GRADE 10 School LOCTUGAN INTEGRATED FARM SCHOOL Grade Level 10

DAILY LESSON LOG Teacher MARIEL C. PASTOLERO Learning Area MATHEMATICS

Teaching Dates and Time September 4-8, 2023 Quarter FIRST

September 4 September 5 September 6 September 7

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of sequences.
2. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
3. Learning The learner illustrates an The learner determines The learner determines The learner determines
Competencies arithmetic sequence arithmetic means and nth arithmetic means and nth arithmetic means and nth
(M10AL-Ib-1) term of an arithmetic term of an arithmetic term of an arithmetic
sequence (M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1) sequence.(M10AL-Ib-c-1)

a. Describe and illustrate a. Find the missing terms of a. Find the unknown variables a. Find the arithmetic means
an arithmetic sequence. an arithmetic sequence. in of an arithmetic sequence.
Objectives
b. Find the common b. Find the nth term of an a n= a 1 + (𝑛−1) of an b. Insert a certain number of
difference of the terms of arithmetic sequence. arithmetic sequence. terms between two given
an arithmetic sequence. c. Appreciate arithmetic b. Appreciate arithmetic terms of an arithmetic
c. Identify if a sequence sequence in solving real sequence in solving real sequence.
is an arithmetic life problems life problems c. Appreciate arithmetic
sequence. means in solving real life
problems.
Illustrating Arithmetic Finding the nth term of Finding the unknown Arithmetic Means
II. CONTENT Sequence an Arithmetic Sequence variables in
 a n= a 1 + (𝑛−1)𝑑 of an
Arithmetic Sequence
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 14-16 pp. 16-18 p. 16-17 pp. 17
2. Learner’s
pp. 9-11 pp. 12-14 pp. 12-14 pp. 14–15
Materials
3. Textbook Mathematics III: Mathematics III: Concepts, Mathematics III: Concepts, Mathematics III: Concepts,
Concepts, Structures Structures and Methods for Structures and Methods for Structures and Methods for
and Methods for High High School by Oronce, High School by Oronce, High School by Oronce,
School by Oronce, Orlando, et.al., pp. 509 – 511 Orlando, et.al., pp. 509 – 511 mOrlando, et.al.,
Orlando, et.al., pp. 509 – pp. 512–516
511 Mathematics III An
Integrated Approach by
Coronel C. Antonio, et.al.,
pp. 63–65
Exploring Mathematics II by
Oronce and Mrndoza, p.490
4. Additional http:// https://encrypted- http://study.com/
Materials from newsinfo.inquirer.net/ tbn2.gstatic.com/images? academy/lesson/
Learning 567965/name-play-with- q=tbn:And9 arithmetic-mean-
Resources (LR) maragondon- peaks GcTDtmvLno6Yae_NrVU1 definition-formula-
portal W=K8fyDZUXzWWsd4FhA example.html
E-Bqg9PZUzr9Q http://
www.mathgoodies.com/
lessons/vol8/mean.html
http://www.123rf.com/
photo_37149016_group-
 of-red-anthurium-flower-
in-pot-blooming-in-
botanic-farm-anthurium-
andraeanum-araceae-or-
arum.html

