WBLS-BASED LESSON PLAN FOR DEMONSTRATION TEACHING

I.Learning
LEARNINGArea
ENDSTATES Mathematics 10 PPST INDICATORS/ KRA
WhatDelivery
Learning skills & competencies,
Modality values & attitudes (7 mastery skill)
Face to are being developed?
Face OBJECTIVES/RUBRIC
INDICATORS TO BE
UNITTITLE:Statistics
●THINK: Understands key andconcepts
Probability LESSONTITLE:
on generating patterns (M10AL-Ia-1), Arithmetic
illustrating Sequence
an arithmetic sequence OBSERVED DURING THE
(M10AL-Ib-1), determining
Number of Hours arithmetic
of Teaching: 1Hourmeans and nth term ofDate:
(60minutes) an arithmetic
Augustsequence
8, 2023 (8:30-9:30 A.M.) DEMONSTRATION
Melc:
● DO: Applies learned concepts and skills in finding solutions and making decisions for certain real-life problems.

● FEEL: Upholds objectivity and creativity in problem solving.

●COMMUNICATE: Explains logical solutions of real-life problems.

● LEAD: Encourages innovations towards creative and effective problem solving while learning in school.

● INTUIT: Reflects the importance of appropriate use of technology in solving problems.

●BE: Innovative mathematician.

V. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE THE ENDSTATES
Materials Methods Activities
● Power
ETHICAL pointFORMATION:
Presentation/Constructs
Slides journal/reflective writing indicating the values
Lecture Discussion like honesty
Discovery Learningand objectivity,
gained from
Activity the topics and activities and howGuided
Sheets they can apply
and/or these
Think concepts
and Share in their life.
and/or Inductive Reasoning
● SOCIAL RESPONSIVENESS: Conducts aand/or campus tour to look
Discovery for objects that show patterns, take photos using
Approach
mobile phones
Activity Sheets or camera and collaborate in constructing
Guided and/or problems related to arithmetic sequence.
Problem Solving Activities
Individual Learning/ Group
Activity
Matchsticks Guided and/or Discovery Learning
II. ESSSENTIAL QUESTIONS Individual Learning/ Group
1. How are key concepts of sequences used Activity to model and solve mathematical ideas and realistic situations?
Self-Assessment Individual Exercises
III. References
WBLS Lesson Plan for Grade 10, page 10-18;
VI.INSTRUC
Mathematics TIONAL
10 Learner’s Module, pages 9-25 ACTIVITIES
PHASE
CO – CLM Math 10 Quarter 1 - Module 3

IV. Mode of Learning Delivery: Face to Face

 A. Preliminary Activities KRA 2: Learning Environment
1.Prayer
2. Greetings Indicator 5. Established safe and secure
3.Checking of Attendance learning environments to enhance
4. Classroom rules learning through the consistent
a. Make sure you to have everything you need before the start of classes. implementation of policies, guidelines and
b. When someone else is taking, you must listen. procedures.
c. Raise your hand in answering questions or asking permission.
d. Show respect for school, personal property and to others. MOV: Giving instructions, policies and
e. Read properly and comprehend with the directions of each task. rules inside the classroom during classes.
f. Do your best in doing the activity/ies.

ACTIVATE LEARNING ACTIVITIES

Motivation KRA 2, Indicator 6
A. The teacher will share a video “Common Sense Test” Maintained learning environment that
promote fairness, respect and care to
encourage learning
Activity 1: “Show Me the Next”
Find the next terms in the following sequences of numbers, shapes and pictures. MOV: Learner’s participation.

1.
5 10 15 20 25 ?
Ans. 30
2.
20 21 30 31 40 ?
Ans. 41

3.
Ans.

4.
-3a -6z -9b -12y -15c ?
Ans. -18x

5. What is the next number? What is the next 10th number?

1 3 9 27 81 ?

Guide Question?
Were you able to find the patterns and get the next number/shape
 in the sequence? Share your thoughts.

ACQUIRE Activity 2:Discussion of Concepts KRA 1, Objective 1

A. Discuss about patterns: Applied knowledge of content within an
Finite and infinite sequences and give examples. across curriculum teaching areas.
(Refer to Mathematics Learner’s Material, Grade 10, pages 9 -15)
MOV: Discussion is related to Arts and
English.
Activity 3: What do we have in common?
Activity Sheet: Group activity using match sticks

Guide Questions:
• Is there a pattern in the number of matchsticks? If there is, describe it.
• How is each term (number of matchsticks) found?
• What is the difference between any two consecutive terms?

