GRADE 10 School Pioneer National High School Grade Level 10

DAILY LESSON LOG Teacher Shanie Apple B. Onada Learning Area MATHEMATICS

Teaching Dates and Time August 29-31, 2023 & September 01, 2023 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATES AUG. 29, 2023 AUG.30, 2023 AUG. 31, 2023 SEPT. 01, 2023

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials, and polynomial equations.

2. Performance Standards The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines through appropriate
and accurate representations.
3. Learning Competencies Generates patterns. M10AL-Ia-1 Generates patterns. M10AL-Ia-1

1. Generates patterns. 1. Generate patterns.

Objectives 2. Identify Sequence from Not sequence and finite 2. Find the next few terms of a sequence.
HOLIDAY Conduct PSS Conduct and infinite sequence. 3. Show patience in describing pattern and
Activity and Diagnostic 3. Show patience in describing patterns and recognizing sequence and with
Class Orientation Test recognizing sequences. endurance in the formulation of the rule or
pattern of a sequence in finding the nth
term.

II. CONTENT GENERATES PATTERNS GENERATES PATTERNS

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide p. 14 p. 14
2. Learner’s Materials pp. 9-10 pp. 9-10

3. Textbook

4. Additional Materials from

Learning Resources (LR)
portal
B. Other Learning Resources Julieta G. Bernabe et. al., Our World of Math, pp. 3- Julieta G. Bernabe et. al., Our World of Math,
4 pp. 3-4

IV. PROCEDURES

A. Reviewing previous lesson or Ask the students;

presenting the new lesson
1. Define Sequence.
2. How do you differentiate sequence from not
sequence?

The teacher will ask the following questions.

a. What are the stages of the life cycle of the

Lady Beetle?

b. Is it possible that its life started at the Pupa

stage?

Answer:

a. Egg, Larva, Pupa and Adult Beetle.

b. No, it should start at the Egg stage.

B. Establishing a purpose for the In the life cycle, it goes through different stages of The teacher will say this, “Today, we will be
growth and development. The growth or finding the term of the sequence as well as
lesson
C. Presenting
examples/Instances of the new
lesson
D. Discussing new concepts and
practicing new skills # 1
development showed pattern. Like the stages of the next few terms. You are encouraged to
life, in Math patterns are presented as array of ask questions if you have any.”
numbers or objects. Today, we will study on how to
recognize patterns in array of numbers.
Let the students answer the following: Let the students work by pair. Present the
activity to them.
1. Look carefully at the sequence of symbols to
find the pattern. ACTIVITY 1
Looking at the pattern, write the next three
terms of the sequence.
1. 8,11,14,17,…
2. 6,7,9,12,…
1 1 1 1
3. , , , ,…
2 4 8 16
2. Look carefully at the sequence of symbols to Answers:
find the pattern. 1. 20,23,26
2. 16,21,27
1 1 1
3. , ,
32 64 128
3. Look at this series: QAR, RAS, SAT, TAU,___
What letter should fill the blank?
a. UAV b. UAT c. TAS d. TAT
To understand the content of the activity, present Ask the guide questions:
the guide questions: 1. Was there a pattern in the given
sequences?
1. How did you find the answer? 2. How did you find the pattern?
3. What is the pattern?
2. Were you able to find patterns? 4. What are the answers?
3. Was it difficult to identify the next
Answers:
number/object?
1. Yes.
Answers are drawn out from the students. 2. A number is added, subtracted,
multiplied, or divided for each term of the
sequence.

