EDUARDO L. VILORIA, JR.

Teacher/s JUANITO T. DARACAN, JR. Grade Level 10

ANNA BERNADETTE A. DEGRACIA

Daily Lesson Log Teaching Dates September 11-15,2023 Learning Area MATHEMATICS 10
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards The learners demonstrate an understanding of key concepts of sequences, polynomials, and polynomial equations.
The learners are able to formulate and solve problems involving sequences, polynomials, and polynomial equations in different disciplines through appropriate
B. Performance Standards and accurate representations.
The learners: M10AL-ld-1, M10AL-ld-2
1. Illustrate geometric sequence.
C. Learning Competencies/ Objectives (L.C. Code) 2. Differentiates a geometric sequence from an arithemtic sequence.

Specific (Daily) Objective/s
1. Illustrates a geometric sequence.
2. Understand the common ratio in a
geometric sequence.
3. Find the nth term of a geometric
sequence.
1. Determine the nth term of an
geometric sequence
2. Apply their knowledge of geometric
sequences to real-world problems.
1. Illustrate the sum of n terms of an
geometric sequence.
2. Find the sum of the first terms of an
geometric sequence.
1. . Illustrate the sum of n terms of an
geometric sequence.
2. . Find the sum of the first terms of
an geometric sequence.
3. Appreciate real-life applications of
geometric sequence.

II. Topic Geometric Sequence Geometric Sequence Geometric Sequence Geometric Sequence
III. Learning Resources

A. References Mathematics Learner's Module Mathematics Learner's Module Mathematics Learner's Module Mathematics Learner's Module
Next Century Mathematics 10 Next Century Mathematics 10 Next Century Mathematics 10 Next Century Mathematics 10
1. Teacher's Guide Pages N/A N/A N/A N/A
2. Learner's Materials Pages N/A N/A N/A N/A
3.Textbook Pp. 30-35 35-37 40-43 40-45
4. Additional Materials from LR portal N/A N/A N/A N/A
B. Other Learning Resources N/A N/A N/A N/A
IV. PROCEDURE
Elicit: 1. Begin by writing a series of numbers 1. Display a series of numbers and ask 1. Ask students to recall their previous 1. Ask students if they have
(The activities in this on the board: 2, 6, 18, 54, 162. students to identify the relationship knowledge about sequences and encountered any patterns or
section will evoke or 2. Ask students if they notice any between consecutive terms. . patterns in mathematics. sequences in their daily lives, and if
draw out prior patterns in the numbers. 2. Ask students if they have heard of they can provide examples.
A. Reviewing previous concepts or prior 3. Guide them to recognize that each geometric sequences before and what
lesson or presenting the new experiences from number is three times the previous they know about them.
the students) number.
lesson

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Engage:
(The activities in this section
will stimulate their thinking
and help them access and
connect prior knowledge as a
jumpstart to the present
lesson.)
1. Show a short video clip or image 1. Present a puzzle or riddle related to 1. Show a video clip of a geometric 1. Present a riddle that involves
that illustrates a real-world application geometric sequences and ask students sequence in real life, such as the finding the sum of a geometric
of geometric sequences, such as the to solve it. growth of a population or the increase sequence. Encourage students to work
growth of a population of bacteria or 3. Conduct a quick quiz or game where in the value of an investment. together in pairs or small groups to
the depreciation of a car's value. students guess the next term in a given 2. Conduct a class discussion on the solve the riddle.
2. Ask students to briefly discuss what sequence. importance of understanding
they observed and why it might be geometric sequences in various fields
important to study geometric of study.
sequences in real life. 3. Present a real-life problem related to
geometric sequences and ask students
to brainstorm possible solutions.

D. Discussing new concepts &
practicing new skills #1 Explore:
E. Discussing new concepts &
practicing new skills #2
(In this section, students will
be given time to think, plan,
investigate, and organize
collected information; or the
performance of the
planned/prepared activities
from the students’ manual
with data gathering with
Guide Questions)
1. Distribute worksheets with
geometric sequences problems to the
students.
2. In pairs or small groups, have
students work on solving these
problems.
3. Encourage them to identify the
common ratio in each sequence and
find the next few terms in the
sequence.
1. Provide students with a list of
geometric sequences and ask them to
identify the common ratio and find the
next three terms for each sequence.
1. Provide students with a geometric 1.Conduct a quick brainstorming
sequence and ask them to find the sum activity where students list as many
of the first n terms. examples of geometric sequences as
2. Divide students into pairs or small they can think of in a given time
groups to solve the problem frame.
collaboratively.
3. Each group will present their
solution and explain their reasoning to
the class.

