PHINMA- University of Pangasinan

College of Education and Liberal Arts

Education Department
Arellano St. Dagupan City

Detailed Lesson Plan

Mathematics 10
January 16, 2023

I. OBJECTIVES
At the end of the 30-minutes lesson, 100% of the students will attain an
80% level of mastery of the lesson topic on how to:
I-Illustrate an arithmetic sequence,
S- Solve the common difference arithmetic sequence,
A-Apply arithmetic sequence in solving real-life problems,
V-Visualize the activities,
E- Establish active participation.

II. SUBJECT MATTER

a. Quarter 1: Mathematics 10
b. Topic: Illustrates an Arithmetic Sequence
c. References:
Abas, Bainalyn G. (2020). Mathematics – Grade 10
Self Learning Module 1st Edition. Quarter 1- Module 2:
Arithmetic Sequence. Department of Education.
SOCCSKSARGEN Region. Retrieved November 29, 2022,
fromhttps://znnhs.zdnorte.net/wp-
content/uploads/2021/09/Quarter-1-Module-2-
Arithmetic-Sequence.pdf
Estela, M. (2011). Definition and Basic Examples of Arithmetic
Sequence. ChiliMath. https://www.chilimath.com/
lessons/intermediate-algebra/arithmetic-sequence-
definition-and-basic-examples/
Ligaya, I.G & Roberta, T.B. (2017). Lesson 1.2. Arithmetic
Sequence. imath10. IBook Publishing Inc. (page 5-7)
Materials:
 Teacher’s materials: PowerPoint presentation, projector,
saving bar graph, burger graphic organizer, arithmetic love
maze, common difference building, arithmetic bank, and
worksheets
 Student’s materials: paper and pen
d. Skills:
 The learner is able to formulate and solve problems involving
sequences
 Analytical thinking
 Creative thinking
 Critical thinking, and;
 Cooperation
e. Pre-requisite Skills:
 Illustrates understanding of arithmetic sequence.
 Knowledge in solving the common difference of an arithmetic
sequence.
 Develop active participation.
f. Values Integration: Active participation, Teamwork, Integrity
g. Key Concept:
 Arithmetic sequence is a sequence in which the term after the
first differs from the preceding term by a constant amount.
 Common difference in the sequence is the difference between
consecutive terms.
h. SDG Integration:
 SDG #1- Poverty
i. Strategies:
 What comes next to me? – in this strategy, the creative thinking
skills of the students will be proven by remembering how to
generate patterns and make a conjecture on the activity.
 Save me! – in this strategy, the analytical and critical thinking
skills of the students will have examined by solving how much
money they save each day and knowing how to consume their
money wisely.
 What to KNOW? Discover me! – in this strategy, the students
will actively participate in the discussion and discover the
arithmetic sequence.
 What is missing? Complete me! – this strategy will enhance the
analytical and critical thinking skills of the students by letting
them complete the arithmetic sequence and find the common
difference through differentiated activity.
 Arithmetic Bank! Roll n’ Pick me! – in this strategy, the students
will train on how to collaborate with others and have
knowledge on saving.
 Differentiated Activity –this activity will allow students to
enhance their level of understanding by collaborating with
others.
 Localized Examples – connect the lesson and activities in
localized examples such as saving money, finding their way to
go home, and help to finish the coffee factory in San Jacinto,
Pangasinan, this is to allow students to visualize and relate the
lesson in a real-life context.
III. PROCEDURE
TEACHER LEARNER
A. Daily Routine

A.1.1) Prayer

Class, let us all stand and feel the presence of the

Lord.
Who would like to volunteer to lead us in prayer? (Gerelisa leads the prayer)

Lord, we thank you for today’s blessings of

life and strength.
And for this great opportunity to learn and
grow.
May you bless our hearts with patience and
enthusiasm.
 May you bless our minds with interest and
wisdom.
Give us the understanding and skills we
need.
So we may gain something from today’s
class.
Bless also our teachers and beloved parents
for their conditional love and support.
Above all, heal the world that we live in.
And forgive us for all our sins and
shortcomings.
We humbly ask these in the name of our
Christ savior, AMEN.

A.1.2) Greetings (All rise.)

