ST. THERESE SCHOOL OF MARILAO, INC.

Blk. 209 Lot 15-16 Heritage Homes, Marilao, Bulacan

Tel. # (044)322-2833/stsmarilao@gmail.com

JUNIOR HIGH SCHOOL DEPARTMENT

SY 2022 - 2023

LEARNING PLAN
MATHEMATICS 10

Subject: MATHEMATICS Grade Level: 10

Unit Topic: ALGEBRA: SEQUENCES AND SERIES Quarter: 1ST

Unit Standards and Competencies Diagram

TRANSFER GOAL
TRANSFER PERFORMANCE TASK

Students on their own and in the long run will be

Online Flashcards
able to formulate and solve problems
involving sequences, polynomials and
polynomial equations in different
disciplines through appropriate and
accurate representations. PERFORMANCE STANDARD
The learner is able to formulate and
solve problems involving sequences,
polynomials and polynomial equations
in different disciplines through
appropriate and accurate
representations.

MAKE MEANING
EU: Sequences and series can be
ACQUISITION
determined through generated patterns
generates patterns. involving mathematical operations.
determine an arithmetic sequence and
illustrates a geometric sequence. EQ: How do patterns and arrangements
determines arithmetic means and nth term determine sequences and series?
of an arithmetic sequence.

CONTENT STANDARD

The learner demonstrates

understanding of key concepts of
sequences, polynomials and
polynomial equations.
 LEARNING PLAN
ACQUISITION
This unit is about Algebra: Sequences and Series, and Polynomials where a sequence is a
set of numbers that follow a specific pattern and performs division of polynomials using long
division and synthetic division.

Consider this question: How do patterns and arrangements determine sequences and
series?
Map of Conceptual Change:

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 Activity 1: Chapter Pre-assessment/Generate a pattern
generates Instructions: Read the questions carefully and choose the best answer by highlighting the
patterns. words/numbers.
Materials: Microsoft Word
Screenshot of Online Resource:
 Activity 2: Generate a Pattern
Instructions: Answer the activity by following the steps below:
1. Click the link given below to access the activity.
2. Don’t forget to hit the “FINISH” button so that your score will be recorded.

Link: https://www.liveworksheets.com/worksheets/en/Math/Patterns/Patterns__-
_Table_of_Values_xd2263097cu
Screenshot of Online Resource:

LC2 Activity 3: Who am I?

determine an Instructions: Determine if the sequence is Arithmetic or Geometric, then give the
arithmetic common difference for arithmetic and common ratio for geometric and find the next two
sequence and terms.
illustrates a
geometric Link:
sequence. https://www.liveworksheets.com/worksheets/en/Math/Sequences/Arithmetic_Sequence
_or_Geometric_Sequence_rh2447700yh

LC3
Screenshot of Online Resource:

determines
arithmetic means
and nth term of
an arithmetic
sequence.
Activity 4: Collaboration
Teams must work together to complete a puzzle as quickly as possible. Initially the teams
will be divided and given separate bags of puzzle pieces.
Link:
https://quizizz.com/admin/quiz/5f7735fb4fe613001b955193/42-sum-of-finiteinfinite-
geometric-sequence?
source=MainHeader&page=FeaturedPage&searchLocale=&fromSearch=true
Screenshot of Online Resource:

Online/Offline Output:

Scaffold for TRANSFER 1

Activity 5: Show Step-by-Step Geometric Sequence
Instructions:
1. Click the link below.
2. Choose at least 3 sequences that will help you to solve.
3. If you click show step-by-step it will appear the complete solutions.
Online/Offline Output:

Clickable Links: https://www.onlinemath4all.com/geometric-sequence-worksheet-for-

grade-10.html
Screenshot of Online Resource:
Scaffold for TRANSFER 2
Activity 6: PROBLEM SOLVING
Instructions: MILA 10, page 34
Online/Offline Output:

Clickable Links : https://quizizz.com/admin/quiz/5f30b242b1b991001b6f09e1/sequence?

source=MainHeader&page=SearchPage&searchLocale=&fromSearch=true
Screenshot of Online Resource:

Self-assessment:
Instructions: Check the necessary response for the following skills attained after the
discussion of the lesson. Students’ answer may vary.
 Skills: After Discussion

