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Lesson Plan

The document provides a detailed lesson plan for teaching arithmetic sequences in mathematics. It includes objectives, subject matter, procedures, and evaluation. The procedures section outlines preparatory, review, motivation and presentation activities. It defines arithmetic sequences and provides examples of finding specific terms and the general term of a sequence. Students participate in group activities applying the concepts. The lesson aims to help students understand arithmetic sequences and their real-world applications through critical thinking and problem solving.

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NATHANIEL VILLAMOR
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64 views

Lesson Plan

The document provides a detailed lesson plan for teaching arithmetic sequences in mathematics. It includes objectives, subject matter, procedures, and evaluation. The procedures section outlines preparatory, review, motivation and presentation activities. It defines arithmetic sequences and provides examples of finding specific terms and the general term of a sequence. Students participate in group activities applying the concepts. The lesson aims to help students understand arithmetic sequences and their real-world applications through critical thinking and problem solving.

Uploaded by

NATHANIEL VILLAMOR
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN IN MATHEMATICS X

I. OBJECTIVES

At the end of the discussion, the students will be able to:

a. Define arithmetic sequence;

b. Solve and find specific terms in an arithmetic sequence; and

c. Recognize the practical applications of arithmetic sequences in real world.

Value Focus: Critical thinking, Problem-solving Skills, Positive Attitude, Teamwork and
Collaboration, Appreciation for Patterns and Relationships

II. SUBJECT MATTER

Topic: Patterns in Sequences: Arithmetic Sequence

References: Mathematics Learner’s Material Unit 1 (pp.9-25)

Materials: Laptop, LCD monitor/projector, Marker, other educational materials

Strategy: Thematic Approach, Collaborative Approach, Interactive Approach

III. PROCEDURE

Teacher’s Activity Students Activity


A. Preparatory Activity

Good morning/afternoon class! Good morning/afternoon Ma’am!

How are you this morning/afternoon? We’re doing great Ma’am

Alright! That’s good to hear.

Class, are you excited for today’s lesson? Yes Ma’am

Alright! Before we start our discussion, may


request everyone to please stand for a
prayer.
May I call on Ms./Mr._____ to lead us a
prayer.
In the name … Amen!

Thank you, Ms./Mr._____.

You may now take your seats.

Okay, is everyone present this


morning/afternoon class? Yes teacher!

Very good! That’s good to hear.

B. Review (M10AL-Ia-1)

Now class, who can recall what we discuss


last meeting?

Yes, Ms./Mr.______. Last meeting, we discuss about pattern and


sequences. Sequence is an ordered list of
numbers that often follows a specific pattern.
It can be a finite or infinite. And also, each
element in the sequence are called term,
Ma’am.

Very good!

Okay, let us see how much you have learned


from our discussion last meeting.

Are you ready class? Yes Ma’am, we’re ready!

Activity: Sequence or Not


Direction: Determine whether the following is
a sequence or not.

1. 1,3,5,7 Sequence
2. 20,35,50,65 Not
3. M, P, S, V Sequence
4. a, e, i, o, u Not
5. 68,70,72,74,76 Sequence

Good job class! It seems you really


understand our discussion last meeting.
C. Motivation

Alright class! Before we start our new lesson


this morning/afternoon lets have an activity
first.

Are you excited with the activity? Yes Ma’am

Activity: What’s Next?


Direction: Look, investigate and find the
missing term of each sequence.

1. _____

2. _____

3. _____

4. _____

5. _____

Well done class!

D. Presentation of Topic
Okay class! Previously, you learned about
patterns and sequence and, in addition, our
activity this morning/afternoon does not only
depict a pattern or sequence. One of the
items is a particular example of arithmetic
sequence, which is the item number 4.

(Some say Yes, some say No)


Have you already heard this sequence class?

Alright! This morning/afternoon we will be


discussing arithmetic sequence.

E. Discussion (M10AL-Ib-1
In the item number 4 class, what have you
observed with the dots?
Yes, Ms./Mr. _______. Each next terms are added by one dot from
previous term.

Very good! Ms./Mr. _______. You are right!


Every next term is added by one dot.

This constant difference is called common


difference of the terms.

In the above example, what is the common


difference?

Yes, Ms./Mr. _______. The common difference is 1.

Correct! Because it was added with 1 dot


every other next term of the sequence.

Arithmetic sequence is an ordered set of


numbers that have a common difference
between each consecutive term.

For example, in the arithmetic sequence


3,9,15,21,27, the common difference is 6.

If we add or subtract by the same number


each time to make a sequence, it is an
arithmetic sequence.

The term-to-term rule tells us how we get


from one term to the next.

Here are some examples of arithmetic


sequences:
Term-to Term
First Term First 5 Terms
Rule
3 Add 6 3,9,15,21,27,…
8 Subtract 2 8,6,4,2,0,…
12 Add 7 12,19,26,33,40,…
-4 Subtract 5 -4,-9,-14,-19,-24,…
½ Add ½
½,1,1½, 2, 2½,…

How about finding the nth term of the


sequence?