Good Morning Ma’am!
Good Morning Grade 10 class!

A.1.3) Classroom Settings

(Follow the instructions of the teacher)
Before you take your seats, may I ask everyone
to kindly pick up the pieces of paper under your
table and arrange your chairs properly.

A.1.4) Attendance Checking

You may settle down. Is everyone present today? Ma’am, I am happy to say that we are all
May I call on Nica Mae our class president to present today.
please report the class attendance for today?

That’s nice! I am glad to hear that all of Yes, Ma’am, it was good so far!
you are present today. Everyone, how’s your
day? Is it good so far?

That’s good! I am happy to know that everyone

is doing good, and I can see that all of you are
excited about our topic for today. But before we
proceed to our new lesson, let’s have a short
review of what we discussed at the last meeting.

A.2. Review: What comes next to me?

Last meeting, we discussed how to generate

patterns.
(Catherine raising her hand)
Again, “How are sequences used to model and
solve some mathematical ideas and real-life
situations?” Ma’am, sequences help us to recognize and
apply patterns in familiar and unfamiliar
situations.
Yes, Catherine?
Very good Catherine! You may take your seats.Ma’am, sequences are important in real life
because it enables us to understand things
Let me hear from Aivan? Same question, how with the use of patterns.
are sequences used to model and solve some
mathematical ideas and real-life situations?

Very Good Aivan! You may take your seats.

So now, every one of you will guess what comes

next from the given picture that flashes from the Yes, Ma’am! We are ready!
screen and writes or draws it on the board
within 10 seconds only. So be active and
prepare yourself.
Are you all ready?
(Jenica raising her hand)
Okay, here is the first pattern.
1.
1.

Class, what is the next pattern? Yes, Jenica? Yes, Ma’am, it is hexagon and she draws it
Draw it on the board, your timer starts now! perfectly!

Is her answer correct?

Yes, that’s right! It’s hexagon. very good Jenica!

Thank you, you may take your seats. As can be
seen in the picture, the first one is a triangle,
triangle has three sides and the second one is a
square that has four sides, if you observed the Yes, Ma’am!
number of sides each shapes you can see the
pattern, next to square is pentagon which has
five sides and the next shape is hexagon
because it has six sides.
Does everyone got a pattern?

Okay, so let’s proceed.

2.
(Mark John raising his hand)

Let’s see, what is the next pattern? Anyone?

Yes, Mark John? 2.

Yes, Ma’am!

Very good Mark John, you’re right. You may

 take your seats. As you can see each set of circle
is increasing by one.

Does everyone guess the correct answer?

Okay, last two pattern. Here are the second to the

last pattern. Make a guess everyone.
3.

3.
Yes, Ma’am!
Gerelisa, can you give it a try? Draw on the board
what is your guess on the next.

Yes, Ma’am.
Very good Gerelisa! As can be seen on Gerelisa’s
drawing the ball is going down in the right side.
Does everyone guess the correct answer?

Yes, I am in, Ma’am!

Yes, Nica Mae, it is correct! Very good, you may
take your seats. Does everyone get it right too?

I’m happy that you still remember how to

generate patterns. Thank you, my dear students!
Ma’am, we are all saving money.
Now, please say “Yes, I am in!” as a sign that you
are ready for the next activity. (Gerelisa raising her hand)

A.3. Motivation: Save me!

Ma’am, I’m saving money because I have
Now that everyone is ready, let’s have another something to buy.
activity entitled, “Save me!”. May I ask
everyone who is saving money?

Your saving money for what?

Yes, Gerelisa? (Hessa raising her hand)

Ma’am, I’m saving money for emergency

That’s good Gerelisa! If you want to buy purposes.
something for yourself, save money for it, so
that you can help your parents lessen the Thank you, Ma’am.
expenses.

Yes, Hessa?

That’s nice Hessa! That’s a good example! Save

money for emergency purposes because we do
not know what will happen.
So, I have here an illustration of a person who is
saving money, as days passed by his saving is
increasing.

Ma’am, I save five pesos a day.

(Catherine raising her hand)

Ma’am, I save twenty pesos a day.

May I know every one, how much money you

are saving each day?