B. Other Learning Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Region VI Mathematics DepEd Region VI DepEd Region VI DepEd Region VI
2016, Worksheets and Mathematics 2016, and Mathematics 2016, Mathematics 2016,
Picture Worksheets Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous Saulog Transit Inc. is one Emer is a runner from Group the class into Group the class into two (2)
lesson or presenting the of the many bus Naic. He plans to join an groups with four members groups then let them find
new lesson transportation companies ultramarathon of 50 km each. Match the following the missing terms in each of
in the Philippines servicing from Naic town plaza to arithmetic sequence to the the following arithmetic
routes between Cavite and the Kaybiang tunnel next 10th term and the rule by sequence. The group with
Metro Manila, Olongapo month. During the first day drawing a line from one highest points after the
or Baguio City. of his training he ran 5 km column to the next one. game will be the winner.
from Naic town plaza to
One day, on its way back 1. 2, 6, 10, ___, ___, ___
barangay Muzon. To
to its terminal at Mendez, 2. 9, 17, ___, ___, ___, 49
improve his stamina and
via Aguinaldo Highway, endurance, he increased 3. 7, 9, ___, ___, 15, ___
one (1) passenger went the distance he runs by 1.5 4. 4, ___, 20, 28, ___, ___
down at SM City Bacoor, km every day. 5. 5, ___, ___, 20, 25, ___
then, another four (4) What is the distance that 6. ___, ___, ___, 3, –1, –5
passengers went down to he will run on the 7 th day of 7. ___, ___, 14, 20, __, 32
Robinson’s Place Imus, his training? 8. ___, 45, 40, ___, __, 25
seven (7) passengers went
9. 4, –4, __, __, __, –36
 down to Robinson’s Place Complete the table based 10. –12, __, __, __, 8, 13
Pala-pala and ten (10) on the number of km that
passengers went down to Emer will run for each day.
Lourdes Church at
Tagaytay.

B. Establishing a purpose List down the number of Does the distance that How did you find the How were you able to find
for the lesson passengers who went Emer will run everyday activity? the missing terms in the
down in each place. show an arithmetic How were you able to sequence?
Does it form sequence? sequence? Why? match the sequence to the
If it does, how is the 10th term, and to the rule?
sequence formed?
C. Presenting Illustrative Example 1:
Let us take the number of The formula for the nth Follow the instructions
examples/Instances of the Using the generated kilometers that Emer will term of an arithmetic below then find a partner to
new lesson sequence from the run each day. Suppose sequence is a n=a1 + ( n−1 ) d , share your answer. You may
previous scenario: that he will continue where use a clean sheet of paper
training everyday, how a 1 = first term and a pen while doing the
Arithmetic Sequence many kilometers will he run a n = last term activity.
Subtracting two in the 10th, 15th, and 20th n = number of terms 1. Choose two (2) different
consecutive day? How do you get d = common difference numbers.
terms (i.e.: d=a2-a1) them? Do you think a
formula would help? 2. Denote the smaller
Let us take the first four number as x and the larger
terms. Let a 1 = 5, a 2 = 7, number as y.
4-1 7-4 10 a 3 = 9, a 4 = 11. 3. Find the mean of these
=3 =3 =3 Consider the table below two numbers. That is, add