I am able to…
Yes No

generate pattern—sequences and series

determine an arithmetic sequence and geometric sequence

solve problems involving sequences and series

Interactive Quiz 1
Instructions: Click the link below so that you will be redirected to the page of the activity.
Clickable Links: https://quizizz.com/admin/quiz/5ec2651a7f2c03001e61d8c2/arithmetic-
sequences
Screenshot of Online Resource:

Interactive Quiz2
Instructions: Click the link below so that you will be redirected to the page of the activity.
Clickable Links: https://create.kahoot.it/details/45e3e6b6-a57f-4130-9c4b-a43e055b3104
Screenshot of Online Resource:
LEARNING MAKE MEANING
COMPETENCY

LC 4: Activity 7: PROBLEM SOLVING

solves problems Instructions: MILA 10, page 41
involving
sequences. Link: https://quizizz.com/admin/quiz/5ed1befa9a25a3001beb8d8a/geometric-sequence?
source=MainHeader&page=SearchPage&searchLocale=&fromSearch=true

LC 5: Screenshot of Online Resource:

Uses the
appropriate
model and
method to solve
problems
involving
sequences and
series with
accuracy and
precision.

GUIDED GENERALIZATION TABLE

Essential Text 1 Text 2 Text 3

Question
A local theatre has a In the theatre we In the last lesson, you
large auditorium with 22 described previously, decided to save for
rows of seats. There are there were 22 rows of your trip to Europe.
 18 seats on Row 1 and
each row after Row 1 has
two more seats than the
previous row. How many
seats are in Row 22?
How do Answer:
patterns and
arrangements 60 seats
determine
sequences and
series? Supporting Texts:
Step 1: Write all the given
numbers where n= 22 rows
of seats, a1=18, d=2
Step 2: Follow the formula
of arithmetic sequence and
substitute the given
numbers.
Step 3: After substituting
the given numbers, solve
the arithmetic sequence.
Legend:
n= number of terms
a1= 1st term
d= common difference
Reason:
To solve this problem, you
need to follow the formula
in arithmetic sequence.
Common Ideas in Reasons:
Real-life problems can be solved and analyzed involving the sequences and series.
Enduring Understanding/Generalization:
Sequences and series can be determined through generated patterns involving mathematical
operations.
C-E-R Questions:
1. How do you determine whether a number pattern is a sequence?
2. How do you determine what formula to use?
3. How do you apply arithmetic sequence in real life?
seating. There were 18 You opened a savings
seats on Row 1 and each account with $1.00 and
subsequent row had on each subsequent
two more seats than the day, you deposited a
previous row. What is dollar more than on
the seating capacity of the previous day. How
the auditorium? much have you
contributed by the end
of one year?
Answer: Answer:
858 seats $ 66,795
Supporting Texts: Supporting Texts:
Step 1: Since the given Step 1: Write the given
numbers are the same as numbers in the problem
the example number 1, where n=365 days, a1=1,
then you can substitute an=365
already by following the
Step 2: Follow the
formula of the arithmetic
formula of Arithmetic
series.
series by substituting the
Step 2: Solve the problem given numbers.
by solving the arithmetic
Step 3: Solve the given
series formula.
problem by following the
Arithmetic Series Formula: arithmetic series.
Sn=n/2 (a1 + an)
Reason: Reason:
We need to use a formula The formula for finding n
to find the arithmetic terms in the arithmetic
series for many terms or series is denoted by
infinite terms of the Sn=n/2 (a1 + an) or you can
arithmetic sequence. use the other formula
Sn=n/2 {2a1 + (n-1) d} if
the given problem
doesn’t have the nth
term.
 EQ: How do patterns and arrangements determine sequences and series?
Prompt for Generalization:
1. How important is reading comprehension in solving word problems in sequences
and series?
2. How are each type of sequences applied in real life?
3. With the different number patterns in the sequences you have learned, which
among these do you often apply?
ASYCHRONOUS ONLINE LEARNING MATERIALS
Text 1: A local theatre has a large auditorium with 22 rows of seats. There are 18 seats on
Row 1 and each row after Row 1 has two more seats than the previous row. How many seats are
in Row 22?