That’s nice Stephen! In a week you will have 25

pesos. Thank you Stephen!

Yes, Catherine?

Oh! That’s a big amount Catherine. In a month

you will have 400 pesos. Thank you Catherine,
you may take your seats.

As you can see, in this illustration there is a

saving bar graph, now I want you to put how (Flora raising her hand)
much money you save each day and compute it
by day.
I save 10 pesos last week Thursday, 5 pesos
on Friday, so, I have 15 pesos and then
another 5 pesos today, so, I save 20 pesos in
just three days.

Does anyone, wants to try it on the board?

Yes, Flora? Write on the illustration, how much

money you save each day.

I save 13 pesos last Monday and 7 pesos on

the remaining days.
Last Monday- 13
Tuesday-13+7=20
Wednesday- 20+7= 27
Thursday – 27+7 = 34
Friday – 34+7= 41
Job well done, Flora! Mark John, you want to
give it a try?

Good job, Mark John! You may take your seats.

Thank you for sharing how much money you
save each day. Hope that it will inspire everyone
to save more so that you have extra money.

This saving bar graph represents each day we

save money to make our life secured with our
savings.
And that money can be used for emergency
purposes, help others to their needs, help the
young street children to buy food and you can Yes, I am in, Ma’am!
also give donations to those in needs. Saving
money will help you learn how to consume your
money wisely.
Did you know that the Philippines still suffering
from poverty and one that you can do is to save
money to prevent the poverty. This is
motivation for us to save more money. This is
what we are going to discuss this morning, to
solve the next term.

Again, can I hear “Yes, I am in!” if you are ready

for next lesson.

B. Lesson Proper: What to KNOW? Discover me!

Now that everyone is ready. Our goal for today’s

lesson is I Save.

I-Illustrate an arithmetic sequence,

S- Solve the common difference arithmetic
sequence,
A- Apply arithmetic sequence in solving real-life
problems,
V- Visualize the activities,
E- Establish active participation.

Also, one of the reasons why we need to save

money is to buy foods we want like burger.
So, let’s define and illustrates an Arithmetic
Sequence with this burger graphic organizer.

Class, what is an Arithmetic sequence?

Can you please read the first part Stephen?

Thank you, Stephen. It is also

Yes, Ma’am.

Let’s have an example.

Example #1.

(Gladjel is raising her hand)

As you can see here in the example, it is an
arithmetic sequence because the result that we Yes, Ma’am, it is an arithmetic sequence
get is the same or constant. We observed here because the difference between the term is
that the difference between 4 and 1 is 3 and the -5 and the result is the same or constant.
difference between 10 and 7 is also 3. Also, if you
add 3 in each term, you will get the next term.
Class, did you understand?

Let’s have another example.

Example #2. Is 38, 33,28, 23,18, 13, 8, 3, … an
arithmetic sequence?
Who wants to answer?

Yes, Gladjel? (Nica Mae raising her hand)

No ma’am, because when we subtract -10

Very Good Gladjel! You may take your seats. and -4 the answer is -6, and if we also
Again, always remember if the result we get subtract -19 and -15 the answer is -5 the
between the term is the same or constant then it result is not the same or constant, therefore
is considered an arithmetic sequence. the sequence is not arithmetic sequence.
Okay, how about this one?

Example #3. -4, -10, - 15, -19 -22, -24 …

In this example, can you consider this as an

arithmetic sequence or not? why?

Yes, Nica Mae?

Yes, Ma’am!

Very good Nica Mae! You may take your seats.

Okay, let’s have some activity. As you can see

there is an Arithmetic Love Maze here, this is the
route to go home. To find your way to your home,
you need to answer the sequence in each heart. I
will be needing four volunteers who want to
answer. Help each other to save the heart and
find your way out. You will only say if it’s
arithmetic or not within 10 seconds only. If your
answer is correct, automatically you have 10
points and if not, call a friend.
Are you ready?

Okay, let’s begin the Lost in Arithmetic Love

Maze

Ma’am, it is Arithmetic Sequence!

Ma’am, it is not Arithmetic Sequence!

Okay, number one heart, here is the question. Ma’am, it is Arithmetic Sequence!

