GRADE 1 TO 12 School Manuel G.

Araullo Grade 10
DAILY High School Level
LESSON Teacher Jayson L. Santelices Learning Mathematics
LOG Area
Teaching June 18, 2018 (Mon) Quarter First Quarter
Date and 1:00 – 7:00 pm
Time

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
1. OBJECTIVES and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and
competencies and enable children to the significance and joy in
learning the lessons. Weekly objectives shall be derived from
curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of
sequences.
B. Performance The learner is able to formulate and solve problems involving
Standards sequences.
C. Learning 1. Define and illustrate an arithmetic sequence;
Competencies/ 2. Derive the formula in finding the nth term of an arithmetic
Objectives sequence; and
Write the LC code for 3. Determine the nth term of an arithmetic sequence.
each
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
2. CONTENT be tackled in a week or two.
Topic: Sequences and Series
Sub- topic: Arithmetic Sequence
List the material to be used in different days. Varied sources of
materials sustain children’s interest in the lesson and in learning.
3. LEARNING
Ensure that there is a mix of concrete and manipulative materials as
RESOURCES
well as paper-based materials. Hands-on learning promotes
concept development.
A. References 1. Mathematics Curriculum Guide
2. E-mathematics 10
3. Callanta, M. M., et al. (2015). Mathematics Learner’s Module
Grade 10. Rex Book Store, Inc.
4. Callanta, M. M., et al. (2015). Mathematics Teacher’s Guide
Grade 10. Rex Book Store, Inc.
5. Oronce, O. A. (2010). E-Math Intermediate Algebra. Quezon
City: Rex Printing Company, Inc.
6. Orines, F. B. (2015). Next Century Mathematics 10. Quezon
City: Phoenix Publishing House, Inc.
7. Sabangan, L. E., et al. (2015). Math Time Activity Sourcebook
Mathematics Grade 10. Quezon City: Educational Resources
Corporation.
These steps should be done across the week. Spread out the
activities appropriately so that students will learn well. Always be
4. PROCEDURES 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 and
draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment
for each step.
A. Reviewing previous Motivation: What do we have in common?
lesson or presenting Examine how the figures are formed.
the new lesson

1. Count the number of matchsticks in each figure and

record the results in a table. Look for a pattern and then
create the next three figures.
2. Is there a pattern in the number of matchsticks? If there is,
describe it.
3. How is each term (number of matchsticks) found?
4. What is the difference between any two consecutive
terms?

Number of 1 2 3 4 5 6 7
Squares
Number of
Matchsticks

1. Count the number of coins in the each and record the

results in a table. Look for a pattern and then create the
next three figures.
2. Is there a pattern in the number of coins? If there is,
describe it.
3. How is each term (number of coins) found?
4. What is the difference between any two consecutive
terms?
Term
1 2 3 4 5 6 7
Number
Number
of Coins

The sequence
4, 7, 10, 13, 15
is called an arithmetic sequence because the difference
between any two consecutive terms is always the same.

Arithmetic Sequence
B. Establishing a
A sequence whose consecutive terms have a common difference
purpose and
is an arithmetic sequence.
Presentation of the
The sequence a1, a2 , a3 , … an is arithmetic if there is a number
lesson
d such that:
a2 – a1 = d, a3 – a2 = d, a4 - a3 = d
 and so on. The number d is the common difference in the
arithmetic sequence.
Example 1: Determine whether the given sequence is arithmetic or
not. If it is arithmetic, find the common difference and the next
two terms.
a.25, 21, 17, 13, 9, … d. 4, 10, 16, 20… g. 2, 4, 8,16, 32, …

6 7 8
b. 1, 3, 9, 27, 81, … e. 1, , , ,…
5 5 5
c. -1, 4, 9, 14, 19, … f. 6, 4, 2, 0, - 2, …

C. Discussing new Example 2: Find p so that the numbers 7p + 2, 5p + 12, 2p – 1,… form
concepts and an arithmetic sequence.
practicing new skills
Solution:
Since the given sequence is arithmetic, hence
(5p + 12) – (7p + 2) = (2p – 1) –(5p + 12)
-2p + 10 = -3p – 13
p = - 23

Derive the formula for the nth term of an arithmetic sequence.

a1
a2 = a1 + d
a3 = a2 + d = (a1 + d) + d = a1 + 2d
a4 = a3 + d = (a1 + 2d) + d = a1 + 3d
a5 = a4 + d = (a1 + 3d) + d = a1 + 4d

Therefore, the nth term of an arithmetic sequence with first term, a1,
and common difference, d, is given by
an = a1 + (n – 1)d

Example 3: Write a formula for the nth term of the given arithmetic
sequence.
a. 12, 19, 26, 33, 40,… b. 9, 1, -7, -
15, -23, …
Solution:
a. a1 = 12 and d = 7 b. a1 = 9 and d = -8
an = 12 + (n – 1)7 an = 9 - 8(n – 1)
= 12 + 7n – 7 =9–
8n + 8
an = 7n + 5 an = 17 – 8n
Example 4: Find the 30 term of the arithmetic sequence 1, 5, 9, 13,
th

17, …
 Solution:
a1 = 1, d = 4, n = 30
a30 = 1 + 4(30 – 1)
= 1 + 4(29)
= 1 + 116
a30 = 117
D. Developing mastery Find an for each arithmetic sequence.
(Leads to Formative 1
a. a1 = 5, d = 4, n = 15 c. a1 = 12, d = ,n=
Assessment 3) 2
16
b. a1 = 6, d = -3, n = 20 d. a1 = x + 1, d = 3x, n = 30
Solution:
1
a. a1 = 5, d = 4, n = 15 c. a1 = 12, d = , n = 16
2
1
a5 = 5 + 4(15 – 1) a16 = 12 + (16 – 1)
2
1
= 5 + 4(14) = 12 + (15)
2
39
a5 = 61 a16 =
2

b. a1 = 6, d = -3, n = 20 d. a1 = x + 1, d = 3x, n = 30
a20 = 6 – 3(20 – 1) a30 = x + 1 + 3x(30 – 1)
= 6 – 3(19) = x + 1 + 3x(29)
a20 = - 51 a30 = 88x + 1

B. Finding practical
applications of
concepts and skills
in daily living
C. Making Abstraction:
generalizations and Fill in the blanks to make each statement true.
abstractions about 1. A sequence whose consecutive terms have a
the lesson common difference is a/an _____.
2. The number d in an = a1 + (n – 1)d is called the ____ of
any two consecutive terms in an arithmetic
sequence.
3. The common difference of the arithmetic sequence
3, 1, -1, -3, -5, … is ____.
4. The formula in finding the nth term of an arithmetic
sequence is ______.

D. Evaluating learning A. Find an for each arithmetic sequence.

1. a1 = 7, d = 3, n = 11
2. a1 = 14, d = -3, n = 25
3. a1 = -m, d = 5m, n = 10

B. Find k if the sequence 8k + 4, 6k -2, 2k – 7 is arithmetic.

C. Find the 50th term of the arithmetic sequence 2, 5, 8, 11,
…

E. Additional activities 1. Find the 35th term of an arithmetic sequence whose first term is 5
for application or and common difference is 3.
remediation 2. In the sequence, 30, 25, 20, 15, …, find the 22nd term.
5. REMARKS

6. REFLECTION

SECTIONS

Mencius

Hobbes

Pericles

Plato
Locke
A. No. of learners who
earned at least 80%
in the evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by: Checked by:

Jayson L. Santelices MAITA G. CAMILON

Math Teacher Math Department Head