Common difference (d) and complete it. Observe these two numbers then
 how each term is rewritten. divide the sum by 2. In
x+ y
symbols, .
2
How else can we write the 4. Denote the first mean as
terms? Study the table and m 2.
complete it. 5. Now, find the mean of the
In general, the first n terms
smaller number x and m2. In
of an arithmetic sequence
x+ m2
with a 1 as first term and d symbols, .
as the common difference 2
are 6. Denote the second mean
a 1, a 1+d 1,a 1+2d 1, …, a 1+(n- as m1.
1)d. 7. Then, find the mean of
the larger number y and m2.
y+ m2
In symbols, .
2
8. Denote the third mean as
If a 1and d are known, it is m 3.
easy to find any term in 9. Lastly, arrange all the
arithmetic sequence by numbers in the form x, m1,
using the rule. m2, m3, y.
a n=a1 + ( n−1 ) d
10. Share your answer with
your partner.
D. Discussing new The sequence generated Illustrative Example 1: Illustrative Example 1: Does the result form
concepts and practicing from the given scenario What is the 10th term of the In the arithmetic sequence 5, arithmetic sequence?
new skills # 1 which is 1, 4, 7, 10 is an arithmetic sequence 9, 13, 17, … which term is What is its common
example of an Arithmetic 5, 12, 19, 26, …? 401? difference?
Sequence because it is Solution: Solution: What do you call m1, m2, m3?
formed by adding a Since a 1=5 and d = 7, The problem asks for n when How did you obtain the
constant number which is then a 10=5+ ( 10−1 )( 7 ) =68 a n = 401. missing term of the
3 to the preceding term to Illustrative Example 2: From the given sequence, a 1 arithmetic sequence?
obtain the next. The What is the 21st term of the = 5, d = 4 and a n = 401. Is the common difference
constant number 3 is the arithmetic sequence Substituting these values in necessary to obtain the
common difference, 7, 13, 19, 25, …? the formula, we have missing term of the
denoted as d, which can Solution: a n= a 1+(𝑛−1)𝑑 sequence?
be obtained by subtracting Since a 1=7 and d = 6, 401= 5+(𝑛−1)4 How did you obtain the
two consecutive terms then a 21=7+ ( 21−1 ) ( 6 ) =127 Solving for n, we have common difference?
(d = an – an-1). 401= 5+4𝑛−4 If we cannot solve the
401= 4𝑛+1 common difference by
401−1= 4𝑛+1−1 subtracting two consecutive
400= 4𝑛 terms, is there any other
way to solve for it?
𝟏𝟎𝟎=𝒏
400 (14)= 4𝑛(14)
What is an arithmetic
Therefore, 401 is the 100th mean?
term.
Illustrative Example 1:
Illustrative Example 2: Insert three arithmetic
What is the common means between 3 and 11.
difference of an arithmetic Solution 1:
We look for three numbers
sequence if a 1=3, a 45=179,
m1, m2, and m3 such that
and n =45? 3, m1, m2, m3, 11 is an
Solution: arithmetic sequence. In
The problem asks for d. this case, we have a1 = 3,
From the given sequence, a 1 n = 5, a5 = 11. Using the
= 3, a 45 = 179, and n=45. general formula for
Substituting these values in arithmetic sequence,
the formula, we have a n=a1 + ( n−1 ) d
179 = 3+ (45 − 1)𝑑 11=3+ ( 5−1 ) d
179 = 3 + (44)d solve for d
Solving for d, we have 11=3+4 d
179 = 3 + 44d 11−3=3−3+ 4 d
179 - 3 = 44d 8=4 d
176 = 44d
4=d
8() ()
1
4
=4 d
1
4
Therefore, 4 is the d=2
common difference. Since d = 2, so we have
m1=a 1+ d
m1=3+2=5
m2=m1 +d
m2=5+2=7
m3=m2 +d
m3=7+ 2=9
Therefore, the three
arithmetic means between
3 and 11 are 5, 7, and 9.

