GRADE 1 to 12 SCHOOL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL DATE/WEEK: BUILDING/SECTION / TIME: DIEL 2F – EMERALD 4:15PM

DAILY TEACHER HELEN A. BERBESADA Week 4 JARAULA – SILTSTONE 1:00 PM BUKSU – TOPAZ 5:15PM
LESSON LOG GRADE LEVEL & LEARNING AREA 10 - MATHEMATICS QUARTER FIRST JARAULA – SODALITE 3:00PM JARAULA – ONYX 6:15PM
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of SEQUENCES
B. Performance Standard The learner is able to formulate and solve problems involving sequences in different disciplines through appropriate and accurate representations
C. Learning Competency/Objectives M10AL-1d-1 M10AL-1d-1 M10AL-1d-2 M10AL-1d-2 M10AL-1d-3
Write the LC code for each.
 Define a geometric  Determine a geometric  Differentiate geometric  Differentiate geometric  Differentiate a finite from
sequence sequence given the: a1 sequence from an sequence from an infinite geometric
and the r arithmetic sequence arithmetic sequence sequence

II. CONTENT PATTERNS and ALGEBRA

III. LEARNING Learner’s Manual / E-Math by Oronce
RESOURCES
A. References
1. Teacher’s Guide pages Page 23 Page 24 Page 26 Page 26 Page 25
2. Learner’s Materials pages Page 26 - 28 Page 28-29 Page 37 Page 37 Page 31-36
3. Textbook pages
4. Additional Materials from LR Portal Illustrations and examples Illustrations and examples Illustrations and examples Illustrations and examples Illustrations and examples
B. Other Learning Resource E – Math by Oronce E – Math by Oronce E – Math by Oronce E – Math by Oronce E – Math Book
 IV. PROCEDURES
A. Reviewing previous lesson or Let the students do the Activity #1  Checking of assignment  Checking of assignment Drill on geometric sequence given Letter shuffle
presenting the new lesson page 26 LM #’s 1-10 the a1 and r Infinite and Finite
B. Establishing a purpose for the To know what is geometric To determine a geometric To distinguish geometric sequence To distinguish geometric sequence To distinguish infinite sequence
lesson sequence sequence given the a1 and r from an arithmetic sequence from an arithmetic sequence from finite sequence
C. Presenting examples/Instances of Give the definition of a Geometric Give examples and ask students The geometric sequence of Given the general term: Give examples of infinite and finite
the new lesson Sequence to determine a geometric activity #7 are #’s 1, 4 and 7 An = 4n + 1. sequence
sequence Let the students explain why? Is it arithmetic or geometric? Allow students to identify the
Why? infinite and finite sequence

D. Discussing new concepts and Let the students do the Activity #2 By group of 3 members and let the Let them also explain #’s 2, 8 and The given sequence: 5,9,13,17,… Post the questions:
practicing new skills # 1 by pair page 27 LM group complete the table in page 10 in the activity is an arithmetic because they What is Infinite Sequence?
28 LM have common difference of 4 What is Finite Sequence?

E. Discussing new concepts and Post the guide questions found in Post the guide questions found in Compare and Contrast: Find the indicated term given the Write the first 10 terms of GS
practicing new skills # 2 p 27 LM #’s 1 - 5 page 28 LM #’s 1-6 Geometric sequence from following: a1 = 7 r = 3 d = 3 and a10 where a1 = 2 and r = ½
Arithmetic sequence =? Write the terms of GS given the
general term an = 5 • 2n
F. Developing mastery Let them do the Activity #3 page Let the students do the Activity #5
Let the students list 5 examples of
(leads to Formative Assessment 3) 28 LM #’s 1-5 page 29 LM Letter A #’s 1-5 only arithmetic sequence and Moving quiz Power of Four
geometric sequence and identify
its d and r
G. Finding practical application of Since time began, people have always observed and analyzed patterns in nature such as the rising and setting of the sun, the movement of the stars in the sky and the changes in the
concepts and skills in daily living seasons. Patterns finding has led to the development of mathematics. The mathematical and scientific formulas we have today are but statements of relationships observed through
pattern-finding.
H. Making generalizations and CUBING: CUBING: Let them do the Vocabulary and
abstractions about the lesson Each faces of a cube has Each faces of a cube has Concepts page 53 E-Math book Questions and Answer CUBING
questions to be answered questions to be answered #’s 1,2,3,6,7 and 8

I. Evaluating learning Oral Recitation: Write the geometric sequence Find the first five terms of each Moving quiz serve as evaluation Identify the common ratio and the
Give more sequences and allow given a1 = 8 and r = 4 sequence and state whether next term in the following
students to identify arithmetic, geometric or not sequences
J. Additional activities for application Assignment: Assignment: Assignment: Assignment: Read in advance Geometric
or remediation State whether the given sequence E-Math book page 53 #’s 1-10 Practice and Application page 53 Differentiate finite from infinite Means
is geometric or not #’s 11-13 only
V. REMARKS

VI. REFLECTION
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation
who scored below 80%
Did the remedial lessons work? No. of learners who have caught
up with the lesson
No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did these

work?
What difficulties did I encounter which my principal or supervisor
can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted: Attested:

HELEN A. BERBESADA JANNETH Q. RONDINA EDITHA F. VALMORIA PEDRO R. ESTAÑO JR., Ph.D.
Teacher 1 Master Teacher 1 – Math Department OIC, Math Department Secondary School Principal IV