Link: https://mathhints.com/sequences-and-series/#Introduction
https://teams.microsoft.com/l/channel/
19%3ade358ad671164974bedfa2b482049231%40thread.tacv2/Math%252010?
groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-e349-4f5e-a62e-
7c8fa888ba14
Text 2: In the theatre we described previously, there were 22 rows of seating. There were 18
seats on Row 1 and each subsequent row had two more seats than the previous row. What is the
seating capacity of the auditorium?

Link:
https://teams.microsoft.com/l/channel/19%3ade358ad671164974bedfa2b482049231%40thread.
tacv2/Math%252010?groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-
e349-4f5e-a62e-7c8fa888ba14

Text 3: In the last lesson, you decided to save for your trip to Europe. You opened a savings
account with $1.00 and on each subsequent day, you deposited a dollar more than on the
previous day. How much have you contributed by the end of one year?

Link:
https://teams.microsoft.com/l/channel/19%3ade358ad671164974bedfa2b482049231%40thread.
tacv2/Math%252010?groupId=08989e6a-7a30-4e48-acf9-7ca18189bb89&tenantId=50fa9c78-
e349-4f5e-a62e-7c8fa888ba14

Instructions: Click the link given to access the activity and as well as you can submit it via Ms
Teams Assignment Tab.
Holistic Rubric for Guided Generalization:

CATEGORIES EXCEEDS STANDARDS- PARTIALLY MEET

50 STANDARDS- 30

Create Sequence/Series Create the sequence Create the sequence with

correctly. minimal errors.
Show the terms Shows work correctly. Shows work with minimal
errors.
Find the nth term Gives the correct Gives a solution with
solution. minimal errors.
Presentation Presentation is legible Presentation is legible.
and creative.
Learning TRANSFER
Competency

PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to formulate and
STANDARD: solve problems involving sequences, series, polynomials and polynomial equations in
different disciplines through appropriate and accurate representations.
The learner is
able to formulate
and solve Performance Task
problems
involving THERE’S A STORY BEHIND A BOX
sequences, GOAL: Design a box made from of a piece of paper and formulate a real-life problem
polynomials and
about the box
polynomial
equations in ROLE: You are a product designer who loves Mathematics.
different
disciplines AUDIENCE: Jeweler
through SITUATION: You need to design a box with no cover and formulate a Math problem about
appropriate and
that box involving division of polynomials. You will be presenting it to your client the
accurate
jeweler for her to use as jewelry box.
representations.
PRODUCT/PERFORMANCE, AND PURPOSE: All the significant information in the figures
below must be considered in creating the box with no cover. You have to formulate a
math problem about the box involving division of polynomials. You may use a situation
involving real persons to make the Math problem more interesting.
STANDARDS AND CRITERIA FOR SUCCESS
Math Problem

 The real-life problem must involve the topic DIVISION OF POLYNOMIALS.

 Explain and show the solution to the problem created.

Jewelry Box

 The designed box with no cover must be created out of a piece of paper.
 The significant information in the figures below must be considered.
 Take a picture of it and include it in your activity sheet.
Rubric for the Performance Task

Outstanding Satisfactory Developing Beginning

CRITERIA
4 3 2 1

The The The The

computations computations computations computations
are accurate are accurate are erroneous are erroneous
and show a and show the and show some and do not
Accuracy wise use of key use of key use of key show some use
concepts of concepts of concepts of of key concepts
division of division of division of of
polynomials. polynomials. polynomials. division of
polynomials.
The design is The design is The design The design
comprehensive presentable makes use of does not use
and displays and the algebraic algebraic
the aesthetic makes use of representations representation
Creativity
aspects of the the concepts but not and it is not
mathematical of presentable. presentable.
concepts algebraic
learned. representatio
ns.
Mathematical The The The explanation The explanation
Reasoning explanation explanation is is is incomplete
is clear, clear and understandable and
exhaustive or coherent. It but not logical. inconsistent,
thorough, and covers the It with little
coherent. It important contains only evidence of
Includes concepts. It some evidences mathematical
 interesting uses effective of mathematical reasoning.
facts and mathematical reasoning.
principles. It reasoning.
uses complex
and refined
mathematical
reasoning.
Overall Rating

Self-Assessment:

LEARNING TARGETS I CAN… I CAN DO THIS BY MYSELF I NEED HELP TO DO THIS

Value Integration: Knowledge and Skillfulness, Discipline (exhibit the importance of being
attentive during class discussion), Responsibility