Solution 2:
Still we look three
numbers m1, m2, and m3
such that 3, m1, m2, m3, 11
is an arithmetic sequence.
In this case, we nee to
solve for m2, the meanof
a1 = 3 and a5 = 11. That is
 (a1+ a5 ) (3+11)
m 2= =
2 2
14
¿ =7
2
Now, solve for m1, the
mean of a1=3 and m2=7.
That is
(a1+ m2) (3+7)
m 2= =
2 2
10
¿ =5
2
Then, solve for m3, the
mean of a5=3 and m2=7.
That is,
(a5 +m2)
m 3=
2
(11+7) 18
¿ = =9
2 2
Forming the sequence 3,
m1, m2, m3, 11, we have
3, 5, 7, 9, 11.
E. Discussing new How is an Arithmetic Think-Pair-Share Think-Pair-Share Think-Pair-Share
concepts and practicing Sequence formed? Supply each blank by a Answer the following Supply each blank by a
new skills # 2 How can the common correct answer following the problems. correct answer following the
difference in an task at the right to solve the 1. Which term of the task at the right to answer
arithmetic sequence be question. arithmetic sequence the question.
obtained? a. Find a 45 of the sequence 7, 14, 21, 28, .… is 105? a. Insert two terms in the
4,7,10,13,16, … Given: a 1 = ____ ; d = ____ ; arithmetic sequence
Given: a 1 = ____ ; d = ____ ; n a n = ____ 15, ___, ___, 36.
= ____ Solution: a n=a 1+(𝑛−1)𝑑 Given: a1 = __ ; n = __ ;
Solution: a n= a 1+ (𝑛−1)𝑑 substitute the given a4 = ____
substitute a 1, n and d ____ = ___ + (𝑛−1)____ Solution:
a n = ___ + (___− 1)___ distribute d a n=a1 + ( n−1 ) d
subtract the terms 105 = 7 + ____ − ____ substitute a1, n and a4
a n = 4 + (____)3 subtract the constants in ___ = ___ + (___−1)
substitute a 1, n and d the right side then apply APE subtract the terms inside
a n = ___ + (___− 1)___ 105 = ______ the parenthesis

