Grade 10
Grade 10
Grade 10
Learning Competencies The learner generates The learner generates The learner generates The learner
patterns. (M10AL-Ia-1) patterns. (M10AL-Ia-1) patterns. (M10AL-Ia-1) generates patterns.
(M10AL-Ia-1)
Objectives a. Define sequence. a. Identify the first few a. Find the general or a. Solve
b. Identify the next terms of a nth term of a problems
term of a sequence given the sequence involving
sequence nth term/equation. b. Identify the pattern sequence.
c. Value b. Determine the of each sequence b. Identify the nth
accumulated pattern of the given c. Value accumulated term of the
knowledge as rule. knowledge as given problem.
means of new c. Value accumulated means of new c. Value
understanding. knowledge as understanding. accumulated
means of new knowledge as
understanding. means of new
understanding.
Sequence Identify the First Few Find the nth term of a Problems involving
Subject Matter Terms of a Sequence Sequence Sequence
given the nth Term of a
Sequence
Materials
1. Teacher’s Guide pp. 14-15 14-16 14-16 14-16
2. Learner’s pp. 9-10 9-11 9-11 9-11
Materials
3. Textbook Next Century
Mathematics, Mirla S.
Esparrago et.al., pp.2
and 15
Review/ Motivation With Pattern or Without GROUP YOURSELF Think-Pair-Share Study and complete
Pattern? the pattern given in
The teacher will give each item.
Identify if each picture the pattern or sequence
below shows a pattern and the students will 1.
or not. If there is a identify the next term by 1.
pattern, put a check grouping themselves. 2. 2. 2, 4, 8, 16, ___
mark (✓) and identify it, 3.
otherwise put a cross 4. 3. Rosario, Novelata,
mark (x). Find the next three terms Kawit, Bacoor,
of the given sequence. Roario, ___
5.
1. 6. 4. Jan, Apr, Jul, ____
Banderitas 7. 5. 5, 8, 11, 14, ____
2.
Coffee beans
3. Tahong shells
4. Stack of Stones In the
Beach
Activity Complete the pattern Consider the picture From the previous 1. Given the
generated from the at below: activity: sequence 0, 4,
previous activity. 1. What are the next 8. 12, 16 what
terms of the given is the next
a. Color of the sequence? number? What
Banderitas: 2. Can you find the is the 8th
Green, Blue, Red, pattern? number?
Orange, Yellow, 3. What is the 2. Given the
Green, Blue, general/nth term of sequence 9, 4,
Red, Orange, the sequence? -1, -6, -11 what
Yellow, _____ is the next
number? What
b. Number of Coffee is the 10th
beans 4, 6, 8, _____ 1. Do you see any number?
pattern form the
d. Tahong shells given picture?
Close, Open, 2. Write the terms of
Close, Open, coffee bean.
Open, Close, 3. If the pattern
Open, Open, continues what will
Open, _____ be next term?
4. Can you give an
e. Number of Stack equation that will
of Stones 1, 2, 3, satisfy the
4, 5, _____ sequence form by
the coffee bean?
f. Dates in the
calendar for the month
of July 3, 10, 17, 24,
_____
C. Presenting The set objects in the llustrative Example: A sequence is a function Find the nth term of
examples/Instances of the priming activity are Consider the rule form of whose domain is the each pattern.
new lesson called sequences. the sequence finite set {1, 2, 3,…, n} or
an = 7n – 4. the infinite set {1, 2, 3,…}. 1. 3, 7, 11, 15
Illustrative Example: Example: 2. 3, 9, 15, 21, 27
Identify if the set If we are asked to get the a 1 2 3 4 5
of each object shows a first five terms of the an 3 -1 1.5 10 π
pattern or not then find sequence, we have This finite sequence has
a1= 7(1) – 4 = 3 5 terms. We may use the
a2= 7(2) – 4 = 10 notation a1, a2, a3, …, an
a3= 7(3) – 4 = 17 to denote a(1), a(2), a(3)
the next term. a4= 7(4) – 4 = 24 …a(n) respectively.
1. a5= 7(5) – 4 = 31 In Grade 10, we often
encounter sequences
2. 0, 4, 8, 12, 16, Therefore, the sequence that form a pattern such
___... can also be denoted as as that found in the
3, 10, 17, 24, 31. sequence below.
3. 9, 4, -1, -6, Example:
-11, ____ a 1 2 3 4…
b. Given an = (12)−1 ,
generate a sequence with
4 terms.
Solution:
if n = 1
a__ = (12)___−1
Substitute the value of n 4
2. 0 5 10
____ 20 25
30 35 40
3. 17 15 13
____ 9 7
5 3
4. 25 35 45 ___
65 75
5. 34 44 54 64
___ 84 94
G. Finding practical Answer the following 1. Emilia helps her mother Christian helps his A rabbit population of
application of concepts problems. in selling “Kalamay Buna” (a mother in selling Mr. Ricafrente grew
and skills in daily living delicacy from Indang). From “ Tinapang Bangus” in the following
1. The table below the money that her mother ( a product from Rosario, pattern: 2, 4, 8, 16…
shows the cost of is giving her, she plans to Cavite). From the money If all the rabbits live
renting the Cavite save Php25 every week for that his mother is giving and the pattern
Hall at Island Cove seven weeks. Form a him, he plans to save continues, how many
Resort and Leisure sequence that will show the Php30 every week for rabbits will be in the
Park in Kawit, amount of money she is five weeks. Form a 8th generation? Write
Cavite depending saving from the first to sequence that will show the nth term of the
seventh week.
on the number of the amount of money he sequence.
2. The increase in the
attendees. is saving from the first to
population of Cavite
Number Rental fifth week, and identify
Province follows a pattern.
of Cost in That is, 1.5% of its previous the nth term of the given
Persons Peso year’s population is added situation.
20 6200 to the present to obtain the
25 6500 next. If the current
30 6800 population of Cavite is
35 7100 3,000,000, list the
province’s population for the
Jose booked the next 2 years.
hall for a birthday
party for 40
persons. How much
will he pay?
2. A rabbit population
grew in the following
pattern: 2, 4, 8, 16…
if all the rabbits live
and the pattern
continues, how
many rabbits will be
in the 8th
generation?
3. Lewis is offered P20
000.00 as starting
salary for a job, with
a raise of P2 000.00
at the end of each
year of outstanding
performance. If he
maintains
continuous
outstanding
performance, what
will his salary be at
the end of 6 years?
V. REMARKS
VI. REFLECTION
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
Objectives an arithmetic sequence. an arithmetic sequence. in of an arithmetic sequence.
b. Find the common b. Find the nth term of an a n= a 1 + (𝑛−1) of an arithmetic b. Insert a certain number of
difference of the terms of arithmetic sequence. 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
4. Teacher’s Guide pp. 14-16 pp. 16-18 p. 16-17 pp. 17
5. Learner’s
pp. 9-11 pp. 12-14 pp. 12-14 pp. 14–15
Materials
6. 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
7. 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
https://
www.pinterest.com/
annakarinsund/examens-
fest/
http://www.bluedreamer27
.com/saint-mary-
magdalene-exhibit-in-
kawit-cavite/
B. Other Learning Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Cavite Mathematics 2016, DepEd Cavite DepEd Cavite Mathematics DepEd Cavite
Worksheets and Picture Mathematics 2016, and 2016, Worksheets and Mathematics 2016,
Worksheets PowerPoint presentation Worksheets and
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
on the number of km that 10. –12, __, __, __, 8, 13
Pala-pala and ten (10)
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 2. Denote the smaller
formula would help? number as x and the larger
Let us take the first four number as y.
terms. Let a 1 = 5, a 2 = 7, 3. Find the mean of these
4-1 7-4 10 a 3 = 9, a 4 = 11.
two numbers. That is, add
=3 =3 =3 Consider the table below
Common difference (d) and complete it. Observe these two numbers then
divide the sum by 2. In
how each term is rewritten.
x+ y
symbols, .
2
How else can we write the 4. Denote the first mean as
terms? Study the table and m2.
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
symbols, .
with a 1 as first term and d 2
as the common difference 6. Denote the second mean
are as m1.
a 1, a 1+d 1,a 1+2d 1, …, a 1+(n- 7. Then, find the mean of
1)d. 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 m3.
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, How did you obtain the
401= 5+(𝑛−1)4
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
400 (14)= 4𝑛(14) way to solve for it?
𝟏𝟎𝟎=𝒏 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:
sequence if a 1=3, a 45 =179, We look for three numbers
and n =45? m1, m2, and m3 such that
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
179 = 3 + (44)d 11=3+ (5 − 1 ) d
Solving for d, we have solve for d
179 = 3 + 44d 11=3+ 4 d
179 - 3 = 44d 11 −3=3− 3+4 d
176 = 44d 8=4 d
4=d
Therefore, 4 is the
8() ()
1
4
=4 d
1
4
common difference. d=2
Since d = 2, so we have
m1=a 1+ d
m1=3+2=5
m2=m 1 +d
m2=5+2=7
m3=m 2 +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
subtract the terms inside apply MPE 36 = 15 + (____)𝑑
the parenthesis _____ = 𝑛 apply APE
a n = 4 + (____)3 ___ = 3𝑑
multiply 2. What is the common apply MPE
a n = 4 + (____) difference of the arithmetic 𝑑 = _____
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
n = ____ add.
Solution: a n= a 1+(𝑛−1)𝑑 𝒎𝟏 = 𝑎1+𝑑=___+___= ___
substitute the given substitute m1 and d then
___ =___ + ( ___−1)d add.
multiply d 𝒎𝟐 = 𝑚1+𝑑 = __+__= ___
41 = 5 + ____d b. Insert three arithmetic
apply APE means between 12 and 56.
105 = ______ Given: a1=___; a5=____
apply MPE Solution:
_____ = 𝑛 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
x x 1 difference and the tenth
9. 3x, x, , , … a 1=10 and d = − .
3 9 2 term.
10. 9.5, 7.5, 5.5, 3.5, … a a
4. Find 1 if 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
He started practicing one (1) week is needed to sell 57 should be placed on the
word for an hour and atchara bottles? second and third layer of the
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
continues, how many thereafter, the amount of of the oldest churches in
1. Write the number of Chabacano word did he learn time spent dancing increases Cavite, established in 1624
cans per layer on the in one day? by 5 minutes per day. In how by Jesuit Missionaries. The
space provided below. 3. Rico bought an e-bike at many weeks will a person be church is made of red bricks
__, __, __, __, __, __, __, Php29, 000. If it dancing 60 minutes each preserved for more than a
__, __, __ depreciates Php500 in day? hundred years. Suppose that
2. Does the number of value each year, what will 3. The 10th term of an the lowest part of the
cans in each layer of the be its value at the end of arithmetic sequence is 40 church wall contains five (5)
stack show an arithmetic 10years? and the 20th term is 30. layers of red bricks, 4bricks
sequence? Explain your Find the common on the top and 16bricks on
answer. difference and the first the bottom layer. Assuming
2. If it shows an term. an arithmetic sequence, how
arithmetic sequence, 4. If the 9th floor of a many bricks are there in the
then what is the building is 40 meters above
2nd, 3rd and 4th layer of the
common difference? 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 general term of an
calculated by subtracting arithmetic sequence, 𝒂𝒏 =
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 2 12, 24, 36, … 1. 2, ___, ___, 14
4. a 1=6, d= , n=11
the sequence is an 3 3. If a1 = –17 and d = 4, find 2. 4, ___, ___, ___, 10
arithmetic sequence, find 3 a22 of the arithmetic 3. 6, ___, ___, ___, 16
5. a 1=16, d= , n=20
the common difference. 2 sequence. 4. 9, ___, ___, ___, __, 24
1. 4, 8, 16, 32, … 6. a 31 for 26, 20, 14, … 4. Find the 16th term of the 5. ___, 17, ___, ___, 11
2. 2, 6, 10, 14, … 7. a 13 for 17, 313, 309, … arithmetic sequence whose
3. 2, 5, 10, 17, … 8. a 9 for 40, 43, 46, 49, 52, … first term is 6 and the
4. 1, 8, 9, 16, … 9. a 25 for -29, -34, -39, -44, - common difference is 0.25.
5. 2, 11, 20, 29, … 49, … 5. Which term is 27 in the
10. a 11 for -1, 3, 7, 11, … arithmetic sequence 54, 51,
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
I. OBJECTIVES
4. Content Standards The learner demonstrates understanding of key concepts of sequences.
5. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
6. Learning The learner finds the sum The learner finds the sum The learner finds the sum The learner finds the sum
Competencies of the terms of a given of the terms of a given of the terms of a given of the terms of a given
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
(M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2) (M10AL-Ic-2)
a. find the sum of terms a. give the sum of terms a. determine the sum of a. find the sum of terms
Objectives of a given arithmetic of a given arithmetic terms of a given of a given arithmetic
sequence. sequence. arithmetic sequence. sequence.
b. solve problems b. answer problems b. solve problems b. solve problems
involving the sum of involving the sum of involving the sum of involving the sum of
arithmetic sequence. arithmetic sequence. arithmetic sequence. arithmetic sequence.
c. appreciate the sum of c. value the sum of c. appreciate the sum of c. appreciate the sum of
arithmetic sequence in arithmetic sequence in arithmetic sequence in arithmetic sequence in
solving real life problems solving real life problems solving real life problems solving real life
problems
II. CONTENT Arithmetic Series Arithmetic Series Arithmetic Series Arithmetic Series
III. LEARNING
RESOURCES
C. References
8. Teacher’s Guide pp. 19 pp. 19 pp. 19 pp. 19
9. Learner’s pp. 16 – 17, 20 – 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21 pp. 16 – 17, 20 - 21
Materials
10. Textbook E – MATH 10 by Orlando Next Century Next Century Math Essentials by
A. Orence and Marilyn Mathematics by Mirla Mathematics by Mirla Maria Teresa S.
O. Mendoza, pp. 29-35 S. Esparrago, Nestor S. Esparrago, Nestor Angeles, Avelino
V. Reyes, Jr. And V. Reyes, Jr. And Santos, et. al, pp.8,
Simplified Mathematics Catalina B. Manalo, pp Catalina B. Manalo, pp 40
10 by Arnold V. Garces 29-40 29-40
and Criselle Española Next Century
Robes, pp 23-27 Our World of Math by Mathematics by Mirla
Julieta G. Bernabe, S. Esparrago, Nestor
Maricel C. Corpuz, et. V. Reyes, Jr. And
al., pp.8 – 16 Catalina B. Manalo,
pp 29-40
11. Additional https://
Materials from www.algebra.com/
Learning algebra/homework/
Resources (LR) sequences-and-
portal series/word-problems-
on-arithmetic-
progressions.lesson
http://
www.analyzemath.com/
math_problems/arith-
seq-problems.html
D. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous Motivational Activity: How many building Motivational Activity: Michael plays
lesson or presenting the Perform the instructions blocks are stacked in a Let us consider the with Lego bricks. He
new lesson below then answer the corner if there are 11 following problem. wants to build the
questions followed. layers in all? (Refer to Karen saves Php 50 construction shown in
1. Form a pyramid of the picture below) from her monthly the figure with 4 bricks
cans with 6 cans in the allowance on the first at the bottom. How
first row. month. Php 100 on the many Lego bricks does
2. Place one (1) fewer second month, Php 150 he need?
cans in each successive on the third month, Php What if Michael will add
row thereafter. 200 on the fourth month. four more bricks at the
3. After forming the If she will save bottom to make it 8,
pyramid, how many rows continuously in this how many more Lego
does the pyramid have? manner, how much will bricks does he need
4. How many cans are be her total savings for making the top layer
there in each row? Does the first ten months? consist of one brick
the number of cans in only?
each row form an
arithmetic sequence?
