Division

School Grade Level 11

Teacher Learning Area Pre -Calculus
Date and Time Day 1 Quarter 3rd

1. OBJECTIVES
A. Content The learner s demonstrate an understanding of key concepts of series
Standards: and mathematical induction and the Binomial Theorem.
B. Performance The learner s shall be able to keenly observe and investigate patterns,
Standards: and formulate appropriate mathematical statements and prove them
using mathematical induction and/or Binomial Theorem.

C. Learning The learners illustrate a series/ STEM_PC11SMI-Ih-1

Competencies/ 1. Find the series of the given sequences.
Objectives: Write 2. Differentiate series from sequence.
the LC code for 3. Discuss the value of zeal amidst series of problems.
each

II. CONTENT Series and Mathematical Induction

Subject Matter Series

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s file:///D:/DLP%20writers/vdocuments.mx_pre-calculus-grade-11-
Materials learners-module-senior-high-school.pdf
Pages
3. Text book
Pages
4. Additional https://afmmath.files.wordpress.com/2015/04/sequences-and-series-
Materials from word-problems.pdf
Learning
resources(LR) https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/word-
Portal problems/arithmetic-geometric-series
B. Other Learning
Resources
IV PROCEDURES TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
A. Reviewing Last meeting we end up discussing None sir!
Previous Lesson the topics which involve Analytic
or Presenting Geometry. Do you have more
New Lesson questions about it?

Good to hear that! Now we will learn

another lessons which you may find
it meaningful as we apply it in our
daily living.

Now let me tell you a short story.

Ana lives too far away from the city,

where communication and
transportation is beyond reach.
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 When she enters grade 1 in the
school where she lives, she started
to learn counting numbers and to
learn simple addition.
When she is in her way home, She
was thinking of her math lesson.
One questions Suddenly appears in
her mind. What if I am going to add
numbers 1- 50, How much will I
have?

Can you help Ann finding the sum of Yes sir! The sum is 1, 275
numbers 1-50? And what is the (learners are adding it manually,
sum? number by number)

Going on. Ana arrives at the answer Yes sir! The sum is 5,050.
of 1,275. She keeps on challenging
herself. She adds the numbers 1-
100. So what do you think is the
sum?

Very Good! When Anna reaches

home. She challenges her older
sister to find for the sum of numbers
1-1000. The older sister responded
sarcastically, “Do it for yourself
Anna!” Anna felt dismayed of the
response and neglected what is the
answer of it.

Now if you were the sister of Anna, The sum is 500,500.

What answer will you give? (Learners takes time to add it all)

B. Establishing a So that’s the end of the story of

Purpose for the Anna.
Lesson
As you were calculating the sum of We are tired because the
the numbers 1-50, numbers 1-100 numbers are getting high and it’s
and 1-1000, I observed most of you hard to add manually.
felt tired in getting the sum
especially when the numbers are
getting tough. Why?

Ohh, I am sorry to hear that! You

want some help for me to make it
easy?

C. Presenting Now let’s think of numbers and play.

Examples/Instan Are you ready?
ces of the
Lesson Activity: The captain say!

Mechanics:
1. Each of you will be given (Learners’ do as told)
numbers.
2. You have to be with the
group in such away it will
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 satisfy the given condition.

Conditions:
1. Form a line in such a way
that the numbers are
increasing and the
succeeding number is 2 less
than the previous number.
2. Form a line in such a way
that the numbers are
increasing and the
succeeding number is 3 less
than the previous number.
3. Form a line in such a way
that the succeeding number
is 2 times the previous
number and the sum of the
numbers is
4. Form a line in such a way
that the succeeding number
is 3 less than the previous
and the sum of the numbers
is 51.

(The teacher will write the answers

on the board for future examples.)