E. Discussing new concepts and
practicing new skills # 2
3. For number 1, three is added for each
term. For number 2, one is added to the
first term, two is added to the second
term, three is added to the third term, four
is added to the fourth term, five is added
to the fifth term, six added to the sixth
term and seven is added to the seventh
term. For number 3, 1/2 is multiplied for
each term.
4. 1. 20,23,26
2. 16,21,27
3. 1/32,1/64,1/128
Show the series of numbers to students: Use Activity 1 Number 1 for discussion.
1. 1,2,3,4,5 8,11,14,17,…,a_n

2. 2,4,6,8,10,… The dots indicate not all numbers are written

Ask the students if it has pattern. What do you call
this array of numbers? Give the definition of
Sequence. Each number in a sequence is called a
term. In the sequence 1,2,3,4,5, each terms in the
sequence are denoted as a 1 , a2 , a3 , a4 , a5 . There
are two types of sequence the finite and infinite.
Give the definition of finite and infinite sequence.
Let students identify whether the series of numbers
is a sequence or NOT. If sequence, tell whether it is
finite or infinite.
1. 3,7,11,15,…
down explicitly. The last term is a_n.
Question:
1. How will you find the last term? (answer
varies)
2. Can you think of a rule to describe the
terms in the sequence? (Yes)
The rule that describes the terms in the
sequence that gives the nth term of the
sequence is called explicit formula. The
pattern in a sequence may be expressed by a
formula.

2. 3,6,7,9,12 3. What is the explicit formula of the

sequence? (a n=3n+5)
1 1 1 1
3. 1 , , , ,
2 3 4 5 Show how to generate the first five terms of
the sequence a_n=n+6
Answer:
a 1= (1) +6 = 7
1. Sequence ; Infinite
a 2= (2) +6 = 8
2. Not Sequence a 3= (3) +6 = 9
3. Sequence ; Finite a 4= (4)+6 = 10
a 5= (5)+6 = 11

Answer:
 The sequence generated is 7,8,9,10,11
from a n=n+6.
F. Developing mastery (leads to Let the students do the seatwork. Let the students answer Activity 2: Term after
Formative Assessment 3) Term on page 11 of the LM.
Determine whether the series of numbers is
sequence or NOT, if sequence, identify whether it is Answer:
finite or infinite: 1. 5,6,7,8,9
2. 1,3,5,7,9
1. 1,-1,1,-1,… 3. 9,6,3,0,-3
4. 3,9,27,81,243
2. 109,104,99,94 5. -2,4,-8,16,-32
3. 14,-9,-4,1,6

4. 0.3,0.6,0.9,0.11

Answer:

1. Sequence ; Infinite

2. Sequence ; Finite

3. NOT Sequence

4. NOT Sequence

G. Finding practical application In life, you experience a sequence of ups and Sequence may also be referred to an orderly
of concepts and skills in daily downs. What should one’s attitude be towards ups arrange of doing things. Orally, share the
living and downs in life? steps in preparing for school.

H. Making generalizations and The teacher will see to it that the students will be The rule that describe the terms in the
abstractions about the lesson able to recognize sequence and identify it as finite sequence that gives the nth term of the
or Infinite. Draw the answers from the students: sequence is called explicit formula.
1. What is a sequence?

2. How will you recognize that the series of

numbers or objects are sequence or NOT
sequence?

3. How will you tell a finite sequence from

infinite sequence?

I. Evaluating learning
A. Directions: Identify whether the series of Write the first five terms of the sequence with
numbers is a sequence or NOT. If sequence, the given n th term formula.
tell whether it is finite or infinite.
 1. 3,7,11,15,… 2
1. a n=2 n +3

2. 3,6,7,9,12
2. a n=5 n+6
1 1 1 1
3. 1 , , , , 3. a n=2(n+3)
2 3 4 5

B. Directions: Read and analyze the given items Answer:

carefully. Write on the spaces provided before
each number the next two terms of each 1. 5,11,21,35,103
sequence.
____ ____ 1.) 3, 7, 11, 15, . . . 2. 11,16,21,26,31
____ ____ 2.) 8, 11, 14, 17, . . .
____ ____ 3.) -5, -2, 1, 4, . . . 3. 8,10,12,14,16

J. Additional activities for Write the next three terms of the sequence.
application or remediation
1. 2,5,10,17,…

2. 3,7,11,15,…

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

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 this 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 by: Checked by:

SHANIE APPLE B. OÑADA GLORILYN D. PALERMO

Math Teacher Head Teacher I/Department Head