School Grade & GRADE 10-

MARAYAG NHS
Section LAPULAPU
DAILY Teacher
EDNA P. GALVEZ
Learning
MATHEMATICS
LESSON Area
Teaching Dates
PLAN September 4,2023/8:30-9:30 Quarter 1
& Time
Week No. 1 Day 1 Duration 60 MINUTES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The learner demonstrates understanding of key concepts of sequences.
Standards
B. Performance The learner is able to formulate and solve problems involving sequences in
Standards different disciplines through appropriate and accurate representations.
C. Learning The learner illustrates an arithmetic sequence (M10AL-Ib-1)
Competency/ies
Write the LC Code for each.
At the end of the lesson, students should be able to:
D. Learning a. Describe and illustrate an arithmetic sequence.
Objectives b. Find the common difference of the terms of an arithmetic sequence.
c. Identify if a sequence is an arithmetic sequence.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC ILUSTRATING ARITHMETIC SEQUENCE
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 14-16
pages
2. Learner’s
pp. 9-11
Materials pages
3. Textbook pages NONE
4. Additional
Materials from Grade 10 LCTGs by DepEd Cavite Mathematics