School: SISON CENTRAL INTEGRATED SCHOOL Grade Level: 10

DAILY LESSON LOG Teacher: RICHARD G. DULATRE Learning Area: Mathematics

Teaching Dates & Time: Week 3 /7:20:8:05/1:00-1:45/1:45-2:30 Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards demonstrates understanding demonstrates understanding demonstrates understanding of demonstrates understanding ICL
of key concepts of of key concepts of key concepts of sequences, of key concepts of
sequences, polynomials and sequences, polynomials and polynomials and polynomial sequences, polynomials and
polynomial equations. polynomial equations. equations. polynomial equations.

B. Performance is able to formulate and solve is able to formulate and is able to formulate and solve is able to formulate and
Standards problems involving solve problems involving problems involving sequences, solve problems involving
sequences, polynomials and sequences, polynomials and polynomials and polynomial sequences, polynomials and
polynomial equations in polynomial equations in equations in different disciplines polynomial equations in
different disciplines through different disciplines through through appropriate and different disciplines through
appropriate and accurate appropriate and accurate accurate representations. appropriate and accurate
representations. representations. representations.
C. Learning illustrates a geometric illustrates a geometric differentiates a geometric differentiates a geometric
Competencies/ sequence. sequence. sequence from an arithmetic sequence from an arithmetic
Objectives sequence. sequence.
( Write the Lode for
each)
II.CONTENT Differentiating arithmetic Differentiating arithmetic Differentiating arithmetic Differentiating arithmetic
( Subject Matter) sequences from geometric sequences from geometric sequences from geometric sequences from geometric
sequences. sequences sequences. sequences
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages Chapter 4, pages 40-45 Chapter 4, pages 40-45 Chapter 4, pages 40-45 Chapter 4, pages 40-45
4. Additional Materials Whiteboard/markers, pattern Whiteboard/markers, pattern Whiteboard/markers, pattern Whiteboard/markers, pattern
from Learning blocks, manipulatives blocks, manipulatives blocks, manipulatives blocks, manipulatives
Resource LR portal
B. Other Learning Online interactive activities on Online interactive activities Online interactive activities on Online interactive activities
Resources arithmetic and geometric on arithmetic and geometric arithmetic and geometric on arithmetic and geometric
sequences. sequences. sequences. sequences.
IV. PROCEDURE
A. Reviewing previous Briefly review the concepts of Recap the key concepts Briefly review the concept of Recap the key concepts
Lesson or presenting patterns and sequences. learned in the previous patterns and sequences. learned in the previous
Ask students to recall any lesson about arithmetic and Ask students to recall any lesson about arithmetic and
Created by: GREG M, Et al
 new lesson properties and formulas geometric sequences and patterns they encountered and geometric sequences and
related to sequences. their differences. discuss their properties. their distinguishing features.
B. Establishing a purpose Explain that today's lesson Explain that today's lesson Explain that today's lesson Explain that today's lesson
for the lesson focuses on understanding will focus on further focuses on distinguishing will focus on further
and differentiating arithmetic practicing and applying the between geometric and exploring and comparing
sequences from geometric differentiation of arithmetic arithmetic sequences. arithmetic and geometric
sequences. and geometric sequences. Emphasize the importance of sequences.
Emphasize the importance of understanding their defining
recognizing the patterns and characteristics in various
properties of each type of contexts.
sequence.
C. Presenting examples/ Show examples of arithmetic Show additional examples of Show examples of arithmetic Show additional examples of
instances of the new sequences and geometric arithmetic and geometric and geometric sequences side arithmetic and geometric
lesson. sequences. sequences with varying by side. sequences, including more
Discuss the key patterns. Discuss their similarities and complex patterns.
characteristics and patterns Discuss the unique differences in terms of pattern Discuss their characteristics
of each type of sequence. characteristics of each and growth. and growth patterns in
Compare and contrast the sequence type and reinforce Introduce the concept of detail.
formulas and properties of their distinctions. common difference for
arithmetic and geometric arithmetic sequences and
sequences. common ratio for geometric
sequences.
D. Discussing new Introduce the properties of Introduce the concept of the Explain the defining Engage students in a
concepts and practicing arithmetic sequences, such sum of an arithmetic characteristics of arithmetic comparative analysis of
new skills. #1 as the common difference sequence and the sum of a sequences, such as a constant arithmetic and geometric
and the nth term formula. geometric sequence. difference between terms. sequences.
Guide students in identifying Demonstrate how to Guide students in identifying the Guide them in identifying the
arithmetic sequences and calculate the sums using the common difference in given similarities and differences
finding missing terms using given formulas. arithmetic sequences. between the two sequence
the given formulas. Engage students in finding Provide opportunities for types.
Provide opportunities for the sums of given arithmetic students to discuss and Encourage students to use
students to discuss and and geometric sequences. compare their answers. mathematical language and
compare their findings. terms to describe their
observations.
E. Discussing new Introduce the properties of Discuss the concept of the Explain the defining Provide opportunities for
concepts and practicing geometric sequences, such nth term for arithmetic and characteristics of geometric students to generate their
new skills #2. as the common ratio and the geometric sequences. sequences, such as a constant own examples of arithmetic
nth term formula. Guide students in finding the ratio between terms. and geometric sequences.
Guide students in identifying nth term of given sequences Guide students in identifying the Ask them to analyze and
geometric sequences and using the appropriate common ratio in given justify their classification of
finding missing terms using formulas. geometric sequences. each sequence.
the given formulas. Provide opportunities for Engage students in analyzing
Engage students in students to practice and the growth patterns of
comparing arithmetic and compare their results. geometric sequences.
geometric sequences and
their respective formulas.

