GRADE 10 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG

Teacher CRISELDA C. ANDADOR Learning Area MATHEMATICS

Teaching Dates and Time OCTOBER 9-13, 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

1.Finds the sum of the terms of a given finite geometric 1.Finds the sum of the terms of a given finite geometric sequence. 1. Solves problems applying the concepts of arithmetic sequences and series. 1. Solves problems applying the concepts of finite and infinite

sequence. 2. Finds the sum of the terms of a given infinite geometric sequence 2.Solves problems applying the concepts of finite geometric sequences and series.
geometric sequences and series.

2. Finds the sum of the terms of a given infinite geometric

sequence.

II. CONTENT Determines geometric means, nth term of a geometric Solves problems involving sequences. (M10AL-If-2)
Determines geometric means, nth term of a geometric se- Solves problems involving sequences. (M10AL-If-2)
sequence and sum of the terms of a given finite or
quence and sum of the terms of a given finite or infinite geo-
infinite geometric sequence. (M10AL-Id-3)
metric sequence. (M10AL-Id-3)
III. LEARNING RESOURCES

A. References

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

p.19-21 p.21-23 p.25-29 p.25-29

2. Learner’s Materials pages

MATHEMATICS LEARNER’S pages 15-20 MATHEMATICS LEARNER’S pages 26-29
MATHEMATICS LEARNER’S pages 26-29 MATHEMATICS LEARNER’S pages 26-29

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 a. Prayer a. Prayer

a. Prayer
b. Checking of attendance b. Checking of attendance b. Checking of attendance
b. Checking of attendance c. Recall the previous lesson by checking their assignments. c. Recall the previous lesson by checking their assignments. c. Recall the previous lesson by checking their assignments.
(Elicit)
c. Recall the previous lesson by checking their assignments. (Elicit) (Elicit)

(Elicit)

B. Establishing a purpose for the lesson Begin by explaining what a geometric series is. Use simple terms to Follow up Discussion of Day 3 Lesson:
Begin by explaining what a geometric series is. Use simple terms to describe it as the sum of the terms of a geometric sequence. Emphasize the Activity: "The Puzzle of Fibonacci's Missing Bunnies"

describe it as the sum of the terms of a geometric sequence. concept that each term is obtained by multiplying the previous term by a
Emphasize the concept that each term is obtained by multiplying the constant ratio (common ratio).
previous term by a constant ratio (common ratio).
Objective: To motivate students to solve word problems involving

sequences, such as the Fibonacci sequence, while challenging their critical

Divide the students into small groups or pairs, depending on your class size. thinking and problem-solving skills.

Divide the students into small groups or pairs, depending on your Provide each group with a whiteboard and markers or access to a
class size. Provide each group with a whiteboard and markers or blackboard.
access to a blackboard.
Materials:

Assign each group a geometric sequence with different initial terms and
Assign each group a geometric sequence with different initial terms common ratios (e.g., 2, 6, 18, 54 with a common ratio of 3).
Pen and paper for each student
and common ratios (e.g., 2, 6, 18, 54 with a common ratio of 3).
Instruct them to calculate the first few terms of the sequence (at least the
Small slips of paper or index cards with Fibonacci numbers written on them
Instruct them to calculate the first few terms of the sequence (at least first 5-6 terms) and then calculate the sum of the first n terms for various
(e.g., 0, 1, 1, 2, 3, 5, 8, 13, 21, ...)
the first 5-6 terms) and then calculate the sum of the first n terms for values of n (e.g., 1, 2, 3, 4, ...).
various values of n (e.g., 1, 2, 3, 4, ...). Instructions:
Have them discuss and record their findings on the whiteboard or
Have them discuss and record their findings on the whiteboard or blackboard.
blackboard.
Encourage students to use calculators if needed but also emphasize the 1. Introduction (10 minutes):
Encourage students to use calculators if needed but also emphasize pattern they observe in the results.
the pattern they observe in the results. Start by discussing the Fibonacci sequence and its significance in nature and

mathematics. Explain how it describes the growth of rabbit populations and

is used in various applications.

