QUARTER I

Week 1

Subject: MATH Grade Level: 10

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

Is able to formulate and solve problems involving

sequences, polynomials and polynomial equations in
Performance Standard different disciplines through appropriate and accurate
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

(LR) portal and Series, pp. 1 – 5

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 2nd year student in a certain
practicing new skills
public school, is able to save the money her ninongs and
#1
ninangs gave her last Christmas. She then 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. Discussing new
concepts and Note: The teacher may discuss about sequence.
practicing new skills (Please refer to attachment: discussion)
#2 Ask the students to answer the following in pairs.
DIRECTION: Find the next two terms of each
sequence.
1. 4, 7, 10, 13, … (expected answer: 16, 19)
2. 15, 7, -1, -9, … (expected answer: -17, -25)
3. 7, 14, 28, 56, …. (expected answer: 112, 224)
3 3
4. 24, -12, 6, -3, …. (expected answer: , )
2 −4

F. 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.

G. Finding practical Under a normal condition, a newborn pair of rabbits that

applications of are put in a field produces no offspring during the first
concepts and skills in month. At the end of the second month, the female rabbit
daily living produces a new pair of rabbit in the field. If a female
rabbit always produces one pair every month from the
second on, how many pair of rabbits will there be at the
end of one year?
H. Making Guide Questions for Generalization:
 Generalizations and
abstractions about  How do you find the next few terms of a sequence?
the lesson (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.
This may seem hard at first but with practice and patience
in getting them, you will find that it’s very exciting.)

I. Evaluating learning
I. Find the next two terms of each sequence.

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

b.

(expected answers:)

J. Additional
Activities for Please See Attachment for additional activities
application or
remediation  Supplementary Activity 1 – Why are Policeman
Strong?
 Supplementary Activity 2 - Use patterns to
complete the table
 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

VI. REFLECTION
A. No. of learners who A. _____ No. Of learners who earned 80% in the
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. Of learners who require additional activities
require additional for remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? ____ No. Of learners
lessons work? No. of who have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who D. ____ No. Of learners who continue to require
continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
 strategies worked well? _____ Group collaboration
Why did these work? _____ Games
_____ Powerpoint Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Plying/Drama
_____ Discovery Method
_____ Lecture Method
Why?
_____ Complete Ims
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks

F. What difficulties did I _____ Bullying among pupils

encounter which my _____ Pupils behavoir/attitude
principal and supervisor _____ Colorful IM’s
help me solve? _____ Unavailable Technology Equipment (AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
_____ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

Prepared by:

SHAMARIE M. SAVANDAL
Subject Teacher

Checked by:

Jessica C. Dulguime
Head Teacher - III
 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, 9, 12, 8, __

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

256 164 25 47 19 85 164 44 24 164 6 25 47 162

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

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Searching for Patterns, Sequences and Series

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Worktext in Mathematics. Quezon City,

Philippines: Rex Book Store.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. OTHER RESOURCES

http.//www.mathisfun.com/algebra/sequences-series.html