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 F. Developing Mastery Provide exercises and Provide exercises and Provide exercises and activities Provide exercises and
(Lead to Formative activities for students to activities for students to for students to practice activities that involve
Assessment 3) practice differentiating practice differentiating differentiating between comparing and contrasting
between arithmetic and arithmetic and geometric arithmetic and geometric arithmetic and geometric
geometric sequences. sequences, finding sums, sequences. sequences.
Monitor and assist students and determining the nth Monitor and assist students as Monitor and assist students
as they work on the tasks. term. they work on the tasks. as they work on the tasks.
Monitor and assist students
as they work on the tasks.
G. Finding practical Discuss real-life situations Discuss real-life scenarios Discuss real-life situations Discuss additional real-life
application of concepts where arithmetic and where the understanding of where arithmetic and geometric scenarios where the
and skills in daily living geometric sequences are arithmetic and geometric sequences are present, such as understanding of arithmetic
present, such as financial sequences is applicable, financial planning and and geometric sequences is
planning and growth such as budgeting and population growth. applicable.
patterns. exponential growth. Encourage students to identify Encourage students to
Encourage students to Encourage students to and analyze these sequences explore the connection
identify and analyze the identify and analyze the in practical contexts. between these sequences
relevance of these sequences relevance of these and various fields of study.
in different contexts. sequences in different
contexts.
H. Making Generalizations Guide a class discussion on Guide a class discussion on Guide a class discussion on the Guide a class discussion on
and Abstraction about the key differences between the key concepts and distinguishing features of the key differences and
the Lesson. arithmetic and geometric formulas associated with arithmetic and geometric similarities between
sequences. arithmetic and geometric sequences. arithmetic and geometric
Help students summarize the sequences. Help students summarize the sequences.
characteristics, formulas, and Help students summarize key concepts and their Help students summarize
patterns associated with each the distinguishing factors significance during the lesson. the distinguishing features
type of sequence. between the two types of and their significance in
sequences. different contexts.
I. Evaluating Learning Certainly! Here are some test 1. Identify the geometric 1. Which of the following 1. Which of the following
questions about geometric sequence among the sequences is an arithmetic sequences is an arithmetic
sequences: following options: sequence? sequence?
a) 1, 4, 9, 16, ... a) 2, 5, 8, 11, ... a) 2, 4, 8, 16, ...
1. Which of the following b) 2, 5, 8, 11, ... b) 1, 3, 6, 10, ... b) 3, 6, 12, 24, ...
sequences illustrates a c) 3, 6, 10, 15, ... c) 3, 6, 12, 24, ... c) 1, 3, 6, 10, ...
geometric sequence? d) 1, 1, 2, 3, 5, ... d) 1, 1, 2, 3, 5, ... d) 2, 6, 18, 54, ...
a) 2, 4, 8, 16, ...
b) 3, 7, 11, 15, ... 2. Determine the common 2. Identify the property that 2. Identify the characteristic
c) 1, 3, 6, 10, ... ratio of the geometric distinguishes a geometric that distinguishes a
d) 2, 6, 18, 54, ... sequence: 4, 8, 16, 32, ... sequence from an arithmetic geometric sequence from an
a) 2 sequence. arithmetic sequence.
2. Determine the common b) 3 a) Common difference a) Common difference
ratio of the geometric c) 4 b) Common ratio b) Common ratio
sequence: 5, 10, 20, 40, ... d) 5 c) Initial term c) Initial term
a) 2 d) Number of terms d) Number of terms