Now, these are your answers a

while ago.
1, 3, 5, 7, 9, 11, 13, 15, 17,…
1, 3, 5, 7, 9, 11, 13, 15, 17,…
2, 4, 6, 8, 10, 12, 14, 16, 18, …
2, 4, 6, 8, 10, 12, 14, 16, 18, …
1,4,7,10,13, 16, 19, 21,…
1,4,7,10,13, 16, 19, 21,…
2, 5, 8, 11, 14, 17,…
2, 5, 8, 11, 14, 17,…
2, 4, 8, 16,…
2, 4, 8, 16,…
3, 6, 12, 24,…
3, 6, 12, 24,…
1, 4, 7, 10, 13, 16
1,4,7,10, 13,16.
A sequence is an ordered list of
These are examples of sequence. numbers .
So, what is a sequence?
A series is the sum of a
Excellent! The last example is an sequence.
example of a series. So, what is a
series?

What do you call each number in a

sequence? Each number is called term.

Very Good! How about the first

The first number in the sequence
number in a sequence?
is called first term.

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 How about the last number? The last number is the last term.

Great! Series has three kinds.

These are

1. Arithmetic series- is the sum

of arithmetic sequence.

2. A geometric series – the

sum of geometric sequence.

3. Harmonic Series- the sum

of harmonic sequence

In these examples which one is 1, 3, 5, 7, 9, 11, 13, 15, 17,…

arithmetic sequence?
2, 4, 6, 8, 10, 12, 14, 16, 18, …

1,4,7,10,13, 16, 19, 21,…

2, 5, 8, 11, 14, 17,…

These are the examples of

arithmetic sequence because it
has a common difference of 2
and 3 respectively.

2, 4, 8, 16,…
Great! How about geometric
sequence? Why? 3, 6, 12, 24,…

These are examples of geometric

sequence because it has a
common ratio.

D. Discussing New So, who would like to volunteer to

Concepts and find the series of our examples
Practicing New here?
Skills#1
1, 3, 5, 7, 9, 11, 13, 15, 17 81

2, 4, 6, 8, 10, 12, 14, 16, 18, 90

1,4,7,10,13, 16, 19, 21 91

2, 5, 8, 11, 14, 17, 57

2, 4, 8, 16 30

3, 6, 12, 24 45

1 ,4,7,10, 13,16. 51

Great! Now let us go deeper. I have

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 here examples. Find the series of
the following sequences.

Determine the first five terms of

each defined sequence, and give
their associated series.

(1) {2−n} (1) an = 2−n

First five terms: a1 = 2−1 = 1, a2

= 2−2 = 0, a3 = −1, a4 = −2, a5 =
−3

Associated series: S = a1 + a2 +
a3 + a4 + a5 = 1 + 0−1−2−3 = −5
(2) {1 + 2n + 3n2}
(2) an = 1 + 2n + 3n2

First five terms: a1 = 1+2·1+3·12

= 6, a2 = 17, a3 = 34, a4 = 57, a5
= 86

Associated series: S = 6 + 17 +
34 + 57 + 86 = 200

(3) {(−1)n} (3) an = (−1)n

First five terms: a1 = (−1)1 = −1,

a2 = (−1)2 = 1, a3 = −1, a4 = 1,
a5 = −1

Associated series: S = −1 + 1−1

+ 1−1 = −1
(4) {1 + 2 + 3 +···+ n} (4) an = 1 + 2 + 3 +···+ n

First five terms: a1 = 1, a2 = 1+2

= 3, a3 = 1+2+3 = 6, a4 =
1+2+3+4 = 10, a5 = 1 + 2 + 3 + 4
+ 5 = 15

Associated series: S = 1 + 3 + 6
+ 10 + 15 = 35

E. Discussing New If the nth term of an arithmetic

Concepts and sequence is an and the common
Practicing New difference is d, then
Skills#2
an = a1 + (n−1)d.

