GRADE 10 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG

Teacher EDGARDO D. CAMPOS Learning Area MATHEMATICS

Teaching Dates and Time SEPTEMBER 11-15, 2023 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.

2. Performance Standards
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and accurate representations.

3. Learning Competencies/ Objectives

Finds the missing term, 1.Defines arithmetic mean 1.Determines the indicated number of 1.Determines the sum of the terms of an arithmetic sequence

common difference, and 2. Find the arithmetic mean between two terms of arithmetic arithmetic means between any given the first and the last terms (arithmetic series).
number of terms in an sequence. two terms.
2. Solve problems involving arithmetic means and series.
arithmetic sequence. 2. Determines the sum of the two

terms in a given arithmetic sequence.

II. CONTENT Illustrates an arithmetic sequence (M10AL-lb-1) Determines arithmetic means, nth term of an Determines arithmetic means, nth term of an arithmetic Determines arithmetic means, nth term of an arithmetic
arithmetic sequence and sum of the terms of a given sequence and sum of the terms of a given arithmetic sequence and sum of the terms of a given arithmetic
arithmetic sequence. (M10AL-Ib-2) sequence. (M10AL-Ib-2) sequence (arithmetic series). (M10AL-Ib-2)

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Math MELCs DBOW Math MELCs DBOW Math MELCs DBOW Math MELCs DBOW

p.1-10 p.1-10 p.11-15 p.11-15

2. Learner’s Materials pages

MATHEMATICS LEARNER’S pages 1-1-8 MATHEMATICS LEARNER’S pages 1-1-8 MATHEMATICS LEARNER’S pages 1-8

3. Textbook pages

4. Additional Materials from Learning Resource (LR)

portal
B. Other Learning Resources / Materials

IV. PROCEDURES

A. Reviewing previous lesson or presenting the

Begin with classroom routine: Begin with classroom routine: Begin with classroom routine: Begin with classroom routine:

new lesson a. Prayer

b. Reminder of the classroom health and safety protocols

a. Prayer a. Prayer a. Prayer
c. Checking of attendance
b. Checking of attendance b. Checking of attendance b. Checking of attendance
d. Quick “Kumustahan”
c. Recall the previous lesson about arithmetic sequence. c. Recall the previous lesson about arithmetic sequence on c. Recall the previous lesson about arithmetic mean. A. Recall (Elicit)

(Elicit) how to determine the common difference and others. (Elicit) Ask the students to find the number of seats in the last row and the total

number of seats in the Conference Hall

(Elicit)

B. Establishing a purpose for the lesson

a. Begin by asking your students if they've ever heard of the a. Begin by asking your students if they've ever heard of the term

term "average" or "mean." Most of them will likely have "average" or "mean." Most of them will likely have some familiarity

some familiarity with the concept. with the concept.

b.Explain that today, you're going to explore a specific type of b.Explain that today, you're going to explore a specific type of

average called the "arithmetic mean." average called the "arithmetic mean."

c.Define arithmetic mean as the "middle" or "average" value c.Define arithmetic mean as the "middle" or "average" value in a set

in a set of numbers, calculated by adding up all the values and of numbers, calculated by adding up all the values and then dividing

then dividing by the number of values. by the number of values.

C. Presenting examples/ instances of the lesson Activity: Activity:
Discuss how to find the sum of the first n terms of a given

"The Magic Jump Rope Challenge" (15 minutes) "The Magic Jump Rope Challenge" (15 minutes) arithmetic sequence.

Direction: Divide your students into small teams (3-4 students per Direction: Divide your students into small teams (3-4 students per team) and

team) and give each team a jump rope. give each team a jump rope.

Mark a starting line on the ground and a few additional lines at Mark a starting line on the ground and a few additional lines at increasing

increasing distances from the starting line (e.g., 5 feet, 10 feet, 15 distances from the starting line (e.g., 5 feet, 10 feet, 15 feet, and so on).

feet, and so on).

