QUARTER I

Week 1

Subject: MATH Grade Level: 10

Date: July 29, 2024 Day: 1
Demonstrates understanding of key concepts of sequences, polynomials and
Content Standard polynomial equations.

Is able to formulate and solve problems involving sequences, polynomials and

polynomial equations in different disciplines through appropriate and accurate
Performance Standard
representations.

M10AL-Ia-1
Competency Generates patterns.

I. OBJECTIVES
Knowledge:  Generates and describes patterns using symbols and mathematical
expressions.
Skill:  Finds the next few terms of a sequence.
Attitude:  Demonstrates cooperation in the given activity.
II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 14 - 15
Pages
2. Learner’s Learner’s Module (LM) in Math 10, pp. 9 - 10
Materials Pages
3. Textbook Pages e-Math Worktext in Math by Orlando Oronce and
Marilyn O. Mendoza, pp. 1 – 3

4. Additional  Activity Sheets

Materials  Attachment

5. Learning Resources  EASE Module 1 on Searching Patterns, Sequences and Series, pp. 1 – 5
(LR) portal
B. Other Learning http.//www.mathisfun.com/algebra/sequences-series.html
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY: Guess My Rule
presenting the new
lesson Note to the Teacher:
 The teacher will show strips with four or five numbers written in a sequence.
Example:
a. 1, 3, 5, 7, ……
b. 1, 4, 7, 10, ……
 The teacher may ask the students what number comes next. Usually a
student will correctly guess.
Example:
a. 1, 3, 5, 7, …… (expected answer: 9)
b. 1, 4, 7, 10, ….. (expected answer: 13)

 Ask for the next number in the sequence of example a. Ask the student who
 answered how she or he knew that was correct. Students will offer
explanations such as “You’re skipping a number every time”. If they don’t
bring it up themselves, point out that these are odd numbers
 Do the same for Example B.
 Ask the students to explain the pattern.

B. Establishing a Note:
purpose for the lesson The teacher may state this:
It is a common experience to be confronted with a set of numbers arranged in
some order. The order and arrangement may be given to you or you have to
discover a rule for it from some data.
For example, the milkman comes every other day. He came on July 17; will he
come on Aug 12? Consider that you are given the set of dates: 17, 19, 21, …

arranged from left to right in the order of increasing time. Continuing the set, we
have

July 17, 19, 21, …, 29, 31, August 2, 4, ….,28, 30…

so that the answer to our question is yes.

Any such ordered arrangement of a set of numbers is called a

SEQUENCE.

C. Presenting examples ACTIVITY: What’s Next

of the new lesson Each item below shows a pattern. Answer the given questions.
1. What is the next shape? (expected answer: )
, ,, , , _______

2. What is the next number? (expected answer: 20)

What is the 10th number? (expected answer: 36)
0, 4, 8, 12, 16, ____

3. What is the next number? (expected answer: -16)

What is the 8th number? (expected answer: -26)
9, 4, -1, -6, -11, ______
The set of shapes and the sets of numbers in the above activity are called
sequences.

A sequence maybe generated from shapes, patterns, or rules. Each number in

sequence is called a term. Each term is identified by its position in the ordered
list. The terms are usually denoted by a1, a2, a3,…or t1,t2, t3, ….

D. Discussing new Discussion:

concepts and
Look at this example. Lorna, a 2 nd year student in a certain public school, is able
practicing new skills
to save the money her ninongs and ninangs gave her last Christmas. She then
#1
deposits her savings of P1,000 in an account that earns 10% simple interest. The
total amount of interest she earned in each of the first 4 years of her saving is
shown below:
Year 1 2 3 4
Total amount 10 20 30 40
The list of numbers 10, 20, 30, 40 is called a sequence. The list
10,20,30,40 is ordered because the position in this list indicates the year in
which that total amount of interest is earned.
Now, each of the numbers of a sequence is called a term of the
sequence. The first term in the sequence 10, 20, 30, 40 is 10, the second term is
 20, while the third term is 30 and the fourth term is 40. It is also good to point
out that the preceding term of a given term is the term immediately before that
given term. For example, in the given sequence 20 is the term that precedes 30.
E. Developing Mastery Activity: Individual or Group Activity
Find the next term in each sequence.
1. 17, 22, 27, 32, …
1 1 1 1
, , ,
2. 2 5 8 11 …
3. 5, 10, 20, 40,…
4. 3, -3, 3, -3,…
Note: Refer to key answer for the solution and answer.
F. Finding practical Under a normal condition, a newborn pair of rabbits that are put in a field
applications of produces no offspring during the first month. At the end of the second month,
concepts and skills in the female rabbit produces a new pair of rabbit in the field. If a female rabbit
daily living always produces one pair every month from the second on, how many pair of
rabbits will there be at the end of one year?
G. Making Guide Questions for Generalization:
Generalizations and  How do you find the next few terms of a sequence?
abstractions about (Given at least the first 3 terms of a sequence, you can easily find the next term
the lesson in that sequence by simply discovering a pattern as to how the 3 rd term is
derived from the 2nd term, and the 2nd from the 1st term. You will find that either a
constant number is added or subtracted or multiplied or divided to get the next
term or a certain series of operations is performed to get the next term. This may
seem hard at first but with practice and patience in getting them, you will find
that it’s very exciting.)
H. Evaluating learning
I. Find the next two terms of each sequence.

a. 15, 7, -1, -9, …. (expected answer: -17, -25)

b.