_____ = 𝑛
subtract the terms inside apply MPE 36 = 15 + (____)𝑑
the parenthesis apply APE
a n = 4 + (____)3 ___ = 3𝑑

𝑑 = _____
multiply 2. What is the common apply MPE
a n = 4 + (____) difference of the arithmetic
add sequence if the first term is After solving d, find the
a n=_____ 5, last term is 41, and the second (m1) and the third
number of terms is 13? (m2) term.
Given: a 1 = ____ ; a n= ____ ; substitute a1 and d then

𝒎𝟏 = 𝑎1+𝑑=___+___=
n = ____ add.
Solution: a n= a 1+(𝑛−1)𝑑
substitute the given ___
___ =___ + ( ___−1)d substitute m1 and d then

𝒎𝟐 = 𝑚1+𝑑 = __+__= ___

multiply d add.
41 = 5 + ____d
apply APE b. Insert three arithmetic
105 = ______ means between 12 and 56.
Given: a1=___; a5=____
_____ = 𝑛
apply MPE
Solution:
 substitute a1 and a5
then solve for m2.
Substitute a1 and m2 then
solve for m1.
Substitute a5 and m2 then
solve for m3.

F. Developing mastery “How well do you know Find Since a n for each of Use the nth term of an Answer the following.
(leads to Formative me?” the following arithmetic arithmetic sequence 1. Insert two arithmetic
Assessment 3) Which of the following sequence. a n=a1 + ( n−1 ) d to answer means between 20 and 38.
sequences is an arithmetic 1. a1 = 5; d = 4 ; n = 11 the following questions. 2. Insert three arithmetic
sequence? Why? 2. a1 = 14; d = –3 ; n = 25 1. The second term of an means between 52 and 40.
1. 3, 7, 11, 15, 19 3. a1 = 12; d = ½; n = 16 arithmetic sequence is 24, 3. Find the missing terms of
2. 4, 16, 64, 256 4. –10, –6, –2, 2, 6, … and the fifth term is 3. Find the arithmetic sequence 5,
3. 48, 24, 12, 6, 3, … n = 27 eth first term and the __, __, __, __, 25.
4. 1, 4, 9, 16, 25, 36 5 5 common difference. 4. Find the missing terms of
5. 3, , 2, ,1,… n=
1 1 2 2 2. Given the arithmetic the arithmetic sequence 0,
5. 1, , 0, -
2 2 28 sequence of 5 terms of the __, __, __, __, __, 15.
6. -2, 4, -8, 16, … firs term is 8 and the last 5. The fifteenth term of an
7. 1, 0, -1, -2, -3 term is 100. arithmetic sequence is –3
1 1 1 1 3. Find the 9th term of the and the first term is 25.
8. , , , , …
2 3 4 5 arithmetic sequence with Find the common
difference and the tenth
 x x −1 term.
9. 3x, x, , , … a 1=10 and d = .
3 9 2
10. 9.5, 7.5, 5.5, 3.5, … 4. Find a 1 if a 8=54 and a 9=60
.
5. How many terms are there
in an arithmetic sequence
with a common differenceof
4 and with first terms 3 and
59 respectively?
G. Finding practical Answer the following Answer the following Solve the following Answer the following
application of concepts problem. problems. problems. problems.
and skills in daily living A merchandiser in Alfa 1. You went to a hiking with 1. Tinapa (smoked fish) is 1. Flower farms in Tagaytay
Mart was tasked to stack your friends at Pico de Loro best paired with Atchara grew different variety of
22 cans of Evaporated milk at Maragondon, Cavite. Upon (pickled papaya). Diana, a flowers including anthurium.
with 10 cans at the bottom reaching the summit, you tinapa vendor in Salinas, Monica, a flower arranger,
of the stack. The drop a coin. The coin falls a Rosario, Cavite, decided to went to Tagaytay to buy
illustration is shown at the distance of 4ft for the first sell atchara at her store. On anthurium. She plans to
right. seconds, 16ft for the next, the first week, she started to arrange the flowers
28ft on the third, and so on. sell 15 atchara bottles and following an arithmetic
Find the distance the coin due to high demand, she sequence with four (4)
will fall in 6 seconds? decided to add 7 more layers. If she put one (1)
2. Antonio is studying bottles on each succeeding anthurium on the first layer
Chabacano, a native dialect weeks. Supposed that the and seven (7) on the fourth
from Cavite City and Ternate. pattern continues, how may layer, how many anthurium
1. Write the number of He started practicing one (1) week is needed to sell 57 should be placed on the
cans per layer on the word for an hour and atchara bottles? second and third layer of the
space provided below. decided to add two more 2. A Zumba Program calls for flower arrangement?
__, __, __, __, __, __, __, words every succeeding 15 minutes dancing each day 2. St. Mary Magdalene
__, __, __ hour. If the pattern for a week. Each week Parish Church in Kawit, one
2. Does the number of continues, how many thereafter, the amount of of the oldest churches in
cans in each layer of the Chabacano word did he learn time spent dancing increases Cavite, established in 1624
stack show an arithmetic in one day? by 5 minutes per day. In how by Jesuit Missionaries. The
sequence? Explain your 3. Rico bought an e-bike at many weeks will a person be church is made of red bricks
answer. Php29, 000. If it dancing 60 minutes each preserved for more than a
2. If it shows an depreciates Php500 in day? hundred years. Suppose that
arithmetic sequence, value each year, what will 3. The 10th term of an the lowest part of the