The associated arithmetic series

with n terms is given by

If the nth term of a geometric

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 sequence is an and the common
ratio is r, then

The associated geometric series

with n terms is given by

If {an} is an arithmetic sequence,

then the sequence with nth term

A. Find the sum of the arithmetic

series:

1.) 4 + 9 + 14 + ... + 64

2.) 2 + 5 + 8 + 11… + 35

3.) n = 10, = -10, d = 10

4.) n = 30, = -8, d = 1.2

5.) n = 2014, = -7, =

101

B. Find the sum of the geometric

series:

1.) 1 + 2 + 4 + 8 + … + 256

2.) 9 + 27 + 81 + … + 729

3.) n = 5, a = 3, r = 2

4.) n = 8, a = 6, a2 = 12

5.) n = 6, a = 1.6, r = 0.5

F. Developing Now let us apply our knowledge

Mastery about illustrating series in word
(Leads To problem.
Formative
Assessment 3) The Cantor set is formed as follows. Solution: Let an represent the
Divide a segment of one unit into total length removed in the nth
three equal parts. Remove the iteration. Hence a1 = 1/3, a2 =
middle one-third of the segment. 2/9, a3 = 4/27, and so on.
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 From each of the two remaining This means r =2/3. The sum to
segments, remove the middle third. infinity is
From each of the remaining
segments, remove the middle third.
This process is continued
indefinitely. Find the total length of The total length of the segments
the segments removed removed is 1 unit.

G. Finding Practical Now let us have a gallery walk. I will

Application of group you into four. Each group will
Concepts and be given a problem. Solve the
Skills in Daily
problem and write your answer in a
Living
manila paper. Ask somebody from
the group to be the representative.
The representative will answer the
audience’s question during the
gallery walk. After that the gallery
walk will start.

Guide Questions in a Gallery.

1. What method is applied in (note: Answers may vary)

solving their problem?

2. How did they arrived at the

answer?

3. Ask follow up questions if

necessary.

Group 1.

A grocery store display of

a 1 must be found. To do this, use
soup cans has sixteen rows the formula
with each row having one
less can than the row below
it. If the bottom row has
twenty‐eight cans, how many
cans are in the display?

Group 2.

A ball is dropped from a table Falling,

that is twenty‐four inches
high. The ball always Rebounding,
rebounds three fourths of the
distance fallen.
Approximately how far will
the ball have traveled when Use the formula for an
it finally comes to rest? infinite geometric series
with –1 < r < 1.

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 Group 3.

An auditorium has 20 seats on the

first row, 24 seats on the second
row, 28 seats on the third row, and
so on and has 30 rows of seats.
How many seats are in the theatre?

H. Making Now I will group you according to

Generalization and your intelligences.
Abstractions about People Smart: Cite societal issues
the lesson
that can be modeled by series.
Picture Smart: Illustrate series
using pictures.
Body Smart: Illustrate series using
dance steps or body gestures.
Word Smart: Express your idea on
how series can be of great help in
our daily life.
Values Integrations:
Talking about problem class, what
do you observe about the problems
that you have?
How do you handle this kind of
situations?
It comes in series although it has
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 a no common difference or
geometric mean.

We just need to have zeal in our

heart so that we can conquer all
of those problems.
I. Evaluating Directions: Solve the given problem.
Learning
1. A conference hall has 38
rows of seats. The first row
has 22 seats and each
successive row has 4 seats
more than the previous row.
Find the number of seats in
the conference hall?

J. Additional Asked the students to do the

Activities for windshield check to monitor
Application or students’ progress.
Remediation Activity: Windshield Check
Clear: Things that you clearly learn
Muddy: Things that you don’t know
or didn’t master yet Clear
Foggy: Things that you are not sure Muddy
about/or things that you Foggy
are doubt about.
VI. REMARKS

VII. REFLECTION

A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who required
additional activities
for remediation
C. Did the remedial
lessons work?
D. No. of learners
who continue to
require remediation
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 E. Which of my
teaching strategies
work 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
used/discover which
I wish to share with
other teachers?

Prepared:

JACKSON G. EBARAT
T-II

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