Processing: Derivation of the formula KRA 1: Indicator 4: Displayed proficient

Lead students to the derivation of formula in finding the nth term of an arithmetic use of Mother Tongue, Filipino and
sequence. English to facilitate teaching and
Learning.
Let us investigate on how to determine the nth term of a sequence.
First Term = 4
Common Difference = 3 MOV: Learners are actively participating
a1 = 4 in class discussion using different
a2=4 + 3 = 7 languages like Ilocano. Filipino and
a3=4 + 3 + 3 = 10 English.
a4=4 + 3 + 3 +3 = 13
. KRA 1, Objective 2
Used a range of teaching strategies that
.
enhance learner achievement in literacy
. and numeracy skills.
a10=4 + 3 + 3 + 3 + 3 +3 + 3 + 3 +3 + 3 = 31
 MOV: The students actively join the
These terms can be written in the following manner as a short cut. brainstorming that helps them to
a1 = 4 = a1 formulate their answer. Their answer will
a2 = 7 = a1 + d present in the class for the students’
a3 = 10 = a1 + 2d evaluation and modification of ideas and
a4 = 13 = a1 + 3d concepts with the guidance of their
. teacher.
.
.
a10 = 31 = a1 + 9d

Representation:

Let a1 = be the first term

a2 = be the second term
a3 = be the third term
an = be the nth term
d = common difference

The nth term of the sequence is

a n = a1+ (n-1)d
where a 1=first term
n= number of terms
d= common difference

Activity 4: Solve the following problems. Work in Pairs/ Group KRA1,Objective 3

 Write the next three terms of the sequence 7, 5, 3, 1,-1, …..
 Find the 12th and 21st term of the arithmetic sequence 3, 5, 7, 9…
 Problem 1 and 2
Applied a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills
MOV : Students will work in pairs. They will
work hand-in-hand to engage each
member to do their assigned task to the
best they can and to produce an excellent
and accurate output.

KRA 1, Objective 2
3) APPLY, PRACTICE, Activity 5: Term after Term Used a range of teaching strategies that
FORMATIVE Teacher-made test. enhance learner achievement in literacy
A. Find the missing terms of the following sequence. Write answer on and numeracy skills.
ASSESSMENT
your answer sheet.
MOV : Individual Activity. Each student
 1. 15, 20, _____, _____, _____, 45 answer the activity sheet with the
guidance of their teacher.
2. _____, 7, 13, _____, _____

3. _____, 4, _____, 18, _____

4. _____, 9, _____, _____, 36

5. 16, _____, _____, _____, 32

B. Choose the letter of your answer from the given options. Write your
answer on your answer sheet.

1. An object falling from rest travels 16 ft. during the first second, 48 ft. during the
2nd second, 80 ft. during the 3rd second, and so on. How far does the object fall
after the 7th second?

2. Find the nth term of the arithmetic sequence given the following given:
𝑎1=5 d= 5 n=25
a. 25th term is115 c. 25th term is120
b. 25th term is 125 d. 25th term is130

4) SUMMATIVE Activity 6: Individual Activity

ASSESSMENT, CLOSURE In essay form:
AND REFLECTION 1. Mathematically speaking, the next term cannot be determined by giving only
the first finite number of terms of a general sequence. Explain this fact by giving
examples in your everyday life situations.

Use rubrics for assessing mathematical journal entries/reflective writing/ essay

writing.

Prepared:

DELIA D. GAPUSAN Checked:

Subject Teacher ROBERT D. MARTIN
Head Teacher I Verified:

MICHAEL A. VILLANUEVA
HT I, OIC - Office of the School Head
 RUBRIC FOR ASSESING MATHEMATICS JOURNAL ENTRIES / REFLECTIVE WRITING/ESSAY WRITING
Level/
4 POINTS 3 POINTS 2 POINTS 1 POINT
Dimension
No error in the writing Has 1 to 5 errors in the Has 6 or 10 errors in the Has made more than 10 errors in
mechanics (spelling, writing mechanics writing mechanics the writing mechanics
Writing
punctuations, grammar,
Conventions
usage and sentence
structure)
Concise, well-organized, Well-organized and Adequately organized, Not adequately organized and
Organization consistent complete, clear sufficient detail and make present basic ideas and has sufficient detail, attempted
and make sense sense make sense for most part but not make sense
Answered all questions Answered 1 question Answered 1 question Answered 1 question with some
Quality of completely and correctly completely and/or completely details only
Reflection extensively answered the 2
questions with some details