5. How many total cans
are there in the pyramid?
B. Establishing a purpose The secret of Karl Motivational Activity: Find the sum of the first A rock relay is held at
for the lesson What is 1 + 2 + 3 + ... + A conference hall 40 terms of the the Bermuda Bay. Ten
50 + 51 + ... + 98 + 99 + has 20 rows of seats. arithmetic sequence rocks are placed 3m
100? The first row contains 18 whose first and third apart along a line. A
A famous story tells seats, the second row terms are 15 and 21, basket is placed at the
that this was the problem contains 21 seats, the respectively. start of the line, 10m
given by an elementary third row contains 24 Based on the problem, from the first rock. A
school teacher to a seats and so on. How the given are a1, a3 and player starts at the
famous mathematician to many seats are there in n basket, runs to the first
n. And the formula 𝑆𝑛 =
keep him busy. Do you the last row? How many 2 rock, picks it up, and
know that he was able to seats are there in the [2𝑎1 + (𝑛−1) 𝑑 requires returns to place the
get the sum within conference? the value of d. rock in the basket. Each
seconds only? Can you of ten rocks is picked
beat that? up and carried to the
basket, one at a time.
What is the total
distance covered by a
person who places all
10 rocks in the basket?
C. Presenting Discussion Method Discussion Method Discussion Method What is the total
examples/Instances of the Illustrative Example: Illustrative Example: Find the sum of the first distance covered by a
new lesson Find the sum of the first How many terms is 40 terms of the person who places all
20 terms of the arithmetic needed for –3, 2, 7, … to arithmetic sequence 10 rocks in the basket?
sequence 15, 19, 23, 27, have a sum of 116? whose first and third Solution:
… Solution: terms are 15 and 21, The first term a1 = 10, d
Using the formula for the respectively. = 3 and n = 10. To find
Solution 1: sum of arithmetic Solution: the distance covered by
We first find a20 by sequence We need to solve the person, we must
substituting a1 = 15, d = 4 n first for d by substituting solve for Sn.
𝑆𝑛= [2𝑎1 + (𝑛 – 1) 𝑑], n
and n = 20 in the formula 2 a1 = 15, a3 = 21 and n =
𝑺𝒏 = [𝟐𝒂𝟏+(𝒏−𝟏)𝒅]
an = a1 + (n−1) d substitute Sn = 116, a1 = 3 to the formula 2
a20 = 15 + (20 − 1) 4 –3 and d = 5. 𝑎𝑛= 𝑎1 + (𝑛−1)𝑑 10
a20 = 15 + (19) 4 = [𝟐(10) + (10 –
We have 21= 15 + (3−1)𝑑 2
a20 = 15 + 76 n 21= 15 + 2𝑑 𝟏) 3 ]
a20 = 91 116= [2(−3) + (𝑛−1)5]
2 6 = 2𝑑 = 5 (47)
Solving for S20, we n 𝑑=3 𝑺𝒏 = 235
substitute n = 20, a1 = 15 116= [2(−3) + 5𝑛 − 5]
2 Solving for S40,
and an = 91 in the substitute a1 = 15, n = 40 Since the person, after
formula n and d = 3 to the formula picking up each rock,
n 116= [−6 + 5𝑛 − 5] n
2 returns to place the
𝑆𝑛= (𝑎1+𝑎𝑛) 𝑆𝑛 = [2𝑎1 + (𝑛−1) 𝑑 ]
2 n 2 rocks in the basket, so
20 116= [5𝑛 − 11] 40 we must double Sn.
2
𝑆20= (15 + 91) 𝑆40 = [2(15) + (40 − 1) Thus, the total distance
2 n 2
20 2[116= (5𝑛−11)] covered is
2 3]
𝑆20= (106) 2 Sn = 2 (235) = 470 m.
2 232= 𝑛(5𝑛−11) 𝑆40 = 20 [30 + 117]
𝑆20= 10 (106) 232= 5𝑛2 − 11𝑛 𝑺𝟒𝟎= 𝟐𝟗𝟒𝟎
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎 5𝑛 − 11𝑛 – 232 = 0
2
Therefore, the sum of
Therefore, the sum of the Using quadratic formula, the first 40 terms is
first 20 terms of the we have, 2940.
arithmetic sequence 15, a = 5; b = –11; c = –232
19, 23, 27, … is 1060. − b ± √b 2 − 4 ac
n=
2a
Solution 2: −(− 11) ± √ (−11)2 − 4 ( 5 ) (− 232)
Substituting a1 = 15, d = n=
4 and n = 20 in the 2(5)
formula 11 ± √ 121+ 4 640
n=
n 10
𝑆𝑛= [2𝑎1+(𝑛−1)𝑑], we 11 ± √ 4761
2 n=
have 10
20 11 ± 69
𝑆20= [2(15) + (20 − 1) n=
2 10
4] Since we are looking
20 for the number of terms
𝑆20= [2(15) + (19) 4] n, the only accepted
2
20 solution is the positive
𝑆20= [2(15) + 76] solution. That is 𝒏=𝟖
2
20 Therefore, eight (8)
𝑆20= (30 + 76) terms of the sequence –
2
20 3, 2, 7, … is needed to
𝑆20= (106) have a sum of 116.
2
𝑆20= 10(106)
𝑺𝟐𝟎= 𝟏𝟎𝟔𝟎
Using an alternative
solution, the sum of the
first 20 terms of the
arithmetic sequence 15,
19, 23, 27, … is still
1060.
D. Discussing new Supply each blank by Supply each blank by Supply each blank by The first few terms
concepts and practicing a correct answer a correct answera correct answer of a sequence of
new skills # 1 following the task at the following the task at thefollowing the task at the positive integers
right to solve the right to solve theright to solve the divisible by 5 is given
problem. problem. problem. by
a. Find the sum of the How many terms of Find the sum of the __, __, __, ...
first 15 terms of the the arithmetic sequence first 10 terms of the
arithmetic sequence 9, 21, 28, 35, 42, … is arithmetic sequence The above
12, 15, … equal/summed 9,625? whose a1 and a4 are 5 sequence has a first
Given: a1 = ____ ; d = and 38, respectively. term equal to 5 and a
____ ; n = ____ What are the given? Given: a1 = ____ ; a4 = common difference d =
Solution: a1 = 21, d = 7 and S n = ____ ; n = ____ 5. We need to know the
Solve for a15 9,625 Solution: rank of the term 1555.
𝑎𝑛= 𝑎1+(𝑛−1)𝑑 We have 𝑎𝑛= 𝑎1+(𝑛−1)𝑑 We use the formula for
𝑎𝑛=___+(___−1)___ n ____= _____+(____−1)𝑑 ____
the nth=term
__ +as
__(n – 1)
follows
___= [2(__) + (𝑛−1) _ ]
substitute a1, n and d 2 substitute the given _____ = a1 + (n – 1) d
𝑎𝑛=9+(____)3 substitute a1, d, and Sn 38= 5+(____)𝑑
subtract the terms n subtract the terms Substitute a1 and d
___= [ __ + _𝑛 − _ ]
inside the parenthesis 2 inside the parenthesis ____
by their= values
__n
𝑎𝑛=9+(____) multiply ____= 3𝑑
multiply n apply APE n = ____
___= [ __𝑛 − __ ]
𝑎𝑛=_____ 2 𝑑=____ Solve for n to obtain
add add apply MPE
n Solve for S10.
Then solve for S15. 2[ ___= ( __𝑛 – __ ) ] n
2
n 𝑆𝑛= [2𝑎1+(𝑛−1)𝑑]
multiply 2 We now know that 1555
𝑆𝑛= (𝑎1+𝑎𝑛)
2 ____= 𝑛 (__𝑛− __)] n is the ____ th
311 term, we
¿¿ 𝑆𝑛= [2(__)+(__−1)___] S ___use the (5
= + 1555)
2
7𝑛 + 35𝑛 – 19, 250 = 0 2 can 2 formula for
𝑆15= ¿(____+____)
2 substitute a1, n and d
substitute n, a1 and a15 Using quadratic formula, 10 the sum as follows
15 𝑆𝑛= [___+(___)11]
we have, 2
𝑆15= (_____)
2 a = __; b = __; c = ___ multiply 2 and a1 and
add the terms inside the − b ± √b 2 − 4 ac then subtract the value
parenthesis n= of n and 1
2a
❑ 10
𝑆15= ¿ ¿ n=¿¿ √ (¿ ¿ )2 − 4 ¿ ¿ ¿ 𝑆𝑛= [10+____ ]
2 √¿ + ¿ 2
find the product of the n=−35 ± ¿ ¿ ¿ multiply
¿¿
numerator − 35 ± √ 540 , 225 10
𝑆15= ______ n= 𝑆𝑛= [____ ]
14 2
divide − 35 ±735 add
n= 𝑆𝑛= ____[109]
14
Since we are looking divide
for the number of terms 𝑆𝑛= ______
n, the only accepted multiply
solution is the positive
solution. That is 𝒏=____
Therefore, _____
terms of the sequence
21, 28, 35, 42, … is
needed to have a sum of
9,625.
E. Discussing new A movie house has The total seating Find the sum of the In a pyramid of
concepts and practicing 20 rows of seats. The capacity of an first 21 terms of an cheer dancers for the
new skills # 2 first row contains 20 auditorium is 1,065. The arithmetic sequence MAPEH class of Grade
seats, the second row first row has 21 seats whose first term is 3 and 10 students, the bottom
contains 22 seats, the and each row has one third term is 17. row has 7 cheer
third row contains 24 seat more than the row dancers, 6 in the
seats and so on. How in front of it. How many second row, 5 in the
many seats are there in rows of seats are there third row and so on,
the last row? How many in the auditorium? with 2 cheer dancers on
seats are there in the top. How many cheer
movie house? dancers are necessary
for the pyramid?
F. Developing mastery Find Sn for each of the Find the specified term Find the indicated Solve each problem.
(leads to Formative following given. for each arithmetic variable in each 1. Find the sum of
Assessment 3) 1. 6, 11, 16, 21, 26, 31, series. arithmetic series. all integers that
36, 41, 46; S9 1. a1 = 4, d = 4 and a. a1 = -22, an = 14, are multiples of 4
2. 10, 15, 20, 25, …; S20 Sn = 40; n = ___ n = 10 ; d = __ from 1 to 150.
3. a1 = 25, d = 4; S12 2. a1 = 10, an= -8 and Sn = __ 2. Find the sum of
4. a1 = 65, a10 = 101; S10 Sn = 9; n = ___ b. a1 = 7, an = -15, n the positive
5. a4 = 41, a12 = 105; S8 3. a1 = -7, d = 8 and = 12 ; d =___ integers less
Sn = 225; n = ___ Sn = ____ than 150 but
4. an = 16, d = 3 and c. a1 = -9, an = -15, n greater than 20
Sn = 51; n = ___ = 4 ; d = ___ Sn that are divisible
= ___ by 7.
d. a1 = 6, an = 30, n 3. Find the sum of
= 7 ; d = ____ all positive
Sn = ____ integers less
than 100.
4. Find the sum of
all the positive
even integers
consisting of two
digits.
G. Finding practical Find Sn for each of the Find the missing for Do as indicated Answer the following
application of concepts following given. each of the following 1. Find the sum of the problems.
and skills in daily living 1. Find the sum of the given. first 101 terms of an 1. Find the seating
first 25 terms of the 1. How many numbers arithmetic sequence capacity of a movie
arithmetic sequence between 8 and 315 whose third term is -2 house with 40 rows of
17, 22, 27, 32, ... are exactly divisible and whose sixth term seats if there are15
2. Find the sum of the by 6? Find their is 10. seats on the first row, 18
first 50 terms of the sum. 2. Find the sum of the seats in the second row,
arithmetic sequence 2. An auditorium has first 20 terms of an 21 seats in the third row
if the first term is 21 930 seats, with 18 arithmetic sequence and so on.
2. A store sells Php
and the twentieth seats at the first row, whose fourth term is 6
1000 worth of Suman sa
term is 154. 21 seats in the and eleventh term is
Kawit, a delicacy from
3. Find the sum of all second row, 24 in 30.
Kawit, Cavite, during its
the positive integers the third row, and so 3. Find the sum of the
consisting of two forth. How many first 15 terms of an first week. The owner of
digits. rows of seats are arithmetic sequence the store has set a goal
there? whose sixth term is -9 of increasing her weekly
3. Marlon needs P and tenth term is -15. sales by Php 300 each
2,520 for his Baguio week. If we assume that
tour. He save P 50 the goal is met, find the
on his baon on the total sales of the store
first week and ask during the first 15 weekof
for an additional P operation.
20 from his tatay on 3. Francisco plans to
the succeeding save Php 10 every week
weeks. How many on his Bamboo coin
bank. If he will increase
weeks does he need
his savings by Php 1.50
to request an
every succeeding week,
additional to reach
how many weeks is
the amount he needed to save a total
need? amount of Php 219?
H. Making generalizations The sum of terms in an The sum of terms in an The sum of terms in an The sum of terms in an
and abstractions about the arithmetic sequence can arithmetic sequence can arithmetic sequence can arithmetic sequence
lesson be solve using the be solve using the be solve using the can be solve using the
n n n n
formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏), formula 𝑺𝒏= (𝒂𝟏+𝒂𝒏),
2 2 2 2
given the 1st and last given the 1st and last given the 1st and last given the 1st and last
term of the sequence or term of the sequence or term of the sequence or term of the sequence or
n n n n
𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅], 𝑺𝒏= [𝟐𝒂𝟏+(𝒏−𝟏)𝒅],
2 2 2 2
given the first term and given the first term and given the first term and given the first term and
the common difference. the common difference. the common difference. the common difference.
I. Evaluating learning Each row of the table Each row of the Complete the table Three of the
contains the values of table contains the values below for each elements in a1, an d, n,
three quantities a1, d, an, of three quantities a1, d, arithmetic series. and Sn of the arithmetic
or Sn of an arithmetic an, or Sn of an arithmetic a1 an d Sn sequence are given.
sequence. Complete the sequence. Complete the 1. a200 = S200 = Find the missing
table below by solving table below by solving 2 elements in each case.
200 200
the other two. the other two. 2. a100 = S100 = 1. a1= -3, an = 39, n
5
a1 d a n n Sn a 1 d a n n Sn 100 100 = 15
1 1. 1 1 55 3. a15 = S15 = 2. a1= 24, an = 3, d
2 5 10 73 = -3
. 2. 2 2 98 28 28
2 3. 1 1 100 5050 4. S10 = 2 1
7 -2 -15 -2 3. a1= , d = , n =
. 4. 5 7 365 205 3 6
3 5. 23 159 1638 10
-1.5 15 2 0 1
. 4. an = 19, d = ,
4 2
5 7 9 n=5
.