Heart # 1.) 10, 7, 4, 1 …

Ma’am, it is not Arithmetic Sequence!
Arithmetic Sequence or not?

That’s correct Catherine! Let’s proceed to the

second heart, find your way to save a second
heart!

Heart ¿ 2. ¿1 , 4 , 8 ,12 ,…
Arithmetic Sequence or not?
Very good Flora! Okay, let’s proceed to the third
heart!
The constant difference in all pairs of
Heart # 3.) 80,75,70,65 , … consecutive or successive numbers in a
Arithmetic Sequence or not? sequence is called the common difference,
denoted by the letter d.
That’s right Stephen! Last one heart!

Heart # 4.) 5, -5, -15, -25 …

Arithmetic Sequence or not?

Very good Jenica! Congratulations on finding your

way out!
Example #5. Nunew buys a Jollibee
Settle down everyone. So, now let’s proceed to yumburger that cost 55 pesos, his drinks
the common difference. cost 42 pesos, his ice cream cost 29 pesos,
and also buy chocolates that cost 16 pesos.
Can you please read, Famila? Find the common difference of the price of
his foods.

Ma’am, the common difference is -13.

Okay, Let’s have an example.
Example #4. 1, 4, 7, 10, 13, 16, 19, 22, 25, …
d= (4 - 1) = 3 d= (10 - 7) = 3 Ma’am, by subtracting the current term into
The common difference here is 3. We get that the previous term.
by taking any number in the sequence then
subtract it to the previous number.

Let’s proceed to another example. Can you please

read Gladjel?

Example #6. A gardener in San Jacinto,

Pangasinan plans to construct a
trapezoidal shaped structure in his garden.
Thank you, Gladjel. So, what is the common The longer side of the trapezoid needs to
difference? start with a row of 97 bricks. How many
bricks that a gardener needs to decrease
each row? 97,93,89,85,81,77, ___?
That’s good Gladjel! How did you get your
answer? Ma’am, the common difference is -4 then if
we add the common difference in the
current term, we can also get the next
That’s correct, Gladjel! You may take your seats. term, therefore the next term is 73.

We also use the common difference to go from

one term to another.
Let’s have another example.
Can you please read and answer Gerelisa? Ma’am, by taking the current term and add
the common difference to get to the next
term, and so on.
That’s correct Gerelisa! Thank you, you may take
your seats.

Okay class, again, how can we get the next term in

the sequence?

Very good Jenica! Also, that is how the terms in Ma’am, the common difference in the first
the sequence are generated. column is positive 4 therefore, sequence is
increasing, and in the second column it is
Class, take note: negative 3 therefore, sequence is
 If the common difference between decreasing.
consecutive terms is positive, we say that
the sequence is increasing.
 On the other hand, when the difference is
negative we say that the sequence is
decreasing.

Everyone, observe their common difference.

So what is their common difference here? Yes, Ma’am!

Very good, Nica Mae! Okay, so let’s have some

more activity!
As you can see here, there is an unfinished
building in San Jacinto, Pangasinan, this building
is for coffee factory in order to finish the coffee
factory building, you will find some part of it and
answer the common difference. I will also, be
needing four volunteers who wants to answer.
Help each other to finish the building by solving
and finding their common difference in each part
within 30 seconds only. If your answer is correct,
automatically you have 10 points and if not, call a
friend. Ma’am, the common difference is 100!
Are you ready?

Okay, let’s begin to finish this coffee factory

building!
Ma’am, the common difference is 4 !
 Ma’am, the common difference is 30!

Ma’am, the common difference is -7!

Okay, let’s proceed to the part 1!

Part # 1.) -3, 97, 197, 297, …
What is their common difference?

That’s correct Gerelisa! Let’s proceed to the next Yes, Ma’am!

part!
Part ¿ 2. ¿35 ,39 , 43 , 47 ,…
What is their common difference?

Very good Nica Mae! Okay, third part!

Part # 3.) -8, 22, 52, 82 …

What is their common difference?

That’s right Hessa! The last part to finish this

building!
Part # 4.) 17, 10, 3, -4, …
What is their common difference?

Very good Reyzel!

Settle down, everyone. So, now let’s have more

challenge!

Is everyone ready for the challenge?