2. Set the Scene (5 minutes):

Tell students a creative story about the Fibonacci sequence, involving a

family of bunnies. The story goes that a magician stole some of the bunnies,

and the sequence is incomplete. The missing numbers are essential for the
 bunnies' growth. Without them, the bunnies are in danger!

3. Puzzle Setup (10 minutes):

Distribute the slips of paper or index cards with the Fibonacci numbers to the

students. Make sure you exclude some numbers from the sequence,

creating gaps. Ask students to imagine these gaps as the "missing bunnies."

4. The Challenge (15 minutes):

Instruct students to work individually or in pairs. Their task is to solve word

problems involving these "missing bunnies." Create word problems that

require them to figure out the missing numbers in the sequence. For

example:

C. Presenting examples/ instances of the lesson "If the number of bunnies in a field follows the Fibonacci sequence, and there

are 21 bunnies at a certain time, and then 34 bunnies later on, how many

bunnies were there in between?"

"A Fibonacci sequence begins with 0 and 1, and each subsequent number is

the sum of the previous two. What's the 10th number in the sequence?"

.
D. Discussing new concepts and practicing new
. Solving and Presentations (15 minutes):
skills #1

Have students solve the problems and present their solutions.

Encourage them to explain their thought processes and the

sequence's importance in each problem

E. Discussing new concepts and practicing new

skills #2
Collaboration (10 minutes):

Bring the class together to discuss their findings and how the missing

bunnies relate to the Fibonacci sequence. Highlight the role of sequences in

solving real-world problems

F. Developing mastery

(Leads to Formative Assessment 3)

G. Finding practical applications of concepts and Use the example of coin flips or dice rolls to explain probability and Use the example of coin flips or dice rolls to explain probability and the Solving problems related to sequences involves recognizing patterns, Solving problems related to sequences involves recognizing patterns,

skills in daily living the concept of a geometric distribution. This can be extended to concept of a geometric distribution. This can be extended to discuss understanding sequence rules, choosing the right formulas, translating real- understanding sequence rules, choosing the right formulas, translating
discuss gambling games like roulette, where payouts can be gambling games like roulette, where payouts can be explained using life situations into mathematical models, and applying critical thinking and real-life situations into mathematical models, and applying critical
explained using geometric series. problem-solving skills. It's a combination of mathematical knowledge and thinking and problem-solving skills. It's a combination of mathematical
 geometric series.
practical application in various contexts. knowledge and practical application in various contexts.

H. Making generalizations and abstractions about How do you determine the sum of finite geometric sequence? How do How do you determine the sum of finite geometric sequence? How do you Summarize the importance of sequences and their role in solving real-
Summarize the importance of sequences and their role in solving real-world
the lesson you determine the sum of infinite geometric sequence? determine the sum of infinite geometric sequence? world problems. Emphasize the relevance of mathematics in everyday life.
problems. Emphasize the relevance of mathematics in everyday life.

I. Evaluating learning Problem 1: Find the sum of the first 4 terms of the geometric sequence: 2, 6,
Problem 1: Find the sum of the first 4 terms of the geometric se- 18, 54, ...
quence: 2, 6, 18, 54, ... Problem 2: Calculate the sum of the first 5 terms of the sequence: 1/3, 1/9,
Problem 2: Calculate the sum of the first 5 terms of the sequence: 1/27, 1/81, ...
1/3, 1/9, 1/27, 1/81, ... Problem 3: Find the sum of the first 6 terms of the geometric series: 5, -10,
Problem 3: Find the sum of the first 6 terms of the geometric series: 20, -40, 80, ...
5, -10, 20, -40, 80, ... Problem 4: Calculate the sum of the first 7 terms of the series: 4/3, 8/9,
Problem 4: Calculate the sum of the first 7 terms of the series: 4/3, 16/27, 32/81, ...
8/9, 16/27, 32/81, ... Problem 5: Find the sum of the infinite series: 3 + 6 + 12 + 24 + ...
Problem 5: Find the sum of the infinite series: 3 + 6 + 12 + 24 + ... Problem 6: Calculate the sum of the infinite series: 2/5 - 4/25 + 8/125 -
Problem 6: Calculate the sum of the infinite series: 2/5 - 4/25 + 8/125 16/625 + ...
- 16/625 + ...
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?