5 5. a1 = -2, n = 14,
2 7 8 and Sn = 20
.
J. Additional activities for a. Find the sum of all odd a. Find the sum of the a.Find the sum of the 1. Follow-up
application or remediation numbers from 1 to 99. first 40 terms of the first eighteen terms of a. Find the sum of all
b. Find the sum of all the arithmetic sequence the arithmetic odd numbers from 1 to
even numbers between 1 whose first and third sequence whose 99.
and 100 terms are 15 and 21, general term is an = 15 2. Study: Geometric
c. Find the sum of the respectively. + 8n Sequence
arithmetic sequence 15, b. Find S24 for the b.Find the sum of the a. Define geometric
30, 45, 60, … 50th term. sequence 2, 14, …, first sixteen terms of sequence and common
12n-10, … the arithmetic ratio.
c. Find S25 for the sequence whose b. Identify which of the
sequence -8, 7, …, general term is an = 3n following is NOT an
15n-23, … +4 arithmetic sequence.
How did the non-
arithmetic sequence
formed? Identify its
pattern.
1, 4, 7, 10, …
9, 12, 15, 18, …
2, -10, 50, -250, …
5, 10, 20, 40, …
2, 6, 10, 14, …
3, 12, 48, 192, …
7, 12, 17, 22, …
4, 11, 18, 25, …
1, 3, 9, 27, …
1, 4, 16, 64, …
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
7. Content Standards The learner demonstrates understanding of key concepts of sequences.
8. Performance The learner is able to formulate and solve problems involving sequences in different discipline through
Standards appropriate and accurate representations.
9. Learning Illustrates a geometric Differentiates a geometric Differentiates a finite The learner
Competencies sequence. sequence from an geometric sequence from determines the
( M10AL-Id-1) arithmetic sequence. an infinite geometric geometric means
( M10AL-Id-2 ) sequence. between terms of a
¿M10AL-Id-3 ) geometric sequence.
(M10AL-Ie-1)
Objectives a. Illustrate geometric a. Differentiate a geometric a. Differentiate a finite a. Solve the common
sequence. sequence from an geometric sequence from ratio when two
b. State whether the arithmetic sequence. an infinite geometric consecutive terms are
given sequence is b. Tell whether the given sequence. given
geometric or not. sequence is geometric or b. Tell whether the given b. Find the common
c. Develop explorative arithmetic. geometric sequence is ratio when the first and
skills in doing each task. c. Value critical thinking. finite or infinite. last terms are given
c. Value critical thinking. c. Appreciate the use
of the common ratio in
solving geometric
sequence.
B. Establishing a purpose Ratio is a relationship Geometric and In the previous 1. Which of the
for the lesson between two quantities arithmetic sequences discussions, geometric sequences are
normally expressed as involve different sequence is a sequence geometric?
the quotient of one operations. where each term after the 2. How do we know
divided by the other. The given sequences first is obtained by that the sequence is
All answers you got are examples of both. multiplying the preceding geometric?
in the previous activity Which are geometric term by a nonzero 3. Identify the
are examples of ratio. sequences? Which are constant called the common ratio of the
You need the arithmetic sequences? common ratio. given geometric
concept of ratio in order Let us find out as we There are two types of sequence in the
to understand the next consider the following geometric sequence previous activity.
kind of sequence. activities: namely: finite geometric
Let’s explore in the sequence and infinite
next activity. geometric sequence.
Into what aspect they
differ, that’s for us to find
out.
C. Presenting WATCH AND SEE READ AND ANALYZE FINDING OUT Illustrative Examples:
examples/Instances of the Divide the first number by 1. Do you remember the Considering the given
new lesson the second whenever sitting arrangement done items above, we could 1. Solve the common
possible. Record the last year when you took group them this way: ratio in the geometric
result from least to the NCAE. There were 30 sequence 4, __, __,
greatest. students in each room. __, 64
The table 1 shows that the
1. 54, 3 number of students varies Step 1: Identify the
( Ans: 2, 6, 18 ) directly as the number of first term, last term
2. 32, 2 rooms or as the number of Group A are items which and the number of
( Ans: 2, 4, 8, 16 ) rooms increases, the suggest limit thus it is terms in the problem.
3. 375, 5 number of students also considered finite.
( Ans: 3, 15, 75 ) increases. Can you guess a1 = 4 a5 = 64
the number of students Group B are items whose n=5
Notice the sequence when there are 12 rooms last value cannot be
formed by the quotients used? Table 1 is an determined. It has no Step 2: Use the
arranged from least to example of Arithmetic limit, therefore, they are formula, an = a1r(n-1)
greatest. Sequence. infinite. which we learned
Those are examples from our past lesson
of geometric sequence. to find the common
The next number ratio.
could be obtained by 2. Suppose that the an = a1r(n-1)
multiplying the preceding number of a certain 64 = 4r5-1
number by the divisor bacteria grows as shown in 64 = 4r4
used. table 2 below. At the start, 64 =4r4
In geometric there are only 1, 000 4 4
sequence, that constant bacteria and after 1 hour 16 = r4
number multiplied to the the number of bacteria is 24 = r4
preceding number to doubled. It is consistent ±2 = r
obtain the next is called that based from the
the common ratio. observation, the number of Answer: The
bacteria is always doubled common ratios, r = 2
every hour. Can you tell and r = -2
the number of bacteria
after 7 hours? 10 hours?
Table 2 is an example of
Geometric Sequence.
A. Facts observed in
table 1:
1. The sequence of the
number of students is
30, 60, 90, 120, 150,
180
2. This is an arithmetic
sequence
3. The first term is
increased by 30 to get
the second term, and
the second term is
increased by 30 to get
the third term, and so
forth and so on.
4. 30 is known as the
common difference
5. The operation involved
is addition or its
inverse.
B. Facts observed in
table 2:
1. The sequence of the
number of bacteria is
1000, 2000, 4000, 8000,
16000
2. This is a geometric
sequence
3. The first term is
multiplied by 2 to get the
second term, and the
second term is
multiplied by 2 to get
the third term, and so
on.
4. 2 is known as the
common ratio
5. The operation involved
is multiplication or its
inverse.
D. Discussing new Fold Me Up State whether each of the State whether each of the
concepts and practicing Do the activity with a following sequences is following geometric 1. What are the three
new skills # 1 partner. One of you will arithmetic or geometric. sequences is finite or properties of the
perform the paper folding Name the common infinite. geometric sequence
while the other will do the difference for arithmetic 1) 4, 12, 36, 108,…. that we need to know
recording in the table. and the common ratio for 2) 2, 6, 18, 54, 162 in order to solve the
1. Start with a big square geometric seguence. 3) 7, 14, 28, 56, 112 … common ratio?
from a piece of 4) -3, 3, -3, 3
paper. Assume that the 1) 3, 7, 11, 15, 19, 23 … 2. What is the formula
area of the 2) 2, 6, 18, 54, 162 … 3 3 3 3 to be used to solve the
5) , , , ,…
square is 64 square 3) 7, 14, 28, 56, 112 … 4 4 4 4 common ratio?
units. 4) 6, 24, 96, 384 …
2. Fold the four corners 5) 9√4, 7√4, 5√4, 3√4… 3. Why do we have to
to the center of the multiply both sides of
square and find the area the exponential
of the resulting equation 64 = 4r4 by
square. 1/4 ?
3. Repeat the process
three times and 4. What do we do to
record the results in the number 16? Notice
table below. that 16 = r4 becomes
Squar 1 2 3 24 = r4.
e
Area 5. Why do we cancel
the exponents in the
equation
24 = r4?
E. Discussing new 1. What is the area of the 1. How do you find doing 1. How do you find doing
concepts and practicing square formed after the the activity? the activity? 1. Find the
new skills # 2 first fold? Second fold? 2. Which of the items are 2. Which of the items are common ratio in
Third fold? arithmetic sequence and finite geometric sequence the sequence 8,
2. Is there a pattern in geometric sequence? and which are infinite __, __, __, 128.
the areas obtained after 3. What are the important geometric sequences?
3 folds? characteristics that you 3. What are the important Solution:
3. You have generated a should remember in characteristics that
sequence of areas. What identifying arithmetic or you should remember in an = a1rn -1
are the first 3 terms of geometric sequence? identifying finite ___ = 8r__ – 1
the sequence? or infinite geometric
4. Is the sequence a sequence? ___ = 8r__
geometric sequence?
Why? ___ = 8r__
5. What is the common 8 8
ratio? The fourth term?
___ = r__
___ = r__
r = ____ ; r =
_____
2. Find the
common ratio in
the sequence 4,
__, __, 108
Solution:
an = a1rn -1
___ = __r 4 – 1
___ = __r3
____ = __r3
__ __
___ = r3
___ = r3
r = ____ ; r =
_____
g. Cancell the
exponent, since
expressions with the
same exponents are
equal
h. If the exponent
being cancelled is
even, there are two
roots which are
positive and negative
roots, and
I. Evaluating learning State whether each of State whether each of the State whether each of the
the following sequences following sequences is following geometric Find the common ratio
is geometric or not. If it arithmetic or geometric: sequences is finite or of each of the
is, find the common ratio. 1) 3, 9, 27, 81, 243 … infinite. following geometric
1.3, 12, 48, 192, 768,…. 2) 7, 21, 63, 189, 567 … sequence:
2.½, 1, 2, 4, 8,… 3) 7, 14, 21, 28, 35 … 1) 4, -12, 36, -108
3.-5, -3, -1, 1,3,… 4) 5, 25, 45, 65, 85 … 2) all terms of the 1) 5, __, __, __, __,
4.-5,- 8,-13, -21,- 34,… 5) 2, 8, 32, 128, 512 5 5 5 5 160
sequence , , ,
5.625, 125, 25, 5….. 7 21 63 189
3) 200, 100, 50, 25, … 2) 3, __, __, __, -5,625
4) 3 terms of the
sequence 5, 15, 75, 225, 3) 256, __, __, 4
…
5) …200, 100, 50, 25 4) 8, __, __, __, 648
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
10. Content Standards The learner demonstrates understanding of key concepts of sequences.
11. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
12. Learning Determine the geometric The Learner determines The learner finds the sum The learner finds the
Competencies means between terms of the geometric means of the terms of a given sum of the terms of a
a geometric sequence between terms of a finite geometric given infinite
(M10AL – le-1) geometric sequence sequence. geometric sequence.
(M10AL – le-1) (M10AL – le-2) (M10AL – le-2)
Objectives a. Find geometric means a. Give the geometric a. Know the general a. Determine the
of a geometric means of a geometric formula of finding the ratio of the given
sequence. sequence, sum of the first n- infinite geometric
b. Use the common ratio b. Insert geometric means terms of finite sequence
to find the geometric given two terms of a geometric sequence
b. Determine the
means between two geometric sequence. b. Determine the sum of
terms. c. Solve for geometric finite geometric sum of infinite
c. Appreciate the use of means between two sequence using the geometric
geometric sequence given number/s using general formula. sequence.
formula in solving the common ratio. c. Find the sum of finite c. Solve problems
real-life problems. geometric sequence involving infinite
geometric
sequence.
Geometric Means of a Geometric and Other Sum of Finite Sum of Infinite
II. CONTENT Geometric Sequence Sequences Geometric Sequence Geometric
Sequence
III. LEARNING
RESOURCES
G. References
16. Teacher’s Guide p. 24 p. 24 pp. 22-25 p. 25
17. Learner’s p.30 p. 30 pp. 31-34 pp. 35-37
Materials
18. Textbook Intermediate Algebra by: Intermediate Algebra II by: Exploring
Pastor B. Malaborbor, et. Soledad Jose – Dilao, Ed Mathematics 10-K to
al., pp. 314 - 322 D. pp. 198 12 Edition by: Elisa S.
Baccay et. al pages
54 t0 57
Intermediate Algebra
by Pastor
Malaborbor, et. al,
pages
54 t0 57
e-math Intermediate
Algebra by Orlando
A. Oronce, et. al
pages 444 - 450
19. Additional http:// https:// http:// http://
Materials from www.virtualnerd.com/ www.slideshare.net/ www.answers.com/Q/ www.answers.com/
Learning algebra-2/sequences- jamichsthermm/geometric- What_is_the_difference_ Q/
Resources (LR) series/geometric/ sequence-and-geometric- between_infinite_and_fini What_is_the_differen
portal geometric-sequences/ mean te_sequence#slide=2 ce_between_infinite_
geometric-mean- https:// and_finite_sequence
example www.slideshare.net/ #slide=2
kyung2/math-geometric- http://
mean www.intmath.com/
series-binomial-
theorem/3-infinite-
geometric-series.
H. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Activity Sheets,
Resources DepEd Cavite DepEd Cavite DepEd Cavite Prepared Visual Aid,
Mathematics 2016, Mathematics 2016, Mathematics 2016, Practice Exercises
Worksheets and Worksheets and Worksheets and LCTGs Grade 10 by
PowerPoint presentation PowerPoint presentation PowerPoint presentation DepEd Cavite
IV. PROCEDURES
A. Reviewing previous From Bailen, A certain type of (QUICK THINKING Recall/Review
lesson or presenting the what are the barangays bacteria multiplies at a ONLY!)
new lesson that you will pass by if constant rate per day. At Gabriel wants to Tell whether each
you are going to the end of the 1st day spend his 12-day statement is True or
Alfonso? How many there were 12,000 Christmas break false.If
barangays are there bacteria and at the end of productively by working in false, justify your
inside the two the 4th day there were “Alamat Restaurant” answer to make it
endpoints/towns? There 40,500 bacteria.How located at Picnic Grove. true.
are four barangays. many bacteria were there The manager offers 2
What are those? at the end of the 2nd and salary scheme: Php100 1. Fnite means a
Answer: Cast. the 3rd days? per day or Php1 on the number value
Cerca, Cast. Lejos, 1st day,Php 2 on the 2nd that is
Marahan, Alas-as. This problem translate to day, Php4 on the 3rd day measurable.
Bailen and Alfonso are inserting two positive and double the salary 2. An infinite
endpoints. geometric means each day until the 12th number value
The number of between 12,000 and day. If you were Gabriel, means the
barangays mentioned 40,500. which salary scheme are number is so
above has a similarity to you going to accept? large and it
the concept of our topic Guide Questions: Why? cannot be
today. There are four (4) 1. In a Geometric measured.
barangays that you will sequence which number After 12 days, how 3. 16, 8, 4 ….. is
pass by when you represent a1 ? an ? much will Gabriel finite
started from Bailen receive? Aside from geometric
going to Alfonso. adding all the salaries sequence
2. At the end of day 2 each day which day is 4. -1, -3, -9,….. -
and day 3,how many equal to P4,095.? What is 243, -725 is
bacteria were there? the sum of his salary ater infinite
15 days? geometric
3. What will you do to get sequence
the number of bacteria 5. the number of
given in 2nd day and in terms in
3rd day? geometric
sequence is
finite ,the sum
of the terms is
called finite
geometric
series.