(expected answers:)

I. Additional Please See Attachment for additional activities

Activities for  Supplementary Activity 1 – Why are Policeman Strong?
application or  Supplementary Activity 2 - Use patterns to complete the table
remediation  or the Teacher may ask the student to use ICT and search on the web
using the URL http.//www.mathisfun.com/algebra/sequences-series.html
V. REMARKS

Total number of students 34

Number of students present in a class
Number/Percentage of students within
mastery level
Number/Percentage of students need
intervention
Reflection/Intervention
Prepared by: Checked by:

RUBEN S. VERANO JUJOHN A. BEJONA

Subject Teacher School Head

 ATTACHMENT
Session: 1 (Day 1)

Content: Patterns and Algebra

DISCUSSIONS:
A sequence is a set of numbers written in a specific order:

a1, a2, a3, a4, a5, a6,………, an

The number a1 is called the 1st term, a2 is the 2nd term, and in general, an is
the nth term. Note that each term of the sequence is paired with a natural
number.

Given at least the first 3 terms of a sequence, you can easily find the next
term in that sequence by simply discovering a pattern as to how the 3 rd
term is derived from the 2nd term, and the 2nd from the 1st term. You will
find that either a constant number is added or subtracted or multiplied or
divided to get the next term or a certain series of operations is performed to
get the next term.

SUPPLEMENTARY ACTIVITY 1

Note: The activities included here will be used only when needed.
 B. Answer the puzzle.

Why are Policemen Strong?

Find the next number in the sequences and exchange it for the letter which corresponds each
sequence with numbers inside the box to decode the answer to the puzzle.

A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

B 2, 4, 16, __ O 20, 19, 17, __
C 7, 13, 19, __ P 2, 3, 5, 7, 9, 11, 13, 15, __
D 19, 16, 13, __ R 13, 26, 39, __
E 4, 8, 20, 56, __ S 5, 7, 13, 31, __
F 2, 2, 4, 6, 10, 16, __ T 1, 1, 2, 4, 7, 13, 24, __
H 1, 1, 2, 4, 7, 13, __ U 1, 1, 1, 2, 3, 4, 6, 9, 13, __
I 3, 6, 12, 24, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __
L
10, 11,
256 164 25 47 19 85 164 44 24 164 6 25 47 162
9, 12, 8,
__

24 14 13 10 19 17 44 52 47 26 26 48 25

SUPPLEMENTARY ACTIVITY 2

Note: The activities included here will be used only when needed.

DIRECTION: Use patterns to complete the table below.

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15
Square 1 4 9 16 25
Pentagonal 1 5 12 22
Hexagonal 1 6 15
Heptagonal 1 7
Octagonal 1

KEY ANSWER

Note: The answers are highlighted.

Developing Mastery Activity

Solutions:

1. Notice that 5 is added to 17 to get 22, the same is added to 22 to get 27, and the same (5) is added to
27 to get 32. So, to get the next term add 5 to the preceding term, that is, 32 + 5 = 37. The next term is
37.
 2. Notice that 1 is the numerator of all the fractions in the sequence while the denominators- 2, 5, 8, 11
form a sequence. 3 is added to 2 to get 5, 3 is also added to 5 to get 8. So that 3 is added to 11 to get
14. The next term is therefore 1/14.

3. For this example, 2 is multiplied to 5 to get 10, 2 is multiplied to 10 to get 20 and 2 is also multiplied to
20 to get 40. So, the next term is 80, the result of multiplying 40 by 2.

4. It is easy to just say that the next term is 3 since the terms in the sequence is alternately positive and
negative 3. Actually, the first, second, and third terms were multiplied by -1 to get the second, third and
fourth terms respectively.

Supplementary Activity 1

(Answer: Because they can hold up traffic)

Supplementary Activity 2

Figurate Number 1st 2nd 3rd 4th 5th 6th 7th

Triangular 1 3 6 10 15 21 28
Square 1 4 9 16 25 36 49
Pentagonal 1 5 12 22 35 51 70
Hexagonal 1 6 15 28 45 66 91
Heptagonal 1 7 18 34 55 81 112
Octagonal 1 8 21 40 65 96 133