School Grade Level 10

DAILY Teacher Subject MATH

LESSON LOG Teaching Dates Grading Period Quarter 1 Week 2
and Time

Date Date Date Date Date

DATE:
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrates understanding of patterns and algebraic expressions.
B. Performance Standards Illustrates and describes an arithmetic sequence through patterns.
C. Learning Competency Illustrates an arithmetic sequence (M10AL-Ib-1)
II. CONTENT
III. LEARNING RESOURCES
A. References
Teacher’s Guide Math 10 TG – Module 2
Learner’s Materials Math 10 LM – Module 2 (pp. 1–13)
Additional Resources DepEd Commons, charts, Visual aids, printed Activity cards, number strips Real-life data (e.g., fare rates, Quiz sheets, reflection
number line cutouts sequences meter records) journals
IV. PROCEDURES
A. Review Recall last week’s lesson Check homework and let Conduct a quick oral drill: Ask: Can patterns help us Recap entire week using a
on patterns and general volunteers present complete missing terms in solve real-life problems? concept map. Let students
term. Use sequences such sequences they found at simple arithmetic sequences. Review the idea of constant share insights.
as 2, 4, 6, 8 and 1, 3, 6, 10. home. Review how to Review: What makes a change.
Let students differentiate compute for the common sequence arithmetic?
arithmetic from non- difference.
arithmetic.
B. Establishing Purpose Ask: “Do you see regular Explain: Finding the Tell students: Today we’ll use Share: Math isn't just Emphasize: Mastery today
patterns at home or difference between terms what we know to create full numbers—it's useful. Let’s will prepare us for future
 school?” Introduce helps us extend a sequence. arithmetic sequences. see how arithmetic sequences topics like series and
arithmetic sequence and Introduce the symbol "d". show up in real life. algebraic expressions.
why it matters.
C. Presenting Examples Show both arithmetic (e.g., Use tables and number lines Give 1st term and common Present real-life pattern (e.g., Use a mixed set of examples.
4, 8, 12...) and non- to show constant difference. Guide students in ₱20 daily savings or Let students identify which
arithmetic (e.g., 2, 4, 8...) addition/subtraction. building a 5-term sequence. increasing exercise reps). are arithmetic and explain
examples. Ask which have Provide sequence: 3, 6, 9, Ask: Can you describe the why.
constant differences. 12. Ask: What is added? sequence?
D. Discussing Concepts Define arithmetic Demonstrate how to find the Show how knowing "a₁" and Relate real-life examples to Summarize important rules:
sequence. Discuss terms common difference using "d" allows us to write as many arithmetic sequences. Use definition, identifying d,
and common difference consecutive terms. Discuss terms as we want. Discuss data (fare tables, walking generating terms. Review
(d). Use visuals and real- both positive and negative increasing/decreasing logs) to extract sequence. common errors and clarify
world analogies (stairs, "d". sequences. misconceptions.
tiles).
E. Discussing new concept and Present historical context Use creative representation: Guide students in forming Small groups receive a case Let students compare their
new experience or real examples: monthly sequence jump game (chalk sequences from real data (e.g., jeepney fare increase or own examples to peers' and
allowance growth, phone numbers on floor). Let collected the previous day. phone load data). Analyze give feedback. Highlight
plan usage, or school stair learners experience They create and analyze peer and model as arithmetic correct reasoning and
steps. Let students share movement of constant examples. sequence. representation.
their own sequence addition.
observations.
F. Developing Mastery Activity: “True or False?” Worksheet: Determine d Hands-on activity: Construct Group work: Analyze Administer a 10-item quiz.
(Formative Assessment) Is this sequence and complete 5 sequences. an arithmetic sequence using scenarios and present findings Provide feedback and allow
arithmetic? Justify. Then Let them explain why. Peer cards/strips. Label terms, using charts/posters. Use students to self-check and
find the common review answers. indicate d. scoring rubric. reflect.
difference.
G. Application Ask: “Where do we apply Let students track a Scenario: If someone saves Create a mini-project: draw Let students complete an exit
this?” Examples: daily measurable activity (e.g., ₱50 daily, how much after 10 or describe a real-life pattern task: one real-life sequence +
allowance, distance sit-ups, money saved) for 3 days? Illustrate via arithmetic and explain how it follows an values + common difference.
travelled, load deductions. days. Model as sequence. sequence. arithmetic sequence.
Have them write their own
situation.
H. Generalization Ask: What defines an Discuss: The common Share: Once we know the Reinforce the structure: first Students summarize the week
arithmetic sequence? Let difference tells us how the pattern, we can predict any term, common difference, nth by writing 3 things they’ve
 students complete the sequence grows or term. Let students explain term. Draw summary chart. learned about arithmetic
sentence: “A sequence is decreases. using examples. sequences.
arithmetic when...”
I. Evaluation 5-item quiz: Identify if Task sheet: Given two Group output: Write a Present real-life arithmetic Final quiz: 10 items covering
sequence is arithmetic. If terms, find d and complete sequence and describe its problem, students solve in definitions, applications, and
yes, find d. the sequence. elements. pairs. pattern construction.
J. Assignment Observe and write 3 Create 2 unique sequences Interview an adult and describe Find a news article or photo None
arithmetic sequences at with different d. Explain a task that involves a repeating showing numerical change.
home. Indicate d and first why they are arithmetic. pattern. Describe if it’s arithmetic.
5 terms.
V. REMARKS
VI. REFLECTION
A. Number of learners with
80% and above
B. Number of learners needing
remediation
C. Was remediation effective?
D. Learners continuing
remediation
E. Effective strategies used
F. Challenges resolved with
supervisor support
G. Teaching materials
developed

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