B. Establishing a purpose Let us take the (4) Do these with your WANT SUM ? Quick Thinking
for the lesson barangays between seatmate. Do this activity with a Is it possible to
Bailen and Alfonso. 1. If the first and the partner? get the sum of the
last terms of A. Let us consider the terms of the following
Geometric geometric geometric sequence?
Sequence are 6 and sequence 1. 5, 15, 45, 135,
625, what are the 3,6,12,24,48,96… …..
two Geometric What is the sum of 2. 2, 2, 2, 2, 2, 2,
means? the first 5 terms? ….
2. What are the 3 3 3 3
missing terms in Let them observe 3. , , , ,
4 8 16 32
geometric sequence how the sum of the 3 3
2, __, __, 54 if the first 5 terms of a ,
64 128
,.…
common ratio is 3? geometric
3. What number is sequence was
From Bailen between 5 and 20 if obtained.
the common ratio (r)
is +2? Answer:
Let
S5 = 3 + 6 + 12 + 24 + 48
(2S5 = 6 + 12 + 24 + 48 +
96)
-S5 = 3 - 96
-S5 = -93
S5 = 93
to Alfonso
Guide Questions:
a. What must be
done in geometric
sequence
3,6,12,24,48,96…
in equation 1?
b. From equation 1,
what will you do to
get the equation
2?
c. What fundamental
operation is used
to get the equation
3?
d. What is the value
of S5?
a) Which Barangay
comes first to
pass by?
b) Which Barangay
comes last to
pass by?
c) Which Barangay
comes between
Cast. Cerca and
Alas-as?
d) In geometric
sequence what
does Cast. Cerca
represent? Cast.
Lejos? Marahan?
Alas –as?
e) Which among the
4 Barangays
represent
Geometric
Means?
C. Presenting Activity 1. Illustrate the Post on the board the From the activity above, To get the sum of
examples/Instances of the geometric means in the following illustrative we can derive a formula infinite geometric
new lesson Geometric examples and let the for finding the sum of the sequence, the first
sequence 4, 8, 16, 32, students observe how the first n term of a geometric thing to do is get the
64 geometric mean is/are system. value of r.
a. What is the first found. (This activity must be
term, a1? posted or presented on If -1< r < 1, then it is
b. What is the last Illustrative Example 1. the board for the student possible to get the
term, an? Find the Geometric Mean interaction.) sum.
c. How many terms between 3 and 48
are inserted a. Let us consider the If r ≥ 1 or r ≤ -1,
between 4 and To get the geometric mean sum of the n term then it is not possible
64? What are multiply 3 and 48 and get of a Geometric to get the sum.
they? the square root: sequence.
d. Can you guess √ ( 3 ) ( 48) = Illustrative Examples
the geometric √ 144 ¿ ¿ = + 12 Sn = a1+a1r + a1r2 +…. a. 5, 15, 45, 135,
means? + a1rn-1 (
Equation 1) …
Solution:
To find the Geometric Or, you could just divide 48 Since the value r
means of the given by 3 and get the square b. Multiply both sides is 3, then it is not
geometric sequence, we root. Then multiply the of the equation 1 possible to get the
must follow these steps: result by 3. by the common sum.
3x
√ 48
3
= 3 x √ 16
= + 3 x 4 = + 12
ratio r.
b When r > 1
then, Sn =
a 1 ( rn − 1 )
1 −r
c When r = 1
then, Sn = na
Illustrative Example 2
Find the sum of the
following finite geometric
sequence.
a. 2, -2, 2, - 2, 2, -,
2, 2
1. When r = -1
and n is even
then, S8 =
2 ( 1 −(−1)8 )
=
1 −(−1)
0
b. 2, -2, 2, - 2, 2, -,
2, 2
2. When r = -1
and n is odd
then, S7 =
2 ( 1 −(−1)7 )
=
1 −(−1)
2 (value of a1)
c. 2, 2, 2, 2, 2, 2, 2, 2
3. When r = 1,
then S8 = na1 =
8(2) = 16
D. Discussing new THINK, PAIR, SHARE THINK, PAIR, SHARE Board work Activity A. Given infinite
concepts and practicing geometric
new skills # 1 Given the Geometric A. Find the positive and A. Find the sum of sequence:
Sequence: 3, __, __, negative geometric the first 5 terms of
__, 768 mean between 5 and 1,4, 16,…. 1 1 1
20. 8, 2, , ,… ,
Guide Questions: B. Find the sum if a1 2 8 32
1. Which term is an? Solution: = 80, r = 2 and S …
a1? √ ( 5 ) x ¿ ¿ = √ ¿¿
2. What is n in the = 10 and ___
Answer the following
given sequence?
questions:
3. Using an = a1rn-1 , B. Insert two sets of 1. What is the
what is the value geometric mean
value of
of r? How did you between -5 and
find it? -405. a1? a2?
4. Do you have any Solution: 2. What is the
other way of −405 −5 __ - 1 common
finding the value −5
=
−5
r ratio (r)?
of r aside from 81 = r2 How did
the one illustrated √ ¿¿ ¿ = r you find r?
in step 1? + __ = r
5. What the three B. Given the
geometric means Hence, the geometric value of r and
inserted between means between -5 and -20 a1, what is the
3 and 768? are ___, ___, ___. sum of infinity?
E. Discussing new In activity 1 to 3, a. How did you find Do the following with a
concepts and practicing 1. How many terms are this activity? partner! Do the following
new skills # 2 there in the geometric b. What concept of exercises:
sequence including the Problem
geometric means
first and last terms? In text brigade relay Determine the sum
did you use to find scheme of Grade-X May of infinite geometric
the geometric Kusa, the following are sequence. Fill in the
2. What do you need to
means of the given the number of receivers blank with the
solve first to find the
geometric of the text after the third correct answer.
geometric means of the
sequence? transmittal. Find the total
given geometric
c. Can give some real number of person who 1. 8,4,2,1, ……
sequence? received the text after the Determine
life problem that
6th transmittal, assuming a1 = __, a2 = __,
3. What concept or can be solved using that the relay is not r=__
principle do you need to the general term of broken and each
find the geometric means geometric means? message is successfully Write the formula:
of a geometric sequence? transmitted S∞ = ______
1. 4, 12, 36,… .
4. What did you do to find Substitute the value
the number of terms Solution
of a1 and r
including the first and last? Determine the values
of a1, n and r.
a1 = ____; n = ______; S∞ = ______
5. What is your conjecture
if n in rn is odd? even? r = _______
Simplify:
Write the formula in S∞ = _______
6. Given the first term and finding the sum of finite
the common ratio, how Geometric sequence. 1 1 2 4 8
Sn = 1) 2. , , , , ,
did you find the inserted 2 3 9 27 81
terms between two ____________________ 3
28
,.…
numbers of geometric
sequence? Substitute the values of
a1, n and Determine
Sn = a1 = __, a2 = __, r=__
____________________
Simplify. Write the formula:
Sn =
____________________
S∞ = ______
H. Making generalizations To find the geometric Generalization To find the sum of The sum of infinite
and abstractions about the means of the given To solve for geometric Finite Geometric Geometric Sequence
lesson geometric sequence mean between two terms, Sequence, it is important can be described
a. Identify the you can use + √ ab , to use the General in the form:
number of terms If there are more, you can formula for finding the
in a geometric use the general term for sum of Geometric Series a1
sequence such as S∞ = (1 – r ) ,
geometric sequence an =
(including the a1rn-1 where -1< r < 1
geometric a 1(1 − r )
n
2. Christy suffers
from allergy
once she ate
shrimps.
Unfortunately,
she
accidentally
ate Palabok
with shrimps in
Balay na Dako
Restaurant in
one of their
family
bondings. Dr.
Diaz of Ospital
ng Tagaytay
recommends
that she take
300 mg of her
medication the
first day, and
decrease the
dosage by one
half each day
until the last
day. What is
the total
amount of
medication
Christy will
take?
J. Additional activities for Answer the following 1. Follow-up:
application or remediation problems about A. Follow Up A. Follow Up Sum of Infinite
Geometric Means: Sum of Finite Geometric
Given Geometric Sequence sequence
1. What are the four 1. In the given Find the sum
geometric means geometric
between -4 and 972? a f f b to infinity of each
sequence, the Geometric
2. What are the missing d e second term is 3 sequence.
terms in the sequence What is the proportion that and the sixth term 5 5
5120, __, __,__, __, 5 uses f? a. 5, 4 , 16 ,
is 48, find the sum
d f of the first 10 5
3. Insert 5 geometric Answer: f = e Then f is …
terms. 64
means between 7 and the geometric mean
2. How many 1
28,672 between d and e. b. 1, 2 , …
ancestors from
4. What are the three parents to great- 2 2
c. 2, , ,
terms between 160 Given great-great 3 9
being the first term and grandparents do …
10 as the last? a c you have? 2. Study:
b
5. Insert five geometric Harmonic
B. Study: Sum of Sequence and
means to the geometric
sequence 4374, __, __, Infinite Geometric Fibonacci
__, __, __, 6 sequence. Sequence
4 10
14 1. Differentiate a. What is
finite Harmonic
Proportion geometric Sequence?
sequence b. What is
4 a from infinite Fibonacci
=
a 14 Geometric Sequence?
sequence.
4 b 2. What is the
=
b 10 formula to
find the sum
10 c of infinite
=
c 14 Geometric
sequence?
Find the geometric mean
proportional between
a. 4 and 14 b. 4
and 10 c. 10
and 14
Study
1. Finite and infinite
geometric sequence.
VI. REFLECTION
I. OBJECTIVES
13. Content The learner demonstrates understanding of key concepts of sequences.
Standards
14. Performance The learner is able to formulate and solve problems involving sequences in different disciplines through
Standards appropriate and accurate representations.
15. Learning The learner illustrates The learner solves The learner solves The learner solves problems
Competencies other types of problems involving problems involving involving sequences
sequences (e.g., sequences (M10AL-lf-2) sequences (M10AL-lf-2) (M10AL-lf-2)
harmonic, Fibonacci).
(M10AL-lf-1)
Objectives a. a. Determine a. Determine the type of a. Formulate and solve a. Write the corresponding
Harmonic and sequence involve in real-life problems arithmetic sequence
Fibonacci the problem involving geometric b. Solve real-life problems
sequences b. Apply the formula in sequence involving harmonic
b. Solve problems solving real-life b. Create their own sequence
involving problems involving problem and solution c. Speed and accuracy in
Harmonic and arithmetic sequence involving geometric finding the harmonic
Fibonacci c. Show enthusiasm in sequence sequence of real-life
sequences. performing any c. Develop cooperation problems
c. Value the assigned task while doing the
presence of assigned task.
sequence in our
daily life.
Harmonic Sequence Problem Solving Problem Solving Problem Solving Involving
II. CONTENT and Fibonacci Involving Sequences Involving Sequences Sequences
III. LEARNING
RESOURCES
I. References
20. Teacher’s p. 26 p. 26 p. 26 p. 26
Guide
21. Learner’s pp. 43 - 46 pp. 43 - 46 pp. 43 - 46
pp. 37 - 40
Materials
22. Textbook
23. Additional www.mathisfun.com/
Materials numbers/fibonacci-
from sequence.html
Learning
Resources
(LR) portal
J. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd
Resources DEPED Cavite DepEd Cavite DepEd Cavite Cavite Mathematics 2016,
Mathematics 2016 Mathematics 2016, Mathematics 2016, Worksheets and PowerPoint
Activity Sheets and Worksheets and Worksheets and presentation
PowerPoint PowerPoint presentation PowerPoint presentation
presentation
IV. PROCEDURES
A. Reviewing previous Activating Prior (Pass the Message) (QUICK THINKING (THINK-PAIR-SHARE)
lesson or presenting Knowledge ONLY)
the new lesson Insert 3 Arithmetic means Suppose the auditorium A pile of bricks has 38 bricks
GUESS WHAT’S between 2 and 8 using of the Tagaytay on the first row, 34 on the
NEXT! the formula an = a1 + (n – International Convention second row, 30 bricks on the
Determine the next 1)d? Center (TICC) has 20 third row. How many bricks are
term in each seats in the first row and ther in the 9th row?
sequence that each row has 2 more
1. S, M, T, _______ seats than the previous
2. J, J, A, S, row. If there are 30 rows
________ in the auditorium, how
3. J, M, M, J, S, many seats are in the last
_____ row?
4. 3, 5, 8, 13,
_______
5. 2, 6, 8,
__________
6. 1, 4, 9, 16,
_______
7. 1, 8, 27,
_________
8. 4, 7, 12, 19,
______
9. 3, 9, 27, 81,
______
10. 1, ½, 1/3, ¼, 1/5,
__
B. Establishing a Determine whether Can you still remember Can you still remember 1. What sequence are we going to
purpose for the lesson each sequence is the way/process in solving the way/process in solving apply?
arithmetic, geometric or arithmetic sequence? geometric sequence? 2. Determine the arithmetic
neither. If the sequence sequence.
is arithmetic, give the What is the formula can we What is the formula 3. What is the reciprocal of its
common difference; if use in finding the sum of can we use in finding the arithmetic sequence?
geometric sequence, arithmetic sequence? sum of geometric
give the common ratio. sequence?
1. 3, 9, 27, 81,…...….
2. 1, 7, 13, 19, 25,….
3. 1, 1, 2, 3, 5, 8,……
4. ½, ¼, 1/6, 1/8,……
5. 256, 64, 16, 4, 1,…
C. Presenting Other types of To solve real-life To solve real-life Illustrative example #1.
examples/Instances of sequences are problems involving problems involving A cooperative member saved a
the new lesson Harmonic and sequences, remember sequences, remember certain amount deducted from
Fibonacci Sequences. the words “ SEE, Plan, the words “ SEE, Plan, his granted amount for each
Fibonacci DO and CHECK”. DO and CHECK”. loan he file. On the first loan he
sequence is a saved Php 9, on the second
sequence where its Illustrative example #1. Illustrative example #1. loan he saved Php16, and
first two terms are Jackfruit tree Pacita donates Php 50 Php23 on the third loan, and so
either both 1, or 0 and produces 2 more fruits on the first week to a on.
1; and each term, each year. If it bore 9 big charitable institution, Php
thereafter, is obtained fruits in year 2000, how 100 on the second week, A. What is the
by adding the two many would it bear in Php 200 on the third corresponding
preceding terms. 2012? How many week. The amount sequence?
Jackfruit tree will they doubles each week. How B. What is its harmonic
Examples: produced by the end of much is her total donation sequence?
1. 1, 1, 2, 3, 5, 8, the twelfth year? for 10 weeks? C. Which term of his loan
13, 21,….. did he saved is Php338?
2. 0, 1, 1, 2, 3, 5, Solution: Solution:
8, 13, 21,….