F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations
and abstraction
I. Evaluating Learning
Explain:
(In this section, students
will be involved in an
analysis of their
exploration. Their
understanding is clarified
and modified because of
reflective
activities)/Analysis of the
gathered data and results
and be able to answer the
Guide Questions leading
to the focus concept or
topic for the day.)
Elaborate:
(This section will give
students the
opportunity to expand
and solidify/concretize
their understanding of
the concept and/or
apply it to a real-world
situation)
Evaluation:
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives – content
and performance standards
and address misconceptions-
if any)
1. Gather the class and discuss the
solutions to the problems on the
worksheets.
2. Define what a geometric sequence
is: a sequence of numbers in which
each term after the first is found by
multiplying the previous term by a
fixed, non-zero number called the
"common ratio."
3. Show the formula for finding the
nth term of a geometric sequence:
1. Project a few more complex
geometric sequence problems on the them to create a real-life scenario that
board.
2. Have students work in pairs or
groups to solve these problems.
3. Encourage them to discuss their
approaches and reasoning with each
other.
4. Afterward, discuss the solutions as a
class.
1. Give students a short quiz or set of
problems to solve independently to
assess their understanding of
geometric sequences.
2. Review the answers together to
provide immediate feedback.
1. Teach the concept of a geometric
sequence by providing a clear
definition and explaining its key
components, such as the first term,
common ratio, and nth term formula.
2. Use examples and interactive
demonstrations to illustrate how to
find the nth term of a geometric
sequence.
1. Divide students into pairs and ask
can be represented by a geometric
sequence. They should write the first
five terms of the sequence and share
their scenarios with the class.
Assessment Quiz:
1. Create a geometric sequence with a
common ratio of 0.5 and write down
the first five terms.
2. What is the common ratio of the
geometric sequence 1, 2, 4, 8, ...?
1. Teach the concept of finding the sum 1. Teach the concept of finding the
of n terms in a geometric sequence
using formulas and examples.
2. Demonstrate the step-by-step
process of finding the common ratio in term, r is the common ratio, and n is
a given geometric sequence.
1. Assign students to create their own
geometric sequences and find the sum
of the first n terms.
2. Ask students to exchange their
sequences with a partner and solve for
the sum of the first n terms.
Assessment Quiz:
1. Find the sum of the geometric series
1 + 2 + 4 + 8 + ... + 256.
2. Calculate the sum of the geometric
series 5 + 10 + 20 + 40 + ... + 320.
sum of a geometric sequence using
the formula Sn = a(1 - r^n) / (1 - r),
where Sn is the sum, a is the first
the number of terms. Provide
examples and guide students through
solving problems using the formula.
Translate to English.
2. Engage students in a discussion
about the relationship between the
common ratio and the sum of a
geometric sequence.
1.Provide additional problems for
students to solve individually or in
pairs, using the formula for finding the
sum of a geometric sequence.
Translate to English.
2. Introduce a challenge problem that
requires students to find the sum of
an infinite geometric sequence, and
engage them in a discussion about the
concept of convergence.
Assessment Quiz:
1. Find the sum of the first 4 terms of
the geometric sequence 1, 3, 9, 27,
81...
2. If the common ratio of a geometric
sequence is 0.5, and the first term is
10, what is the sum of the first 6
terms?
 Extend: 1. Ask students to research and find 1.Encourage students to explore more Create a poster that illustrates a real- Write a short essay discussing a real-
(This section gives situation additional applications of geometric complex topics related to geometric life scenario where a geometric life application of geometric
that explains the topic in a
new context, or integrate it to
sequences in the real world and share sequences, such as the sum of a sequence is used. Explain the sequences and how understanding
another discipline/societal their findings in the next class. geometric series or the convergence of application and provide an example of them can be beneficial in solving
concern)
infinite geometric series. the sequence. problems.
J. Additional activities for
application and remediation

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% on the formative assessment

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 these 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: Noted:

EDUARDO L. VILORIA, JR. MARITES S. TALPLACIDO MARY FINELA M. BAYAN, PhD

Master Teacher I Head Teacher III School Principal IV

JUANITO T. DARACAN JR. Date: ________________

Teacher I

ANNA BERNADETTE A. DEGRACIA

Teacher I