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 b) 3 3. What is the next term in
c) 4 the geometric sequence: 2, 3. In an arithmetic sequence, 3. In an arithmetic sequence,
d) 5 10, 50, 250, ...? what remains constant what remains constant
a) 500 throughout the sequence? throughout the sequence?
3. What is the next term in the b) 1,000 a) Initial term a) Initial term
geometric sequence: 1, 3, 9, c) 2,000 b) Common difference b) Common difference
27, ...? d) 5,000 c) Common ratio c) Common ratio
a) 54 d) Number of terms d) Number of terms
b) 60 4. Which of the following
c) 81 expressions represents the 4. Which of the following 4. Which of the following
d) 90 nth term of a geometric sequences is a geometric sequences is a geometric
sequence? sequence? sequence?
4. Which of the following a) n^2 + n a) 2, 4, 8, 16, ... a) 5, 10, 15, 20, ...
expressions represents the b) n^2 + 3n b) 3, 6, 9, 12, ... b) 2, 5, 8, 11, ...
nth term of a geometric c) 2^n c) 5, 10, 15, 20, ... c) 3, 6, 9, 12, ...
sequence? d) 2n + 3 d) 1, 1, 2, 3, 5, ... d) 1, 1, 2, 3, 5, ...
a) n^2 + n
b) n^2 + 3n 5. The first term of a 5. What is the characteristic 5. What is the characteristic
c) 2^n geometric sequence is 3, feature of a geometric feature of a geometric
d) 2n + 3 and the common ratio is 2. sequence in terms of the ratio sequence in terms of the
What is the 5th term? between consecutive terms? ratio between consecutive
5. The first term of a a) 24 a) Constant terms?
geometric sequence is 2, and b) 48 b) Increasing a) Constant
the common ratio is 3. What c) 96 c) Decreasing b) Increasing
is the 6th term? d) 192 d) Random c) Decreasing
a) 162 d) Random
b) 81 6. Determine the sum of the 6. In an arithmetic sequence,
c) 48 first 6 terms of the geometric the common difference can be 6. In an arithmetic sequence,
d) 24 sequence: 5, 10, 20, 40, ... determined by: the common difference can
a) 630 a) Subtracting any term be determined by:
6. Determine the sum of the b) 640 from the previous term a) Subtracting any term
first 5 terms of the geometric c) 650 b) Multiplying any term by from the previous term
sequence: 3, 6, 12, 24, ... d) 660 the next term b) Multiplying any term
a) 186 c) Dividing any term by by the next term
b) 189 7. Which of the following the previous term c) Dividing any term by
c) 192 sequences does not d) Adding any term to the the previous term
d) 195 illustrate a geometric next term d) Adding any term to
sequence? the next term
7. Which of the following a) 2, 4, 8, 16, ... 7. Which sequence
sequences does not illustrate b) 1, 2, 4, 8, ... demonstrates a constant ratio 7. Which sequence
a geometric sequence? c) 3, 6, 12, 24, ... between consecutive terms? demonstrates a constant
a) 2, 4, 6, 8, ... d) 1, 1, 2, 3, 5, ... a) 2, 4, 8, 16, ... difference between
b) 1, 2, 4, 8, ... b) 3, 6, 10, 15, ... consecutive terms?

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 c) 3, 6, 12, 24, ... 8. If the first term of a c) 1, 3, 6, 10, ... a) 2, 4, 8, 16, ...
d) 1, 1, 2, 3, 5, ... geometric sequence is 9 and d) 2, 6, 18, 54, ... b) 3, 6, 10, 15, ...
the common ratio is 0.5, c) 1, 3, 6, 10, ...
8. If the first term of a what is the 8th term? 8. A geometric sequence can d) 2, 6, 18, 54, ...
geometric sequence is 10 a) 0.28125 have a common ratio that is:
and the common ratio is 2, b) 0.421875 a) Any real number 8. A geometric sequence
what is the 7th term? c) 0.6328125 b) Only an integer can have a common ratio
a) 640 d) 0.94921875 c) Only a fraction that is:
b) 320 d) Only a whole number a) Any real number
c) 160 9. The sum of the first 5 b) Only an integer
d) 80 terms of a geometric 9. In an arithmetic sequence, c) Only a fraction
sequence is 620. If the first the difference between d) Only a whole number
9. The sum of the first 4 terms term is 2, what is the consecutive terms is:
of a geometric sequence is common ratio? a) Constant 9. In an arithmetic sequence,
93. If the first term is 3, what a) 2 b) Random the difference between
is the common ratio? b) 4 c) Increasing consecutive terms is:
a) 3 c) 6 d) Decreasing a) Constant
b) 6 d) 8 b) Random
c) 9 10. What is the key factor that c) Increasing
d) 12 10. What is the 12th term in distinguishes a geometric d) Decreasing
the geometric sequence: 3, sequence from an arithmetic
10. What is the 10th term in 6, 12, 24, ...? sequence? 10. What is the key factor
the geometric sequence: 3, 9, a) 12,288 a) The relationship that distinguishes a
27, 81, ...? b) 24,576 between terms geometric sequence from an
a) 3,240 c) 49,152 b) The sum of the terms arithmetic sequence?
b) 2,430 d) 98,304 c) The number of terms a) The relationship
c) 1,215 d) The type of numbers in between terms
d) 810 the sequence b) The sum of the terms
c) The number of terms
d) The type of numbers
in the sequence
J. Additional Activities for Provide enrichment activities Provide enrichment activities Provide additional practice Provide enrichment activities
Application or for students who demonstrate for students who materials for students who need for students who
Remediation proficiency in differentiating demonstrate proficiency in further reinforcement. demonstrate proficiency in
arithmetic and geometric differentiating arithmetic and Conduct one-on-one or small comparing and analyzing
sequences. geometric sequences and group discussions to address arithmetic and geometric
Offer additional support to applying the formulas. any difficulties. sequences.
students who require Offer additional support to Offer additional support to
remediation or further students who require students who require
practice. remediation or further remediation or further
practice. practice.
V. REMARKS
VI. REFLECTION

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 A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner 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
used/discover which I wish
to share with other
teachers?

Prepared by:

RICHARD G. DULATRE
Teacher III
School Principal I

Created by: GREG M, Et al