then what is the be its value at the end of arithmetic sequence is 40 church wall contains five (5)
common difference? 10years? and the 20th term is 30. layers of red bricks, 4bricks
Find the common on the top and 16bricks on
difference and the first the bottom layer. Assuming
term. an arithmetic sequence, how
4. If the 9th floor of a many bricks are there in the
building is 40 meters above
2nd, 3rd and 4th layer of the
the gound and the ground
wall?
floor is 4 meters in height
and each floor apart from 3. In some of the Kiddie
the ground has equal parties nowadays, Tower
height. Find the height of Cupcakes were quite
each floor. popular because it is
appealing and less
expensive. In Juan Miguel’s
1st birthday party, his
mother ordered a six (6)
layer tower cupcakes. If the
1st and 4th layer of the
tower contains 6 and 21
cupcakes, respectively, how
 many cupcakes are there in
the 6th layer (bottom) of the
tower assuming
arithmetic sequence in the
number of cupcakes?
H. Making generalizations What is the formula to find Other than solving directly Arithmetic Means are the
and abstractions about the An arithmetic sequence is the nth term of an arithmetic from terms between any two
lesson a sequence where every sequence? a n=a1 + ( n−1 ) d , below are nonconsecutive terms of an
term after the first is the formula or equation that arithmetic sequence.
obtained by adding a could be used if one of these It is necessary to solve the
constant. variables is unknown. common difference of an
Common difference (d) is arithmetic sequence to
the constant number insert terms between two
nonconsecutive terms of
added to the preceding
an arithmetic sequence.
term of the arithmetic
The formula for the
sequence. It can be
arithmetic sequence, 𝒂𝒏 =
general term of an
calculated by subtracting
any two consecutive terms + (𝒏−𝟏) and the mid-point
in the arithmetic between two numbers,
sequence. x+ y
can also be used.
2
I. Evaluating learning Determine whether the Find the nth term of each Solve the following questions. Use the following numbers
given sequence is arithmetic sequence. 1. Given the sequence 3, 1, – inside the box to complete
arithmetic sequence or 1. a 1=20, d=4 , n=37 1, –3, …, find a12. the arithmetic sequence
not. Draw a if the 2. a 1=−3, d=2, n=12 2. Find the 9th term of the below. You may use a
sequence is an arithmetic 3. a 1=4 , d=−3, n=17 arithmetic sequence number more than once.
sequence and a if NOT. If 12, 24, 36, … 1. 2, ___, ___, 14
 the sequence is an 2 3. If a1 = –17 and d = 4, find 2. 4, ___, ___, ___, 10
4. a 1=6, d= , n=11
arithmetic sequence, find 3 a22 of the arithmetic 3. 6, ___, ___, ___, 16
the common difference. 3 sequence. 4. 9, ___, ___, ___, __, 24
5. a 1=16, d= , n=20
1. 4, 8, 16, 32, … 2 4. Find the 16th term of the 5. ___, 17, ___, ___, 11
2. 2, 6, 10, 14, … a
6. 31 for 26, 20, 14, … arithmetic sequence whose
3. 2, 5, 10, 17, … 7. a 13 for 17, 313, 309, … first term is 6 and the
4. 1, 8, 9, 16, … 8. a 9 for 40, 43, 46, 49, 52, … common difference is 0.25.
5. 2, 11, 20, 29, … 9. a 25 for -29, -34, -39, -44, - 5. Which term is 27 in the
49, … arithmetic sequence 54, 51,
10. a 11 for -1, 3, 7, 11, … 48, …?
J. Additional activities for 1. Follow-up 1. Follow-up 1. Follow-up 1. Follow-up
application or remediation a. Can the common Given the first term and a. Complete the statement a. Find the arithmetic mean
difference be negative? If common difference, find the for each arithmetic sequence. of –23 and 7.
so, describe the sequence. first four terms and the 1. 55 is the ___th term of 4, b. How many numbers are
b. From the previous formula. 7, 10, … divisible by 9 between 5 and
assignment, identify which 1, a 1=25 , d=100 2. 163 is the ___th term of -5, 1000?
of the following is an 2. a 1=24 , d=−15 2, 9, … 2. Study: Sum of Arithmetic
arithmetic sequence then 3. a 1=5 , d=5 2. Study: Sequence
find each common 4. a 1=9 , d=−50 a. Finding arithmetic means. a. How to find the sum of
difference. 2. Study: Finding the missing b. How to insert terms in an terms in an arithmetic
1, 4, 7, 10, … 9, term of an arithmetic arithmetic sequence. sequence?
12, 15, 18, … sequence. b. Find the sum of the
2, -10, 50, -250, … following arithmetic
5, 10, 20, 40, … sequence
2, 6, 10, 14, … 3, 1, 4,7,10,13, 16, 19, 22, 25
12, 48, 192, … 4, 11, 18, 25, 32, 39, 46, 53,
7, 12, 17, 22, … 4, 60
11, 18, 25, … 2, 6, 10, 14, 18, 22, 26, 30,
 1, 3, 9, 27, … 1, 34
4, 16, 64, … 7, 12, 17, 22, 27, 32, 37, 42,
2. Study: Finding the nth 47
term of an arithmetic 9, 12, 15, 18, 21, 24, 27,
sequence 30, 33
a. Formula to find the nth
term of an arithmetc
sequence.
b. How to find then nth
term in an arithmetic
sequence.
V. REMARKS

VI. REFLECTION

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
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: Checked: Noted:

MARIEL C. PASTOLERO REY S. FUENTES MARIO G. CERUJANO

Teacher II Master Teacher I Principal III