C. Differentiated Activity: What is missing?

Complete me!

That’s good to know that everyone is ready for

the challenge. Let’s have an Exercise entitled
“What is missing? Complete me!” in this
activity your seatmate is your partner, you will
complete the following items that are missing.

Okay, can you please bring out your whole sheet

of paper and answer the following with your pair
within 5 minutes only. You may start now.

Exercise Level 1

1.) An is a list of numbers with a

definite pattern.

2.) The in all pairs of

consecutive or successive numbers in a sequence
is called the , denoted by the letter
.
For the level 2 and 3, write the common Ma’am, the answer is Arithmetic Sequence.
difference before the number. It is a list of numbers with a definite
pattern.
Exercise Level 2

_____ 3.) 20, _____, 12, 8, _____, _____, -4, -8 Ma’am, the constant difference in all pairs
of consecutive or successive numbers in a
_____ 4.) 9.8, 0.7, -8.4, -17.5, ____, ____, -44.8, ____ sequence is called the common difference,
denoted by the letter d.
Exercise Level 3

_____ 5.) A one-year-old baby starts saying “Mama

and Papa”, and after a week she started saying Ma’am, the common difference is 4 and the
“Mama, Papa, Tata, and Dada”. Solve the missing term are 16, 4, and 0.
common difference and the next five language
terms that a baby says after a week. 2, 4, _____,
_____,_____,_____,_____.
Ma’am, the common difference is -9.1 and
_____ 6.) You need to make a pyramid using plastic the missing term are -26.6, -35.7 and -53.9.
cups for your performance task in MAPEH. So,
you start with 7 cups to ¿¿ ,5,¿¿ ,3,2,¿¿ cups. What is Ma’am, the common difference is 2 and the
the common difference of the cups? missing term are 6,8,10,12 ,∧14 .

Are you all done? Let’s check your answer. May I

hear from Famila’s group? What is your answer Ma’am, the common difference is 1 and the
in Exercise level 1, number 1? next term are 6,4, and 1.

Yes, Ma’am!
Very good! How about Aivan’s group? What is
your answer to number 2?

Very good! Let’s proceed to Exercise Yes, Ma’am!

Level 2. What is your answer to number 3, may I
hear from Catherine’s group?

Correct! How about in number 3? What is your

final answer, Mark John’s group?

Very good! Okay, let’s proceed to the Exercise

Level 3. What is your answer to number 5? Let me
hear from Hessa’s group?

That’s right! How about Gerelisa’s group? What is

your answer to number 6?

That’s correct! Is everyone got all?

Glad to hear that! It seems like everyone

understands our lesson very well. To test if you
really understand our topic for today, let’s have
an activity, entitled “Grow a plant with me!”

Are you all ready?

D. APPLICATION: Grow a plant with me!

I planted a seedling which is mango tree, after

one month it has five leaves.

After another month it has ten leaves.

Ma’am, the mango tree will have 20 leaves

after 2 months.

Now, I want you to solve how many leaves that a

mango tree will have after 2 months?
Trace it on the board. Gerelisa, can you give it a
try?

Yes, Ma’am.

Ma’am, I got 4.

Ma’am an arithmetic sequence is a list of

numbers with a definite pattern.

Ma’am, I got 2.

Very Good Gerelisa, I’m glad that you have Ma’am by getting the common difference of
learned something from our activity. the sequence, and if their common
 difference is constant then we will say that
E. GENERALIZATION: Roll n’ Respond to me! the sequence is an arithmetic.

So, class, you may settle down. Each of you, will

have a chance to roll a die, starting from left to Ma’am, I got 6.
right. For example, Catherine will roll a die and
she got number 6, number one starts from her
left seatmate up until to the student who is Ma’am, we can get the common difference
number 6 and then the number 6 student will of the sequence by taking any number in
answer the question. After he/she answer the the sequence then subtract it to the
question, she/he will roll a die and repeat the previous number.
process. It will end until the last question.

Is that clear? Ma’am, I got 1.

Okay, let’s begin. Catherine, can you please roll a

die?
Ma’am, we can get the next term of the
Oh! It’s you Gladjel. So, Gladjel, what is arithmetic sequence by adding the current term to the
sequence? common difference.

