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QUARTER I
Week 4

Subject: MATH Grade Level: 10

Date: __________________ Day: 3
Demonstrates understanding of key concepts of
Content Standard
sequences, polynomials and polynomial equations
Is able to formulate and solve problems involving
sequences, polynomials and polynomial equations in
Performance Standard
different disciplines through appropriate and accurate
representations.
M10AL-Id-2
Competency Differentiates geometric sequence from an arithmetic
sequence.
I. OBJECTIVES
Knowledge:  Differentiates a geometric sequence from an
arithmetic sequence

Skills:  Identifies a geometric sequence from an arithmetic

sequence
Attitude:  Value the importance of dividing numbers

II. CONTENT Geometric Sequence

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, page 29-30

Pages

2. Learner’s Mathematics Learner’s Materials Pages 26-27

Materials Pages

3. Textbook Pages Intermediate Algebra Pages 188-189

4. Additional  EASE module 1 on V

Materials  Attachment
5. Learning Resources EASE Module on searching for Patterns Sequence and
(LR) portal Series ( Second Year), pages 2-23.
B. Other Learning http://mathisfun.com/algebra/sequences-series.html

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TAYASAN NATIONAL HS
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Resources

IV. PROCEDURES
A. Reviewing or
presenting the new Review on how to find the value of r, in geometric
lesson sequence

B. Establishing a
purpose for the lesson Can differentiate geometric sequence from an arithmetic
sequence
C. Presenting examples
of the new lesson Identifies each sequence whether it is arithmetic or
geometric sequence.

1. 16, 32, 64, 128,… ( geometric

sequence)
2. 4, 10, 16, 22, … ( arithmetic sequence )
3. 625, 125, 25, 5, … ( geometric sequence )
4. 9, 4, -1, -6, -11,… ( arithmetic sequence )
5. 5 , 8, 11, 14, 17, 20,… ( arithmetic sequence )

D. Discussing new The teacher discusses the definition and other concepts
concepts and of Geometric Sequence and arithmetic sequence (Refer
practicing new skills to Worksheet –Discusssion)
#1

E. Discussing new  A geometric sequence is a sequence in which a

concepts and term is obtained by multiplying the preceding term
practicing new skills by a constant number, called the common ration, r.
#2 while an arithmetic sequence is a sequence in
which each term after the first is obtained by
adding a constant d to the preceding term. The
constant number d is called the common difference.

 An arithmetic sequence is a sequence where every

term after the first is obtained by adding a constant
called the common difference
F. Developing Mastery
Identify if the given sequence is geometric or arithmetic
1. 1, 3, 5, 7, … (arithmetic)

Prepared by: JENNIFER B. FERNANDEZ

TAYASAN NATIONAL HS
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2. -3, -6, -9, -12, … (arithmetic)

3. 2, 6, 18, 54, 162, … (geometric)
4. 2, -4, 8, -16, 32, -64,… (geometric)
5. 15, 25, 35, 45, 55, … (arithmetic)

G. Finding practical Solve the problem:

applications of A student saved P10 on Sunday and doubled his savings
concepts and skills in each day thereafter. How much did he save on the 7th day?
daily living What was his total savings for the week?
Ans. P320

H. Making Guide Questions for Generalization:

Generalizations and  The common ratio, r, can be determined by
abstractions about dividing any term in the sequence by the term that
the lesson precedes it.

I. Evaluating learning Oral Exam:

State whether the given sequence is arithmetic or
geometric sequence. ( Explain your answer)
Note: Let the students explain why it is geometric or
arithmetic.

1. 8, 16, 24, 32, … ( arithmetic )

2. 1296, 216, 36, 6, … (geometric)
3. 6, -18, 54, -162, … ( geometric
4. 1, 1.5, 2, 2.5, 3, … ( arithmetic )
5. 2, -4, 8, -16, 32, -64, ( geometric )

J. Additional Use flash cards in this activity.

Activities for ( see attachment) supplemental No. 1
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the A__ No. of learners who earned 80% in the evaluation
evaluation
B. No. of learners who B__ No. of learners who require additional activities for
require additional remediation.
activities for remediation
C. Did the remedial C. Did the remedial lessons work? __No. of learners who

Prepared by: JENNIFER B. FERNANDEZ

TAYASAN NATIONAL HS
 MATHEMATICS RESOURCE PACKAGE

lessons work? No. of have caught up the lesson

learners who have caught
up the lesson
D. No. of learners who D. __ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? __Group collaboration
Why did these work? __Games
__Powerpoint Presentation
__Answering preliminary activies/exercises
__Discussion
__Case Method
__Think-Pair-Share (TPS)
__Rereading of Paragraphs/Poems/Stories
__Differentiated Instruction
__Role Playing/Drama
__Discovery Method
__Lecture Method
Why?
__Complete Ims
__Availability of Materials
__Pupil’s eagerness to learn
__Group member’s Cooperation in doing their tasks

F. What difficulties did I Bullying among pupils

encounter which my __Pupil’s behavior/attitude
principal and supervisor __Colorful IM’s
help me solve? __Unavailable Technology Equipment (AVR/LCD)
__Science Computer/Internet Lab
__Additional Clerical works
__Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

Prepared by: JENNIFER B. FERNANDEZ

TAYASAN NATIONAL HS
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ATTACHMENT
Session: 2 (2 day)

Content: Geometric Sequence

DISCUSSIONS:

 A geometric sequence is a sequence in which a term is

obtained by multiplying the preceding term by a constant
number, called the common ration, r. while an arithmetic
sequence is a sequence in which each term after the first is
obtained by adding a constant d to the preceding term. The
constant number d is called the common difference.
 An arithmetic sequence is a sequence where every term
after the first is obtained by adding a constant called the
common difference

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Identify the given sequence if it is arithmetic or geometric.

Note: Teacher must write the given sequences in a flash card for the
students to identify.

Activity No. 1 ( Using Flash Cards )

A B C D E

1, 5, 9, 13, … 1, 2, 4, 8, … -5, -9, -13, -17, … 4, 8, 16, 32, … 3, 8, 13, 18, 23, …

F G H I J

80, 40, 20, 10, 5,… 4, 10, 16, 22, … 6, 18, 54, 162, … 3, -6, 12, -24, ... -8, -5, -2, 1, 4,…

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TAYASAN NATIONAL HS
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ANSWERS WITH ACTIVITY NO 1.

A – Arithmetic sequence
B - Geometric sequence
C - Arithmetic sequence
D - Geometric sequence
E - Arithmetic sequence
F - Geometric sequence
G - Arithmetic sequence
H - Geometric sequence
I - Geometric sequence
J - Arithmetic sequence -

Prepared by: JENNIFER B. FERNANDEZ

TAYASAN NATIONAL HS
 MATHEMATICS RESOURCE PACKAGE

REFERENCES

BOOKS AND OTHER REFERENCES

Soledad, Jose –Dilao, Ed D.(2007) Intermediate Algebra

Mathematics –Grade 10 Learner’s Module

First Edition 2015

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

EASE Module on searching for Patterns Sequence and Series ( Second Year), pages 2-23.

http://mathisfun.com/algebra/sequences-series.html

Prepared by: JENNIFER B. FERNANDEZ

TAYASAN NATIONAL HS