SEE – What kind of SEE – What kind of Solution:
Harmonic sequence is sequence is
sequence is a used in the involve in the Arithmetic sequence: 9, 16,
sequence whose problem? problem? 23….338
reciprocals from an Harmonic sequence: 1/9, 1/16,
arithmetic sequence. 9 + 11 + 13 + …, + 50 + 100 + 200 + 1/23…..1/38
a12 400 + …, + a10
Examples: An = a1 + (n - 1)d
1. 1/24, 1/20, PLAN – What is the PLAN – What is the 338 = 9 + (n - 1)7
1/16, 1/12,….. appropriate appropriate 338 = 9 + 7n -7
2. 4/3, 1, 4/5, 2/3, formula to be formula to be 338 = 2 + 7n
…. used and used and 338 - 2 = 7n
needed needed 336 = 7n
In activity #1, values? values? 7 7
which sequence is n = 48
Harmonic and which An = a1 + (n - 1)d Sn = [a1(1-rn)]/(1-r)
sequence is Where a1=9: d=2: n = 12 Where a1=50: r =2: n =10 Therefore, 1/338 is the 48th
Fibonacci? term.
To solve problems DO – Perform the DO – Perform the
involving Harmonic indicated indicated
sequence, convert it operation and operation and
into an Arithmetic simplify simplify
sequence by taking
the reciprocal of each An = a1 + (n - 1)d Sn = [50(1–210)]/(1–2)
term. Use the A11 = 9 + (12 - 1)2 = [50(1–1,024)]/(-1)
appropriate formula in = 9 + (11)2 = [50 ( - 1,023 )] / ( -1 )
the Arithmetic = 31 fruits in = 51,150
sequence, and then, year 2011
again get the CHECK – The answer
reciprocal of the Sn = (n/2)( a1 + an ) should satisfy all the
term/s. S12 = (12/2)(9 + 31) given information in the
There is no = (6)(9 + 31) problem
formula for the sum of = 240
the terms of a 50 + 100 + 200 +
harmonic sequence, CHECK – The answer 400 + 800 + 1600 +
simply complete the should satisfy all the 3200 + 6400 +
sequence and add all given information in the 12800 + 25600 =
the terms. problem 51,150
Illustrative example: 9 + 11 + 13 + 15 + 17 +
19 + 21 + 23 + 25 + 27 Illustrative example #2.
th
1. Find the 12 +29 + 31 = 240
term of the The used sponge has
Harmonic some bacteria in it. The
sequence 1/9, number of bacteria
1/12, 1/15,…. increases five times
every hour. If the number
Solution: of bacteria is 50 on the
first hour, how many
Get the reciprocal bacteria are there at the
of each term. end of five hours?
9, 12, 15, ….
Solution:
Solve the 12th term
of Arithmetic SEE – What kind of
sequence sequence is
using An = a1 + involve in the
(n-1)d problem?
50 + 250 + 1250 +
6250 + 31250 =
39,050
D. Discussing new Solve each problem. Do the following with a Do the following with a Do the following by group!
concepts and partner! partner!
practicing new skills # 1. Insert two 1. To replace the trees 1. The Grade 10 students of
1 harmonic means destroyed by typhoon 1. A young man gave his Bagbag National High School
between 6 and 3/2. Yolanda, the forestry wife a gift of Php 400 have a research on who is the
Solution: department of Tagaytay on their wedding day. inventor of the worldwide web
(www). All they need to do is to
Get the has developed a ten-year To please her, he
open a password by solving
reciprocals of the plan. The first year they gave her Php 800 on situation given by the teacher.
terms. will plant 100 trees. Each their first wedding
6 succeeding year, they will anniversary, Php
________ plant 50 more trees than 1600 on their second
3/2 they planted the year wedding anniversary,
_______ before. and so on.
A. How many trees
Get now the A. How much would
Arithmetic will they plant she receive on
sequence, during the fifth their 9th wedding
determine the year? anniversary?
value of n = _____; B. How many trees B. Compute the total
a1 = _____; will they have amount the wife
d = _____ planted by the end had received as
of the tenth year? gifts from their
Use the wedding day up to
formula An = a1 + Solution: their ninth wedding
(n-1)d, Find the anniversary?
value of d. Complete the table:
Solution:
Use the Complete the table:
Arithmetic means
using What type of sequences
a2 = a1 + d; involve in the problem?
a3 = a2 + d What formula is What type of sequences
appropriate to solve the involve in the problem?
Get the problem? What formula is
reciprocal of each What are the values that appropriate to solve the
term. you need to answer the problem?
problem? What are the values that
6, ____, ____, 3/2 you need to answer the
A. Determine the values problem? WHO INVENTED THE
2. Find the sum of of a1, n and d. WORLDWIDE WEB (WWW)?
2/3, ½, 2/5, __, __, a1 = ___; n = __; d = ___ A. Determine the
__, __, 1/5 Substitute the values values of a1, n and r.
Solution: of a1, n and r a1 = __; n = __; r = __
Get the An = _______________ Substitute the values of
reciprocals of the Simplify. a1, n and r
terms. A10 = _______ An = ______________
2/3 Simplify.
________ B. Write the formula. Ag = _____________
1/2 Sn = ____________
________ Substitute the values of B. Write the formula.
a1, n and d Sn = _____________
Get now the Sn = ____________
Arithmetic sequence, Simplify Substitute the values of
determine the value S10 = __________ a1, n and r
of n = _____; Sn = ______________
a1 = _____;
d = _____ Simplify
Sn = ____________
Complete the
Arithmetic sequence
by using
a4 = a 3 + d
a5 = a 4 + d
a6 = a 5 + d
a7 = a 6 + d
E. Discussing new 1. Using Two-Column 1. How can you 1. How can you 1. How can you find the nth
concepts and Chart Method, determine if the given determine if the given term of an harmonic
practicing new skills # compare or problems involve problems involve sequence?
2 differentiate arithmetic sequence? geometric sequence? 2. What is the appropriate
Arithmetic 2. What is the 2. What is the formula to be used?
sequence from appropriate formula to appropriate formula to 3. Is there another way to get
Harmonic be used in arithmetic be used? the correct answer? Explain
sequence. sequence? 3. Is there another way briefly your solution.
2. Is the sum of the 3. Is there another way to to get the correct
Harmonic get the correct answer? Explain
sequence the answer? Explain briefly briefly your solution.
reciprocal of the your solution.
sum of the
arithmetic
sequence? Verify
your answer.
3. How can you find
the nth term of a
Harmonic
sequence?
F. Developing mastery Find the indicated Solve the problem. Show Solve the problem. Show Solve the problem. Show your
(leads to Formative sum in each your complete solution. your complete solution. complete solution.
Assessment 3) sequence.
1. 3/2, 6/7, ___, 6/13 1. Mrs. Pamienta gave 1. Rico qualified as a 1. Yolanda gets a starting
2. 2, 1, 2/3, ___, her daughter Arlene basketball varsity salary of Php7,000 a month
___, 1/3 Php300 on her 7th player of Tagaytay and an increase of Php500
3. ___, 1/3, 1/5, 1/7, birthday, and intends City Science National annually. What would be her
___ to increase this by High School. As part salary during the seventh
4. 1, 1, 2, 3, 5, 8,…, Php250 each year. of his training, his year?
55 How much will the coach asked him to
7, 10, 17, 27, 44, 71, daughter receive on run 2km farther each
115, …a10 her debut? week than he ran the
week before. The first
week he ran 3 km. If
he keeps up this
pattern, how many km
will he be able to run
at the end of the tenth
week?
G. Finding practical Remember This! Group Activity Solve each problem: Solve each problem:
application of The sequences in
concepts and skills in column A are all Solve each problem: Your father wants you to 1. Your room is too cold so
daily living Arithmetic. Supply the help him build a dog you decide to adjust the
missing terms in 1. To raise fund, Math house in your backyard. thermostat. The current
Column A and match Club Officers collect He says he will pay you temperature of the room
them in Column B old newspapers Php10 for the first week is 60° Fahrenheit. In an
which are Harmonic. and bottles. On the and add an additional attempt to get warmer,
Write the letter that first day, they Php20 each week you increase the
corresponds to the collected goods thereafter. The project temperature to 62°. When
answer in the box. amounting Php750, will take 5 weeks. How this doesn’t warm the the
on the second day much money will you room enough for you
they collected earn, in total, if you work decide to increase
Php600, and for the 5 weeks? thermostat to 64°. This
Php450 on the third temperature still isn’t
day. warm enough , so you
continue to increase it in
A. How much will they this manner until you
collect on the fifth reached its 12th term.
day? What is its 12th term and
B. How much is the its harmonic sequence?
total collection at
the end of the fifth
day?
H. Making Fibonacci sequence To solve problems To solve problems To solve problems involving
generalizations and is a sequence where involving sequences: involving sequences: harmonic sequence:
abstractions about the its first two terms are
lesson either both 1, or 0 and 1. Determine the type of 1. Determine the type of 1. Determine the corresponding
1; and each term, sequence involve in sequence involve in arithmetic equence.
thereafter, is obtained the problem. the problem. 2. Use the appropriate formula.
by adding the two 2. Use the appropriate 2. Use the appropriate 3. Substitute the needed values
preceding terms. arithmetic formula. geometric formula. and simplify
Harmonic 3. Substitute the needed 3. Substitute the needed 4. Take its reciprocal
sequence is a values values and simplify
sequence whose 4. Perform the indicated
reciprocals from an operation and simplify
arithmetic sequence.
To solve problems
involving Harmonic
sequence, convert it
into an Arithmetic
sequence by taking
the reciprocal of each
term. Use the
appropriate formula in
the Arithmetic
sequence, and then,
again get the
reciprocal of the
term/s.
There is no
formula for the sum of
the terms of a
harmonic sequence,
simply complete the
sequence and add all
the terms.
I. Evaluating learning Solve by showing Solve each problem and Solve each problem and Solve each problem and show
your complete show the complete show the complete the complete solution.
solution. solution. solution.
1. Your mother gives you
One type of rabbit 1. If Mr. Bautista, a field 1. Mrs. Valencia planted Php100 to start a “Tipid
breeds in such a engineer, could not sugarcane cuttings, and Impok” Saving Account. She
manner that a pair finish his building after 6 months she had 5 tells you that she will add
produces another pair project on the agreed sugarcanes. She planted Php20 to your saving account
of rabbits at the end date, he will be fined that 5 sugarcanes and in each month, if you will add
of one month. The Php12, 000 on the 6 months she had 25 Php10 each month.
next month, the first day of delay, sugarcanes. She Assuming that both of you will
original pair produces Php16,500 on the continued to plant for 2 do your part, how much will
another pair and then second day, years. How many you save at the end of one
stops breeding. All Php21,000 on the sugarcanes did she year in its harmonic
pairs of rabbits of this third day and so on. If gather assuming all were sequence?
type breed this way: he is delayed 12 days, healthy plants?
give birth to a pair of how much is his fine
rabbits on the first and on the 10th day only.
second months and
then stop breeding.
Assuming that none
die, and the females
always give birth to
one male and one
female.)
1. How many pair
of rabbits will
be there after
the fourth?
Seventh
month?
2. How many
rabbits are
there after one
year?
J. Additional activities Fibonacci Numbers in Follow up: Problems Follow up: Problems Follow up:
for application or Nature about Sequences about Sequences
remediation (Experimental Construct problems about
Procedure) 10 months from now, Every year, Php500,000 sequences.
your parents will vehicles depreciates by
a. Pick a flower in celebrate their silver 20% of its value at the
your garden and wedding anniversary and beginning of the year.
count the number you want to give them a What is its value at the
of petals. Does small present. In order to end of the 5th year?
the number of do that, you start to save
petals equal to a Php100 on the first
Fibonacci month, Php200 on the
number? What is second month, Php300
the mean of the on the third month, and
flower? so on for the period of 11
b. Pick a pineapple months. How much
and count the money will you save?
number of its
“mata”. Is it a
Fibonacci
number?
c. Cut a piece of fruit
in half so that you
create a cross-
section. Count the
number of seeds
in the fruit. Do you
discover any more
Fibonacci
numbers?
d. Start your own
investigation and
list down what part
of nature you can
find Fibonacci
number.
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
16. Content Standards The learner demonstrates understanding of key concepts of factors of sequences, polynomials and
polynomial equations.
17. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
18. Learning The learner performs The learner performs The learner performs The learner performs
Competencies division of polynomial division of polynomial division of polynomial division of polynomial
using long division and using long division and using long division and using long division
synthetic division. synthetic division. synthetic division. and synthetic
(M10AL-Ig-1) (M10AL-Ig-1) (M10AL-Ig-1) division.
(M10AL-Ig-1)
Objectives a. State the division a. State the division a. Illustrate the process of a. Illustrate the
algorithm of algorithm of polynomials. synthetic division. process of synthetic
polynomials. b. Divide polynomials by b. Divide polynomials division.
b. Divide polynomials by another polynomials using P(x) by another b. Divide polynomials
another polynomials long division. polynomial D(x) in the P(x) by another
using long division. c. Express each quotient form (x – a) using polynomial D(x) in the
c. Express each quotient using division algorithm synthetic division. form (x – a) using
using division algorithm accurately and c. Express each quotient synthetic division.
accurately and systematically. using division algorithm c. Express each
systematically. accurately and quotient using
systematically. division algorithm
accurately and
systematically.
Skill book in Math IV Skill book in Math IV (BEC) Skill book in Math IV Skill book in Math IV
(BEC) by Modesto G. by Modesto G. Villarin, (BEC) by Modesto G. (BEC) by Modesto G.
Villarin, Ed.D., et. al, Ed.D., et. al, pages 80- 81 Villarin, Ed.D., et. al, Villarin, Ed.D., et. al,
pages 80- 81 pages 80- 81 pages 80- 81
27. Additional http:// http:// http:// http://
Materials from www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/ www.mathsisfun.com/
Learning algebra/polynomials- algebra/polynomials- algebra/polynomials- algebra/polynomials-
Resources (LR) division-long.html division-long.html division-long.html division-long.html
portal http:// http://www.youtube.com/ http:// http://
www.youtube.com/ watch?v=dd-T-dTtnX4 www.youtube.com/ www.youtube.com/
watch?v=dd-T-dTtnX4 http://purplemath.com/ watch?v=dd-T-dTtnX4 watch?v=dd-T-
http://purplemath.com/ modules/polydiv2.htm http://purplemath.com/ dTtnX4
modules/polydiv2.htm modules/polydiv2.htm http://
purplemath.com/
modules/polydiv2.htm
L. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous (Quick Thinking Only!) Complete me if you can? Write each polynomial in Write the numerical
lesson or presenting the Divide and Write Give the missing term/s descending order of x coefficient of each
new lesson Example: to make each polynomial and give its degree. polynomial in
19 ÷ 5 = 3 + 4/5 complete. 1. x3 + x2 – 22x - 25x5 + 2 descending order of
⟷ 19 = 3(5) + 4 1. x4 + x3- 3 2. 4x2 + 21x5 - 26x3 + 28x x.