Very good, Gladjel! You may roll a die.

Aivan, how to determine if the sequence is

arithmetic or not?

Yes, Ma’am.

Correct, Aivan! You may roll a die, let’s see whose

student will answer the next question! None, Ma’am.

So, Nica Mae, how can you get the common

difference of the sequence?

Very good, Nica Mae! Let’s have another question.

You may roll a die.

Hessa, how can you get the next term of the

sequence?

Very Good, Hessa! You may take your seats.

In addition, in illustrating an arithmetic sequence 1. Arithmetic Sequence, d=7

always get their common difference to easily
determine if the sequence is arithmetic or not. 2. Not Arithmetic Sequence
And in getting the next term just add the
common difference to the previous number in 3. Not Arithmetic Sequence
the sequence. Did you understand? 4. Arithmetic Sequence, d=30

5. Not Arithmetic Sequence

Do you have any questions or clarifications?

It seems that you follow and understand the

lesson. Then lets’ have the assessment!

F. EVALUATION: How well do you know me? 1.-435, -535,635

d = -100
I’ve prepared an assessment that will test what
have you learned in our lesson today. You will 2. -11, -18, -25
just simply follow the instructions and answer d= -7
the given exercises in the worksheet that I will
distribute, you will answer this individually. I will 3. 51, 55, 59
give you 15 minutes to answer and pass your d=4
paper. Good luck everyone! Do your best! You
may start now. 4. -16.9, -18, -19.1
d=-1.1
I. Direction: Determine if the sequence is an
arithmetic or not. If it is, finds the common 5. 31 , 35 , 39
difference, and if it not states your answer. (2 8 8 8
points each) 1
d=
2
1.)-4, 3, 10, 17, 24 …

2.) 5, -5, -15, -25 …

3.) -1, 6, -36, 216 …

4.) -8, 22, 52, 82 …

1 1
5.) −3 ,−1,− ,− , … The common difference is 2.
3 9

II. Direction: Find the common difference and the

terms in the sequence after the last one given. (4
points each)

1.) -35, -135, -235, -335, ___, ___, ___

d=___

2.) 17, 10, 3, -4, ___, ___, ____

d=___

3.) 35, 39, 43, 47, ___, ___, ___

d=___

4.) -12.5, -13.6, -14.7, -15.8, ___, ___, ___

d=___

15 19 23 27
5.) , , , , __, __, __
8 8 8 8
d=___

III. Solve real-life problem. Show your complete

solution. (5 points)

There will be a dance competition in a school. A

MAPEH teacher aligned his students who joined
the dance competition in a V-shaped so that he
can see the organization of the students. He
grouped them into 3, 5, 7, 9, 11. What is their
common difference?

Okay, times up! Pass the worksheet in front.

G. ASSIGNMENT: Do me!

For your assignment, kindly bring out your

Math notebook and copy your assignment.
Try this problem to boost your
understanding on the arithmetic sequence.

Your company has been asked to create a

proposal for a seating plan for a new SM Mall
of Asia Arena. Your proposal must include the
number of seats in the new arena. Make sure
all calculations are presented clearly and in
logical order.
Determine the number and layout of seats.

Yes, Ma’am!

None, Ma’am.

Thank you and good bye, Ma’am!

 The number of seats in the SM Mall of
Asia Arena needs to be between
18,000 and 22,500. One ring of seats
all the way around the rink is
considered a row, and Row 1 is
considered to be the row closest to the
stage. The number of seats in each row
must form an arithmetic sequence,
increasing by the same number in
each subsequent row.

Your task is to decide on the total

number of seats in the arena by
designing a seating arrangement that
has a reasonable number of rows.

Determine:
 the number of seats in the first
row
 the number of rows required
 the number of seats by which
each row increases
 the number of seats in the last
 row
 the total number of seats in the
arena

This will be 20 points and you will pass it

tomorrow. Is everything clear?

Any questions or clarifications?

If none, let’s call it a day. Thank you,

everyone. Good bye Grade 10! See you
tomorrow!
Prepared by:

JOSEFINA N. SORIANO
Student-Teacher
Checked by:
MR. RAYMART M. ROSARIO
Adviser, Practice Teaching