Here’s the formula of finding arithmetic


sequence,

an = a1 + (n - 1) d

where,

an = nth term,
a1 = first term, and
d is the common difference

Example 1: Find the 10th term of arithmetic


sequence 1,5,9,13,…?

Solution:

Given
a1 = 1
d=4
n = 10
a10 = ?

Using the formula,

an = a1 + (n - 1) d
a10 = 1 + (10 - 1) 4
a10 = 1 + (9) 4
a10 = 1 + 36
a10 = 37

The 10th term of the sequence is 37.

Example 2: Find the 15th term of the


sequence 56,53,50,47,44,41,…?

Solution:

Given
a1 = 56
d = -3
n = 15
a15 = ?

Using the formula,

an = a1 + (n - 1) d
a15 = 56 + (15 - 1) (-3)
a15 = 56 + (14) (-3)
a15 = 56 - 42
a15 = 14

The 15th term of the sequence 56, 53, 50, 47,


44, 41,… is 14.

Example 3: Find the first term in the


arithmetic sequence where the 35th term is
687 and the common difference 14.

Solution:

Given
a35 = 687
n = 35
d = 14
a1 = ?
Using the formula,

an = a1 + (n − 1)d
687 = a1 + (35 - 1)14
687 = a1 + (34)14
687 = a1 + 476
a1 = 211

The first term of the sequence is 211.

Is everything clear class?


Yes Ma’am!
Do you have any clarification with our lesson
this morning/afternoon class?
None Ma’am!
Alright! That’s good to hear.

F. Generalization
Let us see if everyone really understood our
lesson this a morning/afternoon.

What is an arithmetic sequence?

Yes, Ms./Mr._______. Arithmetic sequence is a sequence that terms


are obtained by adding a constant called a
common difference.

Very good! Ms./Mr._______. I guess the


lesson was already clear to everyone.

G. Application
Alright! Do you like more activity class? Yes Ma’am

This time we will be having a scavenger hunt.


Applying the concepts you learned this
morning/afternoon.
In this activity you will become a math
detective on a mission to crack the code
hidden within arithmetic sequence.

I will group the class into 4 groups. The


Sleuthing Sequencers, the Operation Math
Recon, the Arith-Ma-Gumshoes, and the
Code Breakers Collective.

Sleuthing Sequencers

Operation Math Recon

Arith-Ma-Gumshoes

Code Breakers Collective

Your group is tasked to get the 8 digits code


in order to capture the suspect. However,
each group must take the challenge first in
every station. There is a total of 4 stations
that each group must visit and answer the
problems in order to get a hint of the code.
Disclaimer, you can get the correct code by
arranging your answer in increasing order. Is
it clear class? Yes, Ma’am!

The group who will finished first will be the


winner.

Alright! Is everyone excited with our activity? Super excited Ma’am!


I see. Now, let the hunt begin in 3,2,1, Go! (The group starts answering)

Station 1. Secret Agent Steps

Problem: A secret agent is on a mission, and


the number of steps he takes every minute
follows an arithmetic sequence. In the first
minute, he takes 10 steps, and each minute
thereafter, he takes 5 more steps than in the
previous minute. Determine the number of
steps the secret agent takes in the 5th
minute.

Station 2: Mystery Code

Problem: In a sequence of mystery codes,


each term represents a coded message. The
first term is 3, and each subsequent term is
obtained by adding 7 to the previous term.
Decode the message represented by the 4th
term in the sequence.

Station 3: Case File

Problem: A detective logs the case numbers


in an arithmetic sequence. The first case
number is 120, and each subsequent case
number is obtained by subtracting 5 from the
previous case number. Determine the case
number recorded in the detective's log for the
8th case.

Station 4: Ciphered Paths


In a mysterious forest, a ciphered path has a
series of hidden symbols along its length.
The first symbol is a unique mark, and each
subsequent symbol follows an arithmetic
sequence. The first three symbols are 5, 8,
and 11. Determine the seventh symbol on the
ciphered path.
Alright! The _______ group is heading. What
is your code? Code: 23243085

Correct! Congratulations, ________ group.


You have captured the suspect! You really
are expert in operation but above all, you
understand our lesson this
morning/afternoon.

Because of that, every member of the group


will receive a promotion and a box of
detective food.

IV. Evaluation

Answer:
1. Find the 45th term of the arithmetic 1. 299
sequence –9,–2,5,12,…–9,–2,5,12,…

V. Assignment
https://thirdspacelearning.com/gcse-maths/algebra/arithmetic-sequence/

https://www.studocu.com/ph/document/southern-leyte-state-university/secondary-education-
major-in-english/detailed-lesson-plan-in-mathematics-10/40348835

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