1. 29 ÷ 5 = _____ 2. 12x4 + 3 - 10 + 5x4 1. x4 + x3- 3
⟷ ______ 3. 24x4 + 6x3 - 3 3. 6 – 31x + 3x3 – 2x4 2. 12x4 + 3
2. 34 ÷ 7 = _____ 4. 9x4 - 2x +1 4. x3 + 7x2 + 5x4 – 25x +5 3. 24x4 + 6x3 - 3
⟷ ______ 5. 21x7 - 9x3 +5 5. x3 + 7x2 + 5 – 25x + 5x5 4. 9x4 - 2x +1
3. 145 ÷ 11 = _____ 5. 21x7 - 9x3 +5
⟷ ______
4. 122 ÷ 7 = ____
⟷ _____
5. 219 ÷15 = ____
⟷ _____
B. Establishing a purpose Perform the indicated (Quick Thinking Only!) Give the numerical Choose Your Partner.
for the lesson operations: Divide coefficient of each Divide the given
1. x4 ÷ x3 polynomial in descending polynomials using
1. (x3 + 11x2 – 9) + 2. 12x4 ÷ 3x2 order of x. long division and
(x3 + x2 – 4x – 9) 3. 24x4 ÷ 6x3 1. x3 + x2 – 22x - 25x5 + 2 synthetic division.
2. (x3 + 11x2 – 4x – 4. 9x4 ÷ 2x 2. 4x2 + 21x5 - 26x3 + 28x 1. (x3 + 11x2 – 4x –
9) - (x – 2) 5. 21x7 ÷ 9x3 - 10 + 5x4 9) ÷ (x + 1)
3. 6 – 31x + 3x3 – 2x4 2. (x4 + 2x3 – 3x + 6)
3. (4x – 9) (x – 2) 4. x3 + 7x2 + 5x4 – 25x + 5 ÷ (x - 2
4. (x3 ) ÷ (x ) 5. x3 + 7x2 + 5 – 25x + 5x5
x–3
Column B
-4 (B)
20 (A) x2 – 10x – 25 _____
4 (E)
56 (V) x2 – 3x - 2 _____
0 (U) x3 – 3x2 + 3x -2 ___
x3 – 3x2 – 9x + 3 ___
J. Additional activities for A. Follow up: Dividing Follow up: Dividing A. Follow up: Dividing A. Follow up:
application or remediation Polynomials using long Polynomials using long Polynomials using Dividing Polynomials
division division synthetic division using synthetic
1. (4x4 - 2x3 - 15x2 1. (4x4 - 2x3 + 9x - 6) 1. (4x4 - 2x3 + 9x - 6) division or long
+ 9x - 6) ÷ (x - 3) ÷ (x - 3) ÷ (x - 3) division
2. (3x4 + 6x2 + 2x3 2. (3x4 + 2x3 - 4) ÷ (x 2. (3x4 + 2x3 - 4) ÷ (x 1. (4x5 - 12x3 +
+ 4x - 4) ÷ (x + 2) + 2) + 2) 9x - 6) ÷ (x - 1)
B. Study: Division of B. Study: Division of B. Study: Remainder 2. (3x5 + 12x2 -
Polynomials. Polynomials. Theorem and Factor 4) ÷ (x + 1)
1. What are the 1. What are the steps theorem. B. Study:
steps to divide to divide polynomials using 1. What is the remainder Remainder Theorem
polynomials using synthetic division? theorem? and Factor theorem.
synthetic division? 2. What is the factor 1. What is the
theorem? remainder theorem?
2. What is the factor
theorem?
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
19. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
20. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.
21. Learning The learner proves the The learner proves the The learner factors The learner factors
Competencies Remainder Theorem Remainder Theorem and polynomials. polynomials.
and the Factor Theorem the Factor Theorem (M10AL-lh-1) (M10AL-lh-1)
(M10AL-1g-2) (M10AL-1g-2)
a. Factor polynomials a. Factor polynomials
Objectives b. Use synthetic division b. Use synthetic
a. Find the remainder a. Prove the Factor and remainder theorem in division in factoring
using the Remainder Theorem. factoring polynomials polynomials
Theorem.
b. Use the Factor Theorem c. Appreciate the use
b. Evaluate the given to determine whether the c. Appreciate the use of of synthetic division in
polynomial function. binomial (x-r) is a factor of synthetic division in factoring
the given polynomials. factoring
c. Develop patience on
how to solve exercises c. Develop patience on
in remainder theorem. how to solve exercises in
factor theorem.
Proves the Remainder Proves the Factor Factoring Polynomials Factoring
II. CONTENT Theorem Theorem Polynomials
III. LEARNING
RESOURCES
M. References
28. Teacher’s Guide pp. 51 – 54 pp. 51 – 54 pp. 54 - 58 pp. 54 - 58
29. Learner’s pp. 76 – 81 pp. 76 – 81 pp. 78 - 79 pp. 78 - 79
Materials
30. Textbook E- Math Worktext in Work Text in Advanced Work Text in
Mathematics, Orlando A. Algebra Trigonoetry and Advanced Algebra
Orence and Marilyn O. Statisticsby, Ferdinand Trigonoetry and
Mendoza, pages 118-122 Malapascua, pages 193- Statisticsby,
196 Ferdinand
Advanced Algebra with Malapascua, pages
Trigonometry and 193-196
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
E-Math, Orlando A. and Statistics,Efren
Orence, pages 115-119 L. Valencia, pages
36-37
E-Math, Orlando A.
Orence, pages 115-
119
31. Additional
Materials from
Learning
Resources (LR)
portal
N. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
Worksheets and Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous Determine the remainder Activity : Activity : Activity: True or False
lesson or presenting the when the first number is DECODE MY CODE (THINK- PAIR- SHARE)
new lesson divided by the second Evaluate the Use remainder theorem 1) (x - 2) and (x + 3)
number. polynomial at the given to find the missing factor are factors of x2 + x
1. 30, 7 values of x. Next, in each of the following.
2. 125, 15 determine the letter that 1. x3 – 8 = (x – 2) -6
3. 200, 10 matches your answer. 2) (3x - 1) and (x + 2)
4. 356, 14 When you are done, you (_______)
5. 169,13 will be able to decode the 2. 2x3 + x2 – 23x + 20 = are factors of 3x2 +
message.
A. P(x) = x3 + x2 + x + 3 (x + 4)(_____) 5x - 2
x -2 -1 0 1 2 3. 3x3 + 2x2 – 37x + 12 = (x – 3) The factors of 2x3 +
Guide question:
1. How did you find the
value of a polynomial
expression P(x) at a given
value of x?
2. What message did you
obtain?
B. Establishing a purpose Activity: Correct me if I Complete the tree Use the factor theorem to Use synthetic division
for the lesson am wrong diagram.
determine whether or not to show that
When P(x) = x3 - 7x + 5
is divided by x-1 the the first polynomial is a
remainder is -1 1 * 24 (a) 1. (x - 2) and (x2 + 2x
factor of the second
The remainder is -9 + 4) are factors of x3 -
when 2 * ___(b) polynomial.
P(x) = 2x3 - 7x + 3 is 8
divided by x-1. 24 3 * ___ (c ) 1. x - 1, x2 + 2x + 5 2. The factors of x3 -
F. Developing mastery Activity: Show the Proof Answer the following Answer the following Determine the value
(leads to Formative questions and verify. questions and verify. of k so that
Assessment 3) Verify if the given is the
correct remainder when Is x+2 a factor of 3x4 - 1. How can we say that 1. (x-2) is a factor of
P(x) is divided by x-r 20x3 + 80x - 48? Why? x - 7 is a factor of 6x4 – x3 + kx2 - 7x + 2
2x3 – 80x2 + 74x – 35
P(x) = x3 - 2x2 + 4x - 1 ÷ Is 3x - 2 a factor of 2. (x+1) is a factor of
(x-1), R=2 3x4 - 20x3 + 80x - 48? 2. Is (x-1) a factor of 2x4 + 3x3 + kx2 + 2x - 2
Why? 3x3 - 8x2 + 3x + 2
P(x) = x4 - 3x3 + 5x + 3 ÷
(x-2), R=5
H. Making generalizations The Remainder Theorem The Factor Theorem How do we factor How do we factor
and abstractions about the If the polynomial P(x) is Let P(x) be a polynomial. polynomials using polynomials using
lesson divided by (x – r), the A. If P(r )=0, then x-r is a synthetic division? synthetic division?
remainder R is a factor of P(x) Step 1: Arrange the Step 1: Arrange
constant and is equal to B. If x-r is a factor of P(x), coefficients of P(x) in the coefficients of
P(r). then P(r )=0 descending powers of x, P(x) in descending
R = P(r) placing 0s for the missing powers of x, placing
Thus, there are terms. The leading 0s for the missing
two ways to find the coefficient of P(x) terms. The leading
remainder when P(x) is becomes the first entry of coefficient of P(x)
divided by (x – r), that the third row. becomes the first
is: entry of the third row.
(1) use synthetic
division, or Step 2: Place
(2) calculate P(r). Step 2: Place the value the value of r in the
Similarly, there are of r in the upper left upper left corner. In
two ways to find the corner. In this example, this example,
value of P(r):
(1) substitute r in the Step 3: multiply r with Step 3: multiply r
polynomial expression the first coefficient of x with the first
P(x), or the write the product coefficient of x the
(2) use synthetic below the 2nd coefficient write the product
division. of x then add below the coefficient
of x then add
Step 4 Repeat step 3
Step 4 Repeat step
Step 5.write the 3
quotient, Note that the
exponent of q(x) is one Step 5.write the
less than the largest quotient, Note that
exponent in original the exponent of q(x)
equation is one less than the
largest exponent in
original equation
I. Evaluating learning Give the remainder when Determine the value of A Solve. Answer the following:
P(x) is divided by x-r. so that The volume of a
Use synthetic division 1. If (x-1) is one of
1. P(x)= 3x100 - 2x75+3 rectangular solid is
a. x - 1 the factors of
A. x-1 is a factor of 2x3 + x2 (x3 + 3x2 + 2x – 5) cubic
b. x + 1 + 2Ax + 4 x3 + 4x2 – x - 4,
cm, and its height is (x +
2. P(x) = x5+3x3 - x+1 What are the other
1) cm. What is the area of
a. x - 2 B. x+1 is a factor of x3 + x2 two factors?
b. x + 3 - 2Ax - 16 its base?
2. What is the value
of m if (x+3) is a
factor of x3 + mx2 + 2x
- 3?
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?
I. OBJECTIVES
22. Content Standards The learner demonstrates understanding of key concepts of polynomials and polynomial equations.
23. Performance The learner is able to formulate and solve problems involving polynomials and polynomial equations in
Standards different disciplines through appropriate and accurate representations.
24. Learning The learner illustrates The learner illustrates The learner proves The learner proves
Competencies polynomial equations. polynomial equations. rational root theorem. rational root theorem.
(M10AL-li-1) (M10AL-li-1)
(M10AL-li-2) (M10AL-li-2)
Objectives a. Determine the roots of a. Determine the roots of
polynomial equation polynomial equation a. Prove the Rational
Roots Theorem a. State the rational
b. Illustrate polynomial b. Illustrate polynomial root theorem
equations equations b. Apply the Rational
Roots Theorem b. Find the rational
c. Appreciate the c. Appreciate the process roots of polynomial
process of getting the of getting the roots of c. Develop patience in
proving rational roots equation
roots of polynomial polynomial equation
theorem c. Develop patience in
equation
finding the rational
roots of polynomial
equations
Polynomial equations Polynomial equations Polynomial equations Polynomial
II. CONTENT equations
(Rational Root
Theorem) (Rational Root
Theorem)
III. LEARNING
RESOURCES
O. References
32. Teacher’s Guide pp. 54 – 57 pp. 54 – 57 pp. 54 - 55 pp. 54 - 55
33. Learner’s pp. 82 – 86 pp. 82 – 86 pp. 87 - 90 pp. 87 - 90
Materials
34. Textbook Work Text in Advanced Work Text in
Algebra Trigonoetry and Advanced Algebra
Statisticsby, Ferdinand Trigonoetry and
Malapascua, pages 193- Statisticsby,
196 Ferdinand
Malapascua, pages
Advanced Algebra with 193-196
Trigonometry and
Statistics, Efren L. Advanced Algebra
Valencia, pages 36-37 with Trigonometry
and Statistics,Efren L.
E-Math, Orlando A. Valencia, pages 36-
Orence, pages 115-119 37
E-Math, Orlando A.
Orence, pages 115-
119
35. Additional
Materials from
Learning
Resources (LR)
portal
P. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite Cavite Mathematics 2016, DepEd Cavite DepEd Cavite
Mathematics 2016, Worksheets and PowerPoint Mathematics 2016, Mathematics 2016,
Worksheets and presentation Worksheets and Worksheets and
PowerPoint PowerPoint presentation PowerPoint
presentation presentation
IV. PROCEDURES
A. Reviewing previous Identify which of the Activity 1 Activity: True or False Activity:
lesson or presenting the following are Determine the number of Say boom boom if the BE PRODUCTIVE
new lesson polynomials real root(s) of the following statement is true and
equation. panes if the statement is Say that the product
3 2
1. x + x - 3x + 1 1. x6 + x2 +11x3 – 6 = 0 false of a word is the
1. x4 + 2x3 - x2 + 14x – 56 product of the
2. 2x-3 + x – 2 2. 3x4 - 2x3 + 3x2 - 4x - 2 = 0 = 0 in factored form is numbers
(x2+7)(x-2)(x+4) = 0. corresponding to the
3. 3/x + 4x2 – 2 3. x5 - 32 = 0 letters.
2. x4 + 2x3 - 13x2 - 10x = 0
3 1/2
4. x + 2x + 3 4. (x + 1)(x – 3) (2x + 5) = 0 in factored form is x For example, the
(x - 5)(x + 1)(x + 2) = word ZERO has
5. 5x 5. x2(x3 - 1) = 0 0 value
26*5*18*15=35,100.
6. (x3-8) (x7+1) = 0 3. x3 - 4x2 + x + 6 = 0 in What is the product of
factored form is the word RATIONAL
7. x(x-3) (x-1)4 = 0 (x-1) (9x-2) (9x+3) = 0
8. x3(x5 + 1) = 0
9. 6x(x-1)(x + 2)5 = 0
B. Establishing a purpose Activity 1 Determine the real roots of Fill in the blanks with Fill each blank to
for the lesson Determine the real each polynomial equations appropriate words, make a true
root(s) of each by inspection. Roots of numbers or symbols to statement.
equation. multiplicity n are counted n complete the solution. In
times 2x4-11x3+11x2-11x-9=0, 1. In -x4 + 4x2 + 4 =
1. x – 2 = 0 1. (x - 2)(x + 1)2 (x - 1)3 = 0 the leading coefficient is 0, the leading
2. x4(x5 - 1) = 0 ______. Its factors are coefficient is
2. x + 3 = 0 3. 2x(x3 - 2)3 = 0 _____and _____. The _____, the
4. x3 - 10x2 + 32x – 32 = 0 constant term is _____ constant term
3. x(x – 4) = 0 5. x2 - 11x + 24 = 0 and its factors are is _____ and
_____,_____, and _____. the possible
4. (x + 1)(x – 3) = 0 The possible rational rational roots
roots of the equations are are the
5. x2 + x – 2 = 0 ______,______,______,_ quotients of
____,_____,______ and _____ and
Guide Question: _____. _____.
