DETAILED LESSON PLAN IN MATHEMATICS 10

I. Objectives

At the end of the discussion, the student should be able to:

a. Analyze geometric patterns to develop formulas and communicate how the formulas
were derived.
b. Classify angles as acute, right, obtuse or straight.
c. Identify angle pairs as adjacent, complementary, supplementary, a linear pair, or vertical
angles

II. Subject Matter

Topic: Geometry

References: Spectrum Math Works - Mathematics 8

Materials: Powerpoint presentation

Scratch paper

Ballpen/Pencil

III. Teaching Procedures

TEACHER'S ACTIVITY STUDENTS’ ACTIVITY

A. Routinary Activities

1. Greetings

Good morning 8 Rizal! Good morning, Sir!

2.Prayer

Class Let’s all stand up.

Lord, Thank you for today. Thank you for

Before we start, Ronillo to lead the prayer ways in which you provide for us all. For
Your protection and love we thank you.
Help us to focus our hearts and minds
now on what we are about to learn.
Inspire us by Your Holy Spirit as we listen
and write. Guide us by your eternal light
as we discover more about the world
around us. We ask all this in the name of
Jesus. Amen.

Yes sir (all students)

Amen. Yes Sir!

3. Checking of Attendance

Is everybody present today?

Very Good. We have studied about classifying angles

4. Checking of Assignment

I didn’t give you an assignment right? (student 1)

Acute, Obtuse, Right and Straight angles

sir
B. Review

Before we start our lesson for today, let us review (student 2)

your past lesson yesterday. What have you
Acute angles are angles that has less
studied yesterday?
than 90% angles

Ok, what is the classification of angles?

Yes sir

What is an acute angle?

Student 1: Circles have radius

(now that you have understand our past lesson

Student 2: Circles have diameter
we will move on to the new lesson which is
Student 3: Circles have central angle
finding the area of circles)

C. Motivation

Are you aware that a circle has parts?

okay if you are familiar what are the parts of a

circle?

(the class will pay attention and listen to

Very good!
the discussion attentively as the teacher
present the lesson)
Anyone?

All of your answers are right.

and also circumference, chord, arc and sector.

Now that you have an idea about the parts of

Circles let us move to our topic.
D. Presentation
This morning we are going to study on how to
get the diameter of a circle

D. Discussion
(let the students think and solve the
The terms of an arithmetic sequence that are problem)
between two given terms are called arithmetic A.) 55-38=17
means. In the arithmetic sequence 5,8,11,14,17 72-55=17
there are three arithmetic means between 5 and 89-72=17
17. These are 8,11, and 14. B.) 4-2=2
8-4=4
Example: insert three arithmetic means between 16-8=8
17 and 1. 32-16=16

Okay now that you understand our lesson I give

you an activity that you will pass tomorrow at 12
pm.
(the students answer the problem)
Group Activity
(Divide the class into 3 groups.) Now class, I will 5=a1+2d
group you into 3. We will have a group activity. -11=-a1-4d
=-6=-2d
(Each Group Determine whether each sequence =D=3
is an arithmetic sequence.)
(Each group will have a set a leader and who is
the reporter with the given problem of each
group)
(Checking of the work of each group)
E. Generalization

An arithmetic sequence is a list of numbers with a

definite pattern. If you take any number in the (the students answer the given example
sequence then subtract it by the previous one, in sequence emphasizing the arithmetic
and the result is always the same or constant sequence.)
then it is an arithmetic sequence.

The constant difference in all pairs of consecutive

Yes ma’am.
or successive numbers in a sequence is called the
common difference, denoted by the letter dd. We
use the common difference to go from one term
to another. How? Take the current term and add
the common difference to get to the next term,
and so on. That is how the terms in the sequence
(students listen)
are generated.

(guide the class in analyzing the

sequence).
IV. Evaluation

Find the missing forms in each arithmetic sequence.

                   1) 2,__, 20, 29, __

                   2) 5, 12, __, 26, ___

                   3) 8, 3, -2, __,__

                   4) -1, ___, __, __, 31, 39

                   5) 4, __, __, 19, 24

V. Assignment

Read books on arithmetic sequence. Determine the next three terms of the arithmetic
sequence.

1. 87, 80, 73, __, __, __

2. 125, 117, 109, __, __, __

3. 0.17, 0.77, 1.37, __, __, __

4. -8, -3, 2, 7, __, __, __

5. 20000, 22000, 24000, 26000, __, __, __

Prepared by:

GERALDINE RAMOS