TAMBULIG NHS

Teacher
LOWER TIPARAK ANNEX
FIRST QUARTER

Teaching JUNE 17, 2019 Monday (08:45 AM - 09:45 AM)

GRADES 1 to 12
DAILY LESSON LOG
Dates & Time G10 VIRGO
(S.Y. 2019 - 2020) Learning
Grade Level TEN (10) Area MATH
MONDAY (Morning Session, Second Period)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
I. OBJECTIVES necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content The learners demonstrate understanding of key concepts of sequences, polynomials and
Standards polynomial equations.

The learners are able to formulate and solve problems involving sequences, polynomials
B. Performance
and polynomial equations in different disciplines through appropriate and accurate
Standards
representations.

C. Learning The learners determine arithmetic means and nth term of an arithmetic sequence.
Competencies ( M10AL-Ib-c-1 )

1. Find the unknown variables in an = a1 + (n-1) of an arithmetic sequence.

Objectives
2. Appreciate arithmetic sequence in solving real life problems.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.

II. CONTENT
Finding the unknown variables in
an Arithmetic Sequence
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson
III. LEARNING and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
RESOURCES Hands-on learning promotes concept development.

A. References                
1. Teacher's Guide pages Grade 10 Mathematics Teachers’ Guide, pp. 16 – 17
2. Learner's Materials
Grade 10 Mathematics Learners’ Module, pp. 12 – 14
pages
Mathematics III: Concepts, Structures and Methods for High School by Oronce, Orlando, et.al., pp. 509 –
3. Textbook pages
511
4. Additional Materials
from Learning
pictures, cut-outs of check and cross marks, pen and paper
Resource (LR) portal

B. Other Learning https://encryptedtbn2.gstatic.com/images?

Resources q=tbn:And9GcTDtmvLno6Yae_NrVU1W=K8fyDZUXzWWsd4FhAE-Bqg9PZUzr9Q
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
WHAT IS MY TENTH?
presenting the new lesson WHAT IS MY TENTH?
Group the class into five. Each group will solve for the
10th term of the given arithmetic sequence. The group
will use the given set of number cards and will write
their answer at the back of the respective card. Two
points will be awarded for every correct answer. The
most organized group gets additional points.
 
ANSWERS:
1. 1, 4, 7, 10, …
1. 28
2. 2, 8, 14, 20, …
2. 56
3. 18, 14, 10, 6, …
3. -18
4. -4, -1, 2, 5, …
4. 23
5. 10, 15, 20, 25, …
5. 55
B. Establishing a purpose for
the lesson How did you find the activity? (The learners answer the question
How were you able to solve for the 10 th term of the based on how they felt about the
  
given arithmetic sequences? activity.)
C. Presenting examples /
instances of the new lesson The formula for the nth term of an arithmetic sequence is an = a1+(n-1)d, where
a1 = first term
an = last term
 
n = number of terms
d = common difference

TEACHER’S PART
ANSWERS
Illustrative Example 1:
1. n = 100
In the arithmetic sequence 5, 9, 13, 17, … which term
is 401?
D. Discussing new concepts
and practicing new skills #1 Illustrative Example 2:
2. d = 4
What is the common difference of an arithmetic
sequence if a1 = 3, a45 = 179, and n = 45?

Illustrative Example 3:
What is the first term of the arithmetic sequence
3. a1 = 208
whose common difference is 4 and a69 is 480?

FINDING THE GREAT UNKNOWN

Each group will randomly select a problem to solve. The
group will answer their problem within the time
ANSWERS
allotment and posts it on the board. A group
representative will present their answer.

Problem 1:
In the arithmetic sequence 7, 18, 29, 40, … which term 1. n = 24
is 260?
Problem 2:
What is the common difference of an arithmetic 2. d = 6
E. Discussing new concepts
sequence if a1 = 21, a25 = 165, and n = 25?
and practicing new skills #2
Problem 3:
What is the first term of the arithmetic sequence 3. a1 = 13
whose common difference is 3 and a40 is 130?
Problem 4:
Find the 9th term of the arithmetic sequence with a1 = 4. a9 = -6
10 and d = -2.
Problem 5:
A Zumba Program calls for 15 minutes dancing each 5. 10 weeks
day for a week. Each week thereafter, the amount of
time spent dancing increases by 5 minutes per day. In
how many weeks will a person be dancing 60 minutes
each day?

F. Developing mastery
(Leads to Formative Assessment 3)
ARITHMETIC MATHIC (Goody Round)
With their respective groups, the learners will be given a
set of problems with multiple choices related to ARITHMETIC MATHIC
arithmetic sequence. These will be answered within a (Goody Round)
specified time limit. When the time is up, the group will
raise the letter of their answer. Every correct answer is ANSWERS:
worth 5 points.

Problem 1:
  Which term of the arithmetic sequence 7, 14, 21, 28, . 1. c. 15th
… is 105?
a. 13th b. 14th c. 15th d. 16th

Problem 2:
What is the common difference of the arithmetic 2. a. 3
sequence if the first term is 5 and the 13th term is 41?
a. 3 b. 4 c. 5 d. 6

G. Finding practical ARITHMETIC MATHIC (In Real Life) ARITHMETIC MATHIC

applications of concepts and The groups will be given a set of real life problems (In Real Life)
skills in daily living related to arithmetic sequence which they will answer
within a specified time limit. Their answer will be ANSWERS:
 written on a whiteboard and when the time is up, the
group will raise their answer. Every correct answer is
worth 10 points.

Problem 1:
Tinapa (smoked fish) is best paired with atchara
1. 7 weeks
(pickled papaya). Diana, a tinapa vendor, decided to
sell atchara at her store. On the first week, she started
to sell 15 atchara bottles and due to high demand, she
decided to add 7 more bottles on each succeeding
weeks. Supposed that the pattern continues, how many
weeks are needed to sell 57 atchara bottles?

  Problem 2:
If the 10th floor of a building is 50 meters above the
ground and the ground floor is 5 meters in height and
2. 5 meters
each floor apart from the ground has equal height.
Find the height of each floor.

H. Making generalizations and

abstractions about the Other than solving directly from an = a1+ (n-1) d, here
lesson
are the formulas or equations that could be used if one
of these variables is unknown.

What applications of arithmetic sequence in real life

situations have you learned so far?

I. Evaluating learning

Solve the following questions.

Encircle the letter of your answer.

1. Given the sequence 3, 1, –1, –3, …, find a12.

a. -19 b. -18 c. 18 d. 19

2. Find the 9th term of the arithmetic

sequence 12, 24, 36, … ANSWER KEY:
a. -109 b. -108 c. 108 d. 109
1. a. -19
3. If a1 = –17 and d = 4, find a22 of the 2. c. 108
arithmetic sequence. 3. b. 67
a. 66 b. 67 c. 68 d. 69 4. c. 13.5
5. d. 10th
4. Find the 16th term of the arithmetic
sequence whose first term is 6 and the
common difference is 0.5.
a. 11.5 b. 12.5 c. 13.5 d. 14.5

5. Which term is 27 in the arithmetic sequence 54,

51, 48, …?
a. 7th b. 8th c. 9th d. 10th

J. Additional activities for

application or remediation
Complete the statement for each arithmetic sequence. ANSWER KEY:

a. 55 is the ___th term of 4, 7, 10, … a. 18

 
b. 163 is the ___th term of -5, 2, 9, … b. 25

V. REMARKS
 
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What
VI. REFLECTION works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.

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
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: Inspected by:

REYGIE L. FABRIGA ELLEN L. SOBRETODO

Math 10 Teacher School Head