Date September 22, 2023

Subject Mathematics
Grade Level 10
Section Faraday
I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of the key concepts of

sequences.
B. Performance Standard The learner is able to formulate and solve problems involving
sequences in different discipline through accurate and appropriate
representations.
C. Most Essential Learning At the end of the lesson, the learners are expected to:
Competencies/Specific Objectives a. illustrate geometric sequence;
b. state whether the given sequence is geometric or not; and
c. develop explorative skills in doing each task.

II. SUBJECT MATTER Illustrating Geometric Sequence ( M10AL-Id-1)

III. LEARNING RESOURCES

A. References
1. Teacher’s guide pages pp. 22 – 24
2. Learner’s materials pages pp. 26-28
3. Textbook’s pages
4. Additional materials from learning
resources (LR) portal
B. Other Learning Resources Laptop and TV
IV. PROCEDURES
Preliminary Activities
a. Greetings
b. Prayer
c. Checking of Attendance
d. Classroom Rules
A. Reviewing yesterday’s lesson or REVIEW……
Presenting the new lesson DIVIDE AND CONQUER
Direction:
1. Each group will be given a piece of cardboard.
2. Record your answer on the cardboard.
3. The group who can raise their cardboard first and got the correct
answer will be given 1 point.

Find the ratio of the second number to the first number.

1. 2, 8 6. 16, 32

2. -3, 9 7. -49, 7

3. 3, 9 8. ¼, ½
 4.-5, -10 9. 2, 20

5.12, 4 10. ½, 1

B. Establishing a purpose for the new All answers you got in the previous activity are examples of ratio.
lesson.
You need the concept of ratio in order to understand the next kind
of sequence.

Now, define ratio.

Ratio is a relationship between two quantities normally expressed as
the quotient of one divided by the other.

C. Presenting examples/ instances of WATCH AND SEE

the new lesson
Divide the first number by the second whenever possible. Record the
result from least to greatest.

1. 54, 3

( Ans: 2, 6, 18 )

2. 32, 2

( Ans: 2, 4, 8, 16 )

3. 375, 5

( Ans: 3, 15, 75 )

Notice the sequence formed by the quotients arranged from least

to greatest.

Those are examples of geometric sequence.

A geometric sequence is a sequence where each term after the

first is obtained by multiplying the preceding term by a nonzero
constant called the common ratio.

D. Discussing new concept and Fold Me Up

practicing new skills #1
Let’s do the activity altogether.
1. Start with a big rectangle from a piece of paper.

2. Fold the four corners to the center of the rectangle and find out the
resulting rectangle.

3. Repeat the process four times and record the results in the table
below.

Fold 1 2 3 4

# of rectangles 2 4 8 16
E. Discussing new concept and practicing 1. How many rectangles formed after the first fold? Second fold? Third
new skills # 2 fold? Fourth fold?
2. Is there a pattern in the number of rectangle obtained after 3 folds?
3. You have generated a sequence of the number of rectangles
formed. What are the first 4 terms of the sequence?
4. Is the sequence a geometric sequence? Why?
5. What is the common ratio? The fifth term?

F. Developing mastery (lead to formative State whether each of the following sequences is geometric or not. If it
assessment) is, find the common ratio.

1. 5, 20, 80, 320, …

2. 72, 52, 32, 2, …

3. 5, -10, 20, -40, …

4. 1, 0.6, 0.36, 0.216, …

5. 0,1,1,2,3,5,8,13,…

G.Finding practical application of concepts GROUP ACTIVITY (REALITY SERIES)

and skills in daily living Create a creative well-developed Reality Series considering the
following steps:
1.As a student, choose a real life situation which involves geometric
sequences. You could research online or create your own. Be sure to
choose what interests your group the most.
2. Produce diagrams or pictures that will help others see what is taking
place in the situation or the scenario that you have chosen.
3. Prepare the necessary table to present the important data in your
situation/scenario.
4. Show what you know about the topic by using concepts about
geometric sequences. Write your own questions about the situations
and be ready with the corresponding answers.
5. Present your Reality Series in the class.
RUBRICS:
SCORES DESCRIPTORS
10 Presentation is exceptionally clear, thorough, fully
supported with concepts and principles of
geometric sequences, and easy to follow. The
chosen real life situation is very timely and
interesting.
9 Presentation is generally clear and reflective of
students’ personalized ideas, and some accounts
are supported by mathematical principles and
concepts of geometric sequences. The chosen real
life situation is timely and interesting.
8 Presentation is reflective of something learned; it
lacks clarity and accounts have limited support.
The chosen real life situation is somehow timely
and interesting.
7 Presentation is unclear and impossible to follow, is
superficial and more descriptive than analytical.
The chosen real life situation is not timely and
interesting.
6 Presentation contains major inaccuracies and
significant errors.
H. Making generalizations and A geometric sequence is a sequence where each term after the first is
abstractions about the lesson obtained by multiplying the preceding term by a nonzero constant
called the common ratio.

I. Evaluating learning State whether each of the following sequences is geometric or not. If it
is, find the common ratio.

1.3, 12, 48, 192, 768,….

2.½, 1, 2, 4, 8,…

3.-5, -3, -1, 1,3,…

4.-5,- 8,-13, -21,- 34,…

5.5, 25, 125, 625, ……

J. Additional activities for application or Follow Up

remediation
A.Think about this:
Is 4, 0, 0, 0,0, … a geometric sequence?
B. Differentiate a geometric sequence from an arithmetic sequence.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% of

the formative assessment

B. No. Of learners who required

additional activities for remediation

C. Did the remedial lesson works? 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? What did these work?
F. What difficulties did I encounter
Which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use / discover which I
wish to share with other teachers?

Prepared by: CHECKED AND APPROVED:

IRENE ROSE S. VILLOTE ALEX B. PALMES

Teacher I Principal II