Instruct each team to take turns using the jump rope to jump as far as they

Instruct each team to take turns using the jump rope to jump as far as can from the starting line without touching the rope.

they can from the starting line without touching the rope.
Have each team member take a jump and measure the distance they jump

Have each team member take a jump and measure the distance they from the starting line.

jump from the starting line.

Ask students to record their individual jump distances.

Ask students to record their individual jump distances.

Gather the data recorded by each team and calculate the arithmetic mean

Gather the data recorded by each team and calculate the arithmetic (average) of their jump distances.

mean (average) of their jump distances.

Write the team names and their corresponding arithmetic means on the

Write the team names and their corresponding arithmetic means on board.

the board.
D. Discussing new concepts and practicing new Ask students to explain what the arithmetic mean represents in this Ask students to explain what the arithmetic mean represents in this context
Ask student to find the sum of the first 50 terms of the given
skills #1 context (the typical or average jump distance for each team). Discuss (the typical or average jump distance for each team). Discuss the following:
arithmetic sequence. (Board Work). Then ask one student from
the following:
the class to explain his answer
E. Discussing new concepts and practicing new
A. Generalization (Elaborate)
skills #2
Think-Pair-Share

Students will answer the given problem individually, after that

they will share their ideas on how they find their answer to

his/her partner.
F. Developing mastery Worksheet: Finding Arithmetic Means Between Two Terms

(Leads to Formative Assessment 3)

Problem 1: Find the two arithmetic means between the terms 9 and
27 in the given arithmetic sequence.

Problem 2: In an arithmetic sequence, the 4th term is 15, and the 7th
term is 30. Find the two arithmetic means between these terms. Problem 4: The 12th term of an arithmetic sequence is 95, and the 17th term
is 140. Determine the two arithmetic means between these terms.
Problem 3: Given an arithmetic sequence with a common difference
of 8, find the two arithmetic means between the terms 17 and 49. Problem 5: In a certain arithmetic sequence, the 5th term is 21, and the 9th
term is 45. Calculate the two arithmetic means between these terms.
Worksheet: Answers

ANSWER KEY:
Problem 1: Problem 4:
First arithmetic mean: 15
Second arithmetic mean: 21 First arithmetic mean: 115
Problem 2: Second arithmetic mean: 125
First arithmetic mean: 20
Second arithmetic mean: 25
Problem 3: Problem 5:
First arithmetic mean: 25
Second arithmetic mean: 33 First arithmetic mean: 27
Second arithmetic mean: 33

G. Finding practical applications of concepts and Imagine you want to save money for a vacation. You decide to save a Encourage them to think of situations where they might use
Finding the average of their scores in seat work is an example real life Finding the average of their scores in seat work is an example real life
skills in daily living fixed amount of money every month, and you want to calculate how arithmetic mean to find central values.
application of arithmetic mean. application of arithmetic mean.
much you'll have saved after a certain number of months
H. Making generalizations and abstractions about How do you determine the general term in an arithmetic se- 1.How do you define arithmetic mean? 1.How do you define arithmetic mean? How do you determine the sum of the terms of an arithmetic se-
the lesson quence?
quence given the first and the last terms (arithmetic series)?
2. How do you determine arithmetic mean/s between two terms? 2. How do you determine arithmetic mean/s between two terms?

I. Evaluating learning

J. Additional activities for application or

remediation
V. REMARKS

VI. REFLECTION

1.
No. of learners who earned 80% on the formative assessment

2.
No. of learners who require additional activities for remediation.

3.
Did the remedial lessons work? No. of learners who have caught up with the

lesson.

4.
No. of learners who continue to require remediation

5.
Which of my teaching strategies worked well? Why did these work?

6.
What difficulties did I encounter which my principal or supervisor can help me

solve?

7.
What innovation or localized materials did I use/discover which I wish to share with

other teachers?