who continue to of the learners who continue to
require remediation require remediation require remediation require remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
Group Collaboration Group Collaboration Group Collaboration Group Collaboration Group Collaboration
Games Games Games Games Games
Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw Solving Puzzles/Jigsaw
Answering preliminary Answering preliminary Answering preliminary Answering preliminary Answering preliminary
Activities/exercises Activities/exercises Activities/exercises Activities/exercises Activities/exercises
Carousel Carousel Carousel Carousel Carousel
Diads Diads Diads Diads Diads
Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS) Think-Pair-Share(TPS)
Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
Differentiated Instruction Differentiated Instruction Differentiated Instruction Differentiated Instruction Differentiated Instruction
Role Playing/Drama Role Playing/Drama Role Playing/Drama Role Playing/Drama Role Playing/Drama
Discovery Method Discovery Method Discovery Method Discovery Method Discovery Method
Lecture Methods Lecture Methods Lecture Methods Lecture Methods Lecture Methods
Specified other Strategies: Specified other Strategies: Specified other Strategies: Specified other Strategies: Specified other Strategies:
Why Why Why Why Why
Complete IMs Complete IMs Complete IMs Complete IMs Complete IMs
Availability of Materials Availability of Materials Availability of Materials Availability of Materials Availability of Materials
Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn Students Eagerness to learn
 Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks

Bullying among students/pupils
Student’s behavior/attitude
F. What difficulties did I Colorful IM’s
encounter which my principal or
Unavailable Technology Equipment
supervisor can help me solve?
Computer/Internet connectivity
Additional Clerical works
Planned Innovations:
Localized videos
Bullying among students/pupils
Student’s behavior/attitude
Colorful IM’s
Unavailable Technology Equipment
Computer/Internet connectivity
Additional Clerical works
Planned Innovations:
Localized videos
Bullying among students/pupils
Student’s behavior/attitude
Colorful IM’s
Unavailable Technology Equipment
Computer/Internet connectivity
Additional Clerical works
Planned Innovations:
Localized videos
Bullying among students/pupils
Student’s behavior/attitude
Colorful IM’s
Unavailable Technology Equipment
Computer/Internet connectivity
Additional Clerical works
Planned Innovations:
Localized videos
Bullying among students/pupils
Student’s behavior/attitude
Colorful IM’s
Unavailable Technology Equipment
Computer/Internet connectivity
Additional Clerical works
Planned Innovations:
Localized videos

Making big books from view of the
locality
G. What innovation or localized
materials did I use/discover
Recycling of plastics to be used as
which I wish to share with other
instructional materials
teachers?
Local poetical composition
Others specify:
Making big books from view of the
locality
Recycling of plastics to be used as
instructional materials
Local poetical composition
Others specify:
Making big books from view of the
locality
Recycling of plastics to be used as
instructional materials
Local poetical composition
Others specify:
Making big books from view of the
locality
Recycling of plastics to be used as
instructional materials
Local poetical composition
Others specify:
Making big books from view of the
locality
Recycling of plastics to be used as
instructional materials
Local poetical composition
Others specify:

Prepared by: Noted:

IAN O.PRADO
Teacher III NESTOR J. CAPIÑA
Principal I