1. What do you call
the given 2. The possible
equations? rational zeros
of x3 + 2x2 - 5x
2. Describe the roots of - 6 are
an equation. ______,
_____, _____
3. In finding the roots of and _____
an equation with
degree greater than 1,
what have you noticed
about the number of
roots? Can you recall a
principle that supports
this?
4. Describe how to
solve for the roots of an
equation.
12 -4 -3 1 ½
x
± 3, ± 4, ± 6, ± 12. 6 1 -1
12 2 -2 0
2.
Similarly, the
denominator q of the Using some possible
rational roots would be rational zeros. Hence,
(x +
-½ is another zero.
3.
D. Discussing new Consider the following Write TRUE if the statement Complete the table. Verify For each equation
concepts and practicing polynomial equations. is true. Otherwise, modify the given numbers in the last List all possible
new skills # 1 At most how many the underlined word(s) to column of the table are rational zeros
real roots does each make it true. rational roots of the Use synthetic division
corresponding polynomial
have? 1. The roots of a to test the possible
equation
polynomial equation rational zeros and
a. x20 – 1 = 0 in x are the values of find an actual zero
Polynomial
x that satisfy the Use the possible
Equation
b. x3 – 2x2 – 4x + 8 = 0 equation. zeros in b to find all
zeros of polynomial
c. 18 + 9x5 – 11x2 – x23 2. Every polynomial equation
+ x34 = 0 equation of degree n
has n-1 real roots 1. x3 - 3x – 2 = 0
6x2 + 11x
–6=0
1. x3 +
3. The equation 2x3- 2. x4 - 13x2 + 36 =0
2
6x +x-1=0 has no
rational root 3. 3x3 + 8x2 - 15x +
– 10x – 8
2. x3 – x2
4=0
4. The possible roots of
=0
3x5-x4+6x3-2x2+8x-5=0
are 3/5,+3, and +5
2x2 – 23x
– 60 = 0
3. x3 +
5. The only real root of
the equation
1
x3+6x2+10x+3=0 is 3
3x3 – 4x2
+ 3x + 2
4. 2x –
4
=0
2
21x2 + 4x
– 12 = 0
5. 3x –
16x3 +
4
Guide question:
1. Look at the roots of each
polynomial equation in the
table. Are these roots in the
list of rational numbers in
Question 1?
2. Refer to Equations 1 – 3
in the table. The leading
coefficient of each
polynomial equation is 1.
What do you observe about
the roots of each equation
in relation to the
corresponding constant
term?
E. Discussing new Find the roots of the One of the roots of the For each given Think-pair-share
concepts and practicing following polynomial polynomial equation is given, polynomial equation, Answer the following
new skills # 2 equations by applying find the other roots determine the possible Show that x4 - 2x3 -
the Zero- Product 1. x4 - 3x2 + 2 = 0, x = 1 rational roots. 3x2 + 2x + 2 = 0 has
Property. two rational zeros.
1. (x + 3)(x – 2) 2. x4 - x3 - 7x2 + 13x – 6 = 1. 2x4 - 3x3 - 18x2 + 6x +
(x + 1)(x – 1) = 0 0, x = 1 28 = 0 Find the other zeros
of 6x4 + 19x3 + 14x2 -
2. (x + 5)(x – 5) 3. x5 - 5x4 - 3x3 + 15x2 -4x 2. 2x4 + 7x3 - 4x2 - 27x – x- 2 if -1/2 and 1/3
(x + 5)(x – 1) = 0 + 20 = 0, x = 2 18 = 0 are its zeros
3. (x + 4)2(x – 3)3 = 0
4. x (x – 3)4(x + 6)2 = 0
5. x2(x – 9) = 0
F. Developing mastery Determine the real Determine the real root(s) One of the rational root of Show that 4x3 + 8x2 +
(leads to Formative root(s) of each of each equation. the polynomial equation is 5x + 1 = 0 has zero -
Assessment 3) equation. 1. 2x -7x +13x +53x+21=0 given find the other roots
4 3 2
1/2 with multiplicity 2,
1. x2(x – 9)(2x + 1) = 0 1/3 is one of the
1. 3x3 + 2x2 - 7x + 2, x =
2. (x-3)2 (x3+1) = 0 zeros of 6x4 + x3 - 7x2
-2
2. (x + 4)(x2 – x + 3)=0 – x + 1 = 0, find the
2. 2x3 + 3x2 - x - 6, x = 2 other 3 zeros.
3. 2x (x2 – 36) = 0
4. (x + 8)(x – 7)
(x2 – 2x + 5) = 0
5. (3x + 1)2(x + 7)
(x – 2)4 = 0
G. Finding practical Find all real roots of Fill in the blanks with Say Hep hep if the Group Activity:
application of concepts the following appropriate words, numbers statement is true and What do you call the
and skills in daily living equations. Next, write or symbols to complete the hooray if the statement is fear of strangers?
each polynomial on solutions false Find the zeros of the
the left side of the following polynomial
equation in factored Solve x3 + x2 - 12x – 12 = 0 1. The possible equations. Write the
form. Show your and write the polynomial in rational roots of letters corresponding
complete solutions. factored form. 3x3 - 2x2 + x - 5 are to the zeros of the
1. x3 – 10x2 + 32x +1,-1,+5,-5,+1/3,- equations in the
– 32 = 0 Solutions: 1/3. boxes below.
The equation has at most
2. x3 – 6x2 + 11x – ______real roots. The 2. -3 is the only A. 3x3+5x2-16x-12=0
6=0 leading coefficient is ______, rational root of x5 - B. 3x3-4x2-12x+16=0
and its factors are _____ 4x4 - x3 + 17x2 + 6x E. 2x3-3x2-29x-30=0
3. x3 – 2x2 + 4x – and______. The constant –9=0 H. 3x3-x2-38x-24=0
8=0 term is _____, and its factor O. 2x3-3x2-8x+27=0
are N. 3x3+5x2-16x-18=0
4. 3x3 – 19x2 + _____,_____,_____,______, C. 2x3+3x2-29x+30=0
33x – 9 = 0 ______,______,______,___ I. 4x4-5x2+1=0
___,______,______,______, P. 4x4-45x2+81=0
5. x4 – 5x2 + 4 = 0 ______. The possible roots O. 6x4+x3-7x2-x+1=0
of the equation are X.4x4-4x3-3x2+4x-1=0
______,_____,_____,_____
_,_____,_____ and _____.
15 - 3
3- 121-
, , 3 ,
, 3, , , 3
- - , 3
- , - - - ,
12 2 ,
341212
, , , 3
, , , , , ,
½- - /
3- 141-
, 3 2 2
/ 2/ / / 2
½/ / 2/ 232/
2 3 , 3, , 3
- - -
3 1 1
/ / /
2 3 2
H. Making generalizations The roots of the The roots of the polynomial Rational Root Theorem- The Rational Zeros
and abstractions about the polynomial equations equations can be determined Let an-1xn-1+ an-2xn-2 +…. Theorem.
lesson can be determined by by using +a1x + a0 = 0 be a The Rational Zeros
using a. Fundamental theorem of polynomial equation of Theorem states: If
A. Fundamental algebra degree n. if p/q, in lowest P(x) is a polynomial
theorem of b. Zero-product property terms, is a rational root of with integer
algebra c. Synthetic Division the equation, then p is a coefficients and if is a
d. Depressed Equation factor of a0 and q is a zero of P(x) ( P( ) =
B. Zero-product e. Other factoring techniques factor of an. 0 ), then p is a factor
property of the constant term
of P(x) and q is a
C. Other factoring factor of the leading
techniques coefficient of P(x) .
I. Evaluating learning Set up a polynomial Deepen your skills by Find the rational roots of Answer the following:
equation that models the following polynomial
each problem below. equations.
Then solve the
equation, and state 1. 6x3 - 7x2 - 21x – 10 = 0
the answer to each
problem. 2. 5x3 - 11x2 + 7x – 1 = 0
discussing the solution to
1. One dimension of a 1. When can you
each polynomial equation
cube is increased by 1 use the
with your seatmates
inch to form a rational zero
rectangular block. theorem to
1. x3 - 2x2 – x + 2 = 0
Suppose that the determine the
2. X3 + 9x2 + 23x + 15 = 0
volume of the new possible
block is 150 cubic rational zeros
inches. Find the length of a polynomial
of an edge of the equations?
original cube.
2.The dimensions of a 2. Describe the
rectangular metal box possible
are 3 cm, 5 cm, and 8 rational zeros
cm. If the first two when the
dimensions are leading
increased by the same coefficient of a
number of polynomial
centimeters, while the equation is
third dimension one.
remains the same, the
new volume is 34 cm3
more than the original
volume. What is the
new dimension of the
enlarged rectangular
metal box?
J. Additional activities for One of the roots of the A. Find the real roots of the A. Follow up A. Follow up
application or remediation polynomial equation is following equations 1. Find all rational Find all the
given. Find the other zeroes of each
roots. polynomial
1. – 2x4 + 13x3 – 21x2 equation. Indicate
+ 2x + 8 = 0; x= -1/2 a) x3 + 6x2 + 11x + 6 = 0 the multiplicity of
b) (X4-1)(x4+1) = 0 each zero. rational zeros of
4 2
2. x – 3x + 2 = 0; x 4x4 + 3x2 – 1 = 0?
=1 B.1. Give a polynomial A. x2(x-3)2(x+4)2 = 0
equation with integer B. What is a
3. x4 – x3 – 7x2 + 13x coefficient that has the B. (4x-3) (9x2-16)2 polynomial
– 6 = 0; x= 1 following root (2x2+x-3) = 0 function?
a) 1. -1,3,-6
4. x5 – 5x4 – 3x3 + 15x2 b) 2,3,3/5
– 4x + 20 = 0;
x= 2 2. What is Rational Root
Theorem
5. 2x4 – 17x3 + 13x2 +
53x + 21 = 0; x= –1
V. REMARKS
VI. REFLECTION
I. OBJECTIVES
25. Content Standards The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
26. Performance The learner is able to formulate and solve problems involving sequences, polynomials and polynomial
Standards equations in different disciplines through appropriate and accurate representations.
27. Learning The learner solves The learner solves The learner solves The learner solves
Competencies polynomial equations. polynomial equations. problems involving problems involving
(M10AL-Ij-1) (M10AL-Ij-1) polynomials and polynomials and
polynomial equations. polynomial equations.
(M10AL-Ij-2) (M10AL-Ij-2)
IV. PROCEDURES
A. Reviewing previous By inspection, determine Write TRUE if the statement Write a polynomial Write a polynomial
lesson or presenting the the number of real roots is true. Otherwise, modify expression or equation for expression or equation
new lesson of each polynomial the underlined word(s) to each of the following using for each of the
equation. Note that roots make it true. x as the variable following using x as the
of multiplicity 𝒏 are 1. The roots of a polynomial 1. five times a number variable
counted 𝒏 number of equation in x are the vales of decreased by four. 1. The area of a
times. x that satisfy the equation. rectangle with length 2
1. ( 𝑥+2 )(𝑥−3) (𝑥+1) 2. the sum of a number and inches more than the
(𝑥−6) = 0
2. Every polynomial equation its square. width is 32 square
of degree n has n – 1 real inches.
2. 𝑥 (𝑥−2 ) (𝑥+3 ) 2 = 0
roots. 3. a number decreased by
3. 𝑥 3 (𝑥 3 + 8) = 0 three. 2. The sum of three
3. The equation 2x 3 – 6x 2 + x consecutive even
4. (𝑥 3 − 1) (𝑥 2 + 1) = 0 -1 = 0 has no rational root. 4. the difference between integers is 60.
six times a number and ten.
5. 5𝑥 (𝑥 3 − 8) 2 = 0 4. The possible roots of 3x5 – 3. The volume of a
x 4 + 6x 3 – 2x 2 + 8x - 5 = 0 are 5. The quotient of nine rectangular box with
3 times a number and seven length 3 inches more
± , ±3∧±5 .
5 is equal to eight more than than the width, and
the number. width 1 inch more than
5. The only rational root of the height is 220
the equation x 3 + 6x 2 + 10x +
square inches.
3 = 0 is 3
B. Establishing a purpose a. How are polynomial a. How are
When do we say that a Were you able to find the
for the lesson equations related to other polynomial equation
real number, say r, is a number of roots of
fields of study? used in solving real-
root of a given polynomial equations by
life problems and in
polynomial equation in inspection?
b. How are these used in decision making?
x?
solving real-life problems
and in decision making? b. What are the steps
in solving word
problem?
C. Presenting In solving polynomial In solving polynomial Solving problems can be Problem solving skills is
examples/Instances of the equation, we are looking equation, we are looking fun, but we don’t know a process, and consists
new lesson for the value(s) of the for the value(s) of the where to begin, it can be of several steps which
variable that will make variable that will make the very frustrating. Problem are applied
the Roots of the Roots of the Equation. solving skills can be sequentially.
Equation. improved greatly with A. Understand the
Illustrative example: consistent practice. Problem
Illustrative example: If a polynomial equation is
Problem solving skills is a Read the problem.
If a polynomial equation expressed in factored
process, and consists of What are the given
is expressed in factored form, the roots are easily
form, the roots are easily determined, and it is much several steps which are facts?
determined, and it is easier to solve. applied sequentially.
much easier to solve. 1. Let’s have B. Plan Your Approach
1. Let’s have x ( x – 3 ) 4 (x + 6 ) 2 = 0 A. Understand the Choose a strategy
x ( x2 – 4 ) (x + 3) = 0 Problem
Solution: Read the problem. What C. Complete the Work
Solution: x ( x – 3 ) 4 (x + 6 ) 2 = 0 are the given facts? Apply the strategy. Use
x ( x2 – 4 ) (x + 3) = 0 Equate each of the factor the algebra you know
Equate each of the to zero, and then solve for B. Plan Your Approach to apply the strategy to
factor to zero, and then x, that is Choose a strategy solve the problem
solve for x, that is x =0 x–3 =0
x =0 x2–4 =0 x =3 C. Complete the Work D. Interpret the Results
x+3 = 0 x2 =4 the root is multiplicity of 4 Apply the strategy. Use State your answer then
x = -3 x = √4 x+6= 0
x = ±2 x = 6 the algebra you know to check. Does your
the root is multiplicity of 2 apply the strategy to solve answer make sense?
