School: TABUK CITY NATIONAL Grade level G10

DAILY HIGH SCHOOL

LESSON Teacher: ANGELINE C. BINSIN Learning Area MATHEMATICS
LOG
Teaching Dates and Time: August 29 – Sept. 1, 2023 Quarter FIRST

08- 29-2003 08-30-2003 08- 31- 2003

I. OBJECTIVES
a. The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
A. Content Standard
b. The learner is able to formulate and solve problem involving sequences, polynomials and polynomial equations n different disciplines through
B. Performance Standard
appropriate and accurate representations.
C. Learning
c. The learner is able to generate patterns and illustrates an arithmetic sequence, determine arithmetic means, nth term of an arithmetic sequence and
Competency/Objectives
the sum of the terms of a given arithmetic sequence. M10AL-la-1, M10AL-lb-1
Write The LC Code For each

a. get to know each other and ease the tension meeting for the first time and set rules and goals for the school year.
Specific Objectives b. generate pattern from a given succession of objects, numbers, letters, or symbols.
c. find the nth term of a sequence; and write the rule for the nth term of a sequence.
d. Illustrate and determine the nth term of an arithmetic sequence

II. CONTENT Kumustahan Hour Generating Sequences General term of a sequence Arithmetic Sequence
III. LEARNING RESOURCES
Teacher's References
Teacher's Guide /Manuals
Learner’s References
Textbook pages
IV. PROCEDURES 1.Introduce oneself to the -Simple recall on the fundamental - A 5 item multiple choice mind -Recap will be done in a 5-item
Other Activities class. rules that governs addition, setting activity on sequence multiple choice test to be
Intervention/Remediation 2. Orientation of school subtraction, multiplication and and generating sequence will answered orally.
Reinforcement/Enrichment policies and regulations. division of integers. be supervised. - Show examples of arithmetic
3. Orientation of the subject -Give examples of a sequence or -In the concept of sequences, sequences and allow students to
requirements and shapes that shows a pattern and ask what can you understand of discover how succeeding terms
computation of grades. learners to continue giving the next the word “General Term”? were generated.
4. Writing of expectations: few terms. -Discuss and illustrate how to -Is there a common difference
4.1 from the teacher -What do you think would our lesson give several terms of a between the succeeding and
4.2 from the subject be today?(sequence/patterns) sequence given a general term. preceding terms in the
4.3 from themselves as a - Have you ever looked around and Examples. sequence?
learner recognized different patterns? Have 1. Find the first four terms of the -What is an arithmetic
Note: Learners are asked to you asked yourself what the world’s sequence a n=2 n−1 sequence?
write name of environment look like if there were -Proceed to finding the  A sequence that is based
parents/guardian with contact no patterns? Why do you think there indicated term/s of sequence upon the addition of a
number and address for future are patterns around us? given a general term.(give constant value to arrive at
reference in the paper where -Discussion of Concepts: enough examples when the next term.
1. What is a sequence? needed) The constant value that is added is
they will write their individual
2. When is such a sequence be Examples. called the common difference. It is
expectations.
classified as Infinite or Finite? What 1. Find the 5th and 8th terms of denoted by d.
do you call the dots symbol that (−1)
n -How does an arithmetic
the sequence b n=
denotes infinity? n+1 sequence differ from the other
3.In our introductory activity how -Firm up the discussions by sequences?
did we generate or list the next few allowing learners to engage -Give a drill activity on
terms/elements of a sequence? themselves cooperatively in an determining whether a given
(Emphasize the importance of activity. sequence is an arithmetic
recognizing a pattern in giving the -Summarize take away sequence or not and on
next few terms of a sequence.) learnings of learners using determining the common
-Drill activity: Metacognition for Knowing difference of an arithmetic
Term after Term activity How. sequence.
Generalization: -In an arithmetic Sequence the

1. What is a sequence? difference between one term

2. How do you consider in giving the and the next is a constant.
next few terms of a given sequence 1. What is the value of x so that x
or pattern? + 7, 3x + 9, x + 3, … form an
arithmetic sequence?
-Homework:
Saving money gives you a way
out of the uncertainties of life
 and provides you with an
opportunity to enjoy a quality
life.
1. After the implementation of the
full blast face to face classes. Your
mother suggests for saving 2 pesos
out of your daily allowance and ask
you to increase that amount by 2-
peso each day thereafter. If you will
start dropping in your piggy bank by
September 1, how much will you
drop on the 27th day of September if
you include the non-school days?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? 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? Why did they
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: Checked:

ANGELINE C. BINSIN LUISITA P. PARILLA

Teacher Department Head