Therefore the roots of the problem Does it satisfy the
the polynomial equation Therefore the roots of the conditions of the
x ( x2 – 4 )(x + 3) = 0 polynomial equation D. Interpret the Results problem?
are 0, 2, -2 and -3 x ( x – 3)4 (x + 6 ) 2 = 0 State your answer then
The difficulty of finding are 0, 3 multiplicity of 4 check. Does your answer Illustrative Example:
the roots of polynomial and 6 multiplicity of 2
make sense? Does it
increases when the
satisfy the conditions of the 1. The dimension of a
polynomial is not The difficulty of finding the
expressed in factored roots of polynomial problem? rectangular metal box
form. increases when the is 3 cm, 5 cm and 8 cm.
polynomial is not llustrative Example: If the first two
2. Let’s solve the expressed in factored dimensions are
equation form. In the TLE Class at Trece increased by the same
6x 4 - 19x 3 - 22x 2 +7x + Martires City National High number of centimetres,
4=0 2. Let’s solve the equation School, the boys of G10 – while the third
x 3 - 10 x 2 + 32x - 32 = 0 Aguinaldo was asked to dimension remains the
Solution: build a huge wooden same, the new volume
This is 4th degree Solution: rectangular container with is 34 cm 3 more than
polynomial, then it has This is 3 rd degree a volume of 60𝑚3.The the original volume.
at most 4 real roots. The polynomial, then it has at width of the rectangular What is the new
leading coefficient is 6, most 3 real roots. The container is 2 m less than dimension of the
thus its factors are 1, 2, leading coefficient is 1, the length and the height is enlarged rectangular
3 and 6 The constant thus its factors is 1. The
1 m less than the length. metal box?
term is 4 and its factors constant term is 32 and its
Find the dimensions of the
are 1, 2 and 4 factors are 1, 2, 4, 8, 16
container. Solution:
and 32
By the rational root Assign variables to
theorem, the possible By the rational root represent the unknown
roots are theorem, the possible roots Let x = the amount of
1 1 1 2 4are increment
± 1, ± ,± , ± , ±2 , ± ,± ,∧± 4
2 3 6 3 3± 1, ± 2 ,± 4 ,± 8 , ± 16 ,∧± 32 x + 3 = height of the
By synthetic division: new box
Trial 1: x = 1 By synthetic division: x + 5 = width of the
Trial 1: x = 2 new box
1˩ 6 -19 -22 7 4 2˩ 1 -10 32 -32
(length) (width)
6 -13 -35 -28 2 -16 32 ( height) = volume
6 -13 -35 -28 -24 8( x + 5 ) ( x + 3 ) =
1 -8 16 0 3 ( 5) ( 8 ) + 34
Thus, x = 1 is not a
root. Thus, x = 2 is one of the
8 ( x 2 + 8x + 15 ) =
Trial 2: x = - 1 roots, and x 2 - 8x + 16 =
154
0 the first depressed
-1˩ 6 -19 -22 7 4 equation. Solution:
-6 2 -3 4 Understand the Problem 8 x 2 + 64x + 120 =
6 -25 3 4 0 Solving the quadratic After reading and 154
equation understanding the 8 x 2 + 64x – 34 = 0
Thus, x = -1 is one of x 2 - 8x + 16 = 0 problem, sometimes it is 4 x 2 + 32x – 17 = 0
3 2
the roots, and 6x – 25x (x - 4 ) ( x - 4 ) = 0 much easier to Complete the work
+ 3x + 4 = 0 the first x–4=0 x-4=0 understand if we draw a Solve the equation
depressed equation. x=4 x =4 diagram.
4 x 2 + 32x – 17 =
Trial 3: x = 4 Therefore the roots of Plan Your Approach ( 2x –1)( 2x + 17) = 0
4˩ 6 -25 3 4 x 3 - 10 x 2 + 32x - 32 = 0 Choose a strategy. The x=½ x = - 17/ 2
are 2 and 4 multiplicity of 2 strategy to use is to
24 -4 - 4 translate the facts in the Since the dimension
6 - 1 -1 0 problem into an equation. cannot be negative,
Since the remainder is Then solve to find the take x = ½ as the
equal to zero, then x = 4 answer. amount of increment.
is also one of the root,
Interpret the Results
and 6x 2 - x - 1 = 0 Assign variables to
is the second depressed represent the unknown
equation. The rectangular metal
Let x represent the length, box is 3.5 cm long, 5.5
Solving the quadratic
then x -2 will be the width cm wide and 8 cm high.
equation
and x-1 the height
6x 2 - x - 1 = 0
(3x + 1 ) ( 2x - 1 ) = 0 (length)(width)( height)
3x + 1 = 0 2x - 1 = 0 = volume
3x = - 1 2x = 1 x ( x – 2 ) ( x – 1) = 60
x = - 1/3 x =½ x 3 – 3x 2 + 2x = 60
x 3 – 3x 2 + 2x - 60 = 0
Therefore the roots of Complete the work
6x 4 – 19x 3 - 22x 2 + 7x Solve the equation
+ 4 = 0 are 1, 4, -1/3 x 3 – 3x 2 + 2x - 60 = 0
and 1/2 If x = 2
2˩ 1 -3 2 -60
2 -2 0
1 -1 0 -60
X = 2 is not a solution
Try x = 5
5˩ 1 -3 2 -60
2 -2 0
1 -1 0 -60
X = 5 is one of the solution
x 2 + 2x +12 = 0
−b ± √ b − 4 ac
2
x=
2a
−2 ± √ 2 − 4 (1 )( 2)
2
x=
2(1)
−2 ± √ − 44
x=
2
Reject the solutions, since
they are not real numbers
Therefore,
x =5
x–2=3
x–1=4
Interpret the Results
The container is 5m long, 3
m wide and 4m high.
Is the volume of the
container 60m 3?
5 x 3 x 4 = 60
60 = 60
D. Discussing new 1. Solve the equation 1. Solve the equation x 3 + Find four rational numbers Solve completely:
concepts and practicing x 3 + 6x 2 + 11x + 6 = 0 x 2 - 12x - 12 = 0 such that the product of the The diagonal of a
new skills # 1 Solution: Solution: first, third and fourth rectangle is 8m
The equation has at most numbers is 54. Also the longer than its shorter
The equation has at _____ real roots. The second number is 2 less than side. If the area of the
most _____ real roots. leading coefficient is the first number, the third is rectangle is 60
The leading coefficient is _____, and its factors are 5 less than the second, and square meter, find its
_____, and its factors _____ and _____. The the fourth is 3 less than the dimensions.
are _____ and _____. constant term is _____, third.
The constant term is and its factors are Solution:
_____, and its factors _____,_____,_____,_____
are ,_____,_____,_____,____ Understand the Problem:
_____,_____,_____,___ _,_____,_____,_____ and You are asked to find
__,_____,_____,_____, _____. The possible roots _______ rational numbers
_____,_____,_____,___ of the equation are _____, that satisfies the given
__ and _____. The _____,_____,_____._____ conditions.
possible roots of the and _____.
equation are _____, To test if 1 is a root of the Plan Your Approach
_____,_____,_____.___ given equation, use Let x represent the first
__ and _____. synthetic division number.
Then ______ represent the
To test if 1 is a root of 1˩ 1 1 -12 -12 second number. (The second
the given equation, use is 2 less than the first.)
synthetic division ______________ _____________ represent
1 ˩ 1 6 11 6 the third number. (The third
is five less than the second.)
_____________ Since the remainder is _____________ represent
_____, therefore 1 is the fourth number. (The
Since the remainder is _____ of the equation. fourth is three less than the
_____, therefore 1 is third.)
_____ of the equation. Test if -1 is a root of the The product of the first, third
Test if -1 is a root of the equation. and fourth number is 54.
equation. -1 ˩ 1 1 -12 -12 Therefore, the equation will
be:
-1 ˩ 1 6 11 6 _______________ ________________________
___________
______________ Since the remainder is
_____, therefore -1 is
Since the remainder is _____ of the equation. Complete the work:
_____, therefore -1 is This implies that Using Synthetic Division,
_____ of the equation. test if 1 is a solution:
This implies that x 3 + x 2 -12x -12 = x 2 - 12
x+1 1˩ ____ ____ _____
x3 + 6x 2 +11x +6 ____
x+1 We can obtain the other
= x2 + 5x + 6 roots of x 3 + x 2 - 12x - 12
= 0 by solving for the roots ___________________
We can obtain the other of x 2 - 12 = 0 by factoring
roots of or by using the quadratic To see if there are other
x 3 + 6x 2 + 11x + 6 = 0 formula. rational solutions, use the
by solving for the roots If the roots are _____ and quadratic formula to solve
of x 2 + 5x + 6 = 0 by _____. the depressed equation.
factoring or by using the To check, simply substitute
quadratic formula. each of these values to the Interpret the Results:
If the roots are _____ given equation. The numbers are _____,
and _____. Therefore the real roots of ______, _____, _____.
To check, simply the polynomial equation Is the product of the first,
substitute each of these
values to the given x 3 + x 2 - 12x - 12 = 0 are
equation. _____, _____ and _____.
third and fourth numbers
Therefore the real roots The factored form of the
54?
of the polynomial polynomial
equation x 2 + x 2 – 12x - 12 is
x 3 + 6x 2 + 11x + 6 = 0 _______.
is _____.
E. Discussing new Solve: Find the roots of each
concepts and practicing ( 2x –1) (x +3 )( x- 2) = 0 polynomial equation In an art class, the students Solve :
new skills # 2 x 4 - 5x 2 + 4 = 0 are ask to make and design The area of a triangle is
1. Is there a relationship an open box with a volume 44m2. Find the lengths
between the number of 1. Is there a relationship of 64𝑐𝑚3 by cutting a of the legs if one of the
roots and the degree of a between the number of roots square of the same size legs is 3m longer than
polynomial equation? and the degree of a from each corner of a the other leg.
2. What are the different polynomial equation? square piece of card board a. How do you solve a
theorems or strategies we 2. What are the different 12 𝑐𝑚 on a side and folding problem?
can use to solve theorems or strategies we up the edges. What is the b. Do you follow a step
polynomial equations? can use to solve polynomial length of a side of the by step procedure?
equations? square that is cut from each
corner
Solve
1. How do you solve a
problem? Do you follow a
step by step procedure?
2. Can we use polynomial
equations in solving word
problems?
F. Developing mastery Solve the polynomial Find the roots of each Solve completely: Solve the problem.
(leads to Formative equation polynomial equation. One dimension of cube 1. Packaging is one of
Assessment 3) is increased by 1 inch to the important features
1. x 4 - x 3 –11x 2 + 9x 1. x 3 - 6 x 2 + 11x – 6 = 0 form a rectangular block. in producing quality
+18 = 0 2. ( x 3 - 8 ) ( x + 3 ) 2 = 0 Suppose the volume of the products. A box
2. x 4 + 5x 3 + 5x 2 – 6 new block is 150 cubic designer needs to
=0 inches, find the length of an produce a package for
edge of the original cube? a product in the shape
of a pyramid with a
square base having a
total volume of 200
cubic inches. The
height of the package
must be 4 inches less
than the length of the
base. Find the
dimensions of the
product.
Solution:
Let ________ = area of
the base
________= height of
the pyramid
If the volume of the
pyramid is V = 1/3
(base) (height),
Then, the equation that
will lead to the solution
is 36 = ______
The possible roots of
the equation are :
______
Using synthetic division
the roots are: ________
Therefore the length of
the base of the package
is _____ and
its height is ______
2. One side of a
rectangle is 3 cm
shorter than the other
side. If we increase the
length of each side by 1
cm, then the area of
the rectangle will
increase by 18 cm2.
Find the lengths of all
sides
G. Finding practical THINK-PAIR-SHARE THINK-PAIR-SHARE Solve completely: Solve the problem
application of concepts 1. A tree is supported
and skills in daily living Find the roots of each Find the roots of each 1. Find four consecutive by a wire anchored in
polynomial equation. polynomial equation. even numbers such that the the ground 5 feet from
1. x 3 + 2x 2 – 25x –50 1. 3x 3 - 19x 2 + 33x –9 = 0 product of the first, third its base. The wire is 1
=0 2. x 3 – 2x 2 + 4x - 8 = 0 and fourth is 2240. foot longer than the
2. x 4 – 6x 3 – 9x 2 + 14x height that it reaches
=0 on the tree. Find the
length of the wire.
2. The sum of a number
and its square is 72.
Find the number.
H. Making generalizations A root of a polynomial
A root of a polynomial Problem solving skills is a Problem solving skills
and abstractions about the equation is a value of the
equation is a value of process, and consists of is a process, and
lesson variable which makes the
the variable which several steps which are consists of several
polynomial equal to zero.
makes the polynomial applied sequentially. steps which are
In solving polynomial
equal to zero. A. Understand the applied sequentially.
equations, we may use:
In solving polynomial Problem A. Understand the
a. Zero Product Property
equations, we may use: Problem
b. Synthetic division
a. Zero Product Property Read the problem. Read the problem.
c. The Remainder
b. Synthetic division What are the given facts? What are the given
Theorem
c. The Remainder B. Plan Your Approach facts?
d. The Factor Theorem
Theorem Choose a strategy B. Plan Your
e. The Rational Root
d. The Factor Theorem C. Complete the Work Approach
e. The Rational Root Theorem Choose a strategy
Theorem Apply the strategy. Use C. Complete the
the algebra you know to Work
apply the strategy to Apply the strategy.
solve the problem Use the algebra you
D. Interpret the Results know to apply the
strategy to solve the
State your answer then problem
check. Does your answer D. Interpret the
make sense? Does it Results
satisfy the conditions of State your answer
the problem? then check. Does
your answer make
sense? Does it satisfy
the conditions of the
problem?
I. Evaluating learning Solve each polynomial One of the roots of the Solve completely: 1. The length of a
equation, Show your polynomial equation is given. The Yes - O club of TMCNHS rectangle is 1 m less
complete solution. Find the other roots. launches a recycling than twice the width. If
1. x 3 – 2x 2 – 4x + 8 = 0 1. – 2x 4 + 13x 3 – 21 x 2 campaign. In support of the the area is 55 m2, find
2. x 2 ( x 3 – 1 ) ( x – 4) = 0 +2x+8=0 program, the G 10 – the perimeter
x1= -½ Newton collected all their 2. The sum of two
waste papers and numbers is 27 and their
2. x 4 – 3x 2 + 2 = 0 constructed two boxes, a product is 50. Find the
x1=1 cube and a rectangular box. numbers.
The volume of the cube is 3. The length of a
7𝑐𝑚3 more than twice the rectangle is 5 cm more
volume of the rectangular than its width and the
box. The length of the box area is 50cm2. Find the
is 2cm greater than the length, width and the
length of an edge of the perimeter.
cube, its width is 2 cm less
than the length of an edge
of the cube, and its height is
1 cm less than the length of
an edge of the cube. Find
the dimensions of the cube
and the box.
J. Additional activities for 1. Follow-up: 1. Follow-up:
1. Follow-up: 1. Follow Up: The
application or remediation Solve the polynomial One dimension of a cube is
Solve the polynomial product of two
equation. increased by1 inch to form
equation. numbers is 20. The
a. x 4 – x 3 – 7x 2 + 13x - 6 a rectangular block.
a. x 5 – 7x 3 – 2x 2 +12x sum of squares is 41.
=0 Suppose that the volume of
+8=0 Find the numbers
2. Study the new block is 150 cubic
2. Study: Polynomial
LM pages 94-95, Applying inches . Find the length of Functions, Grade 10
polynomial equations in real an edge of the original Mathematics LM,
life situations cube. page 99, 106-107
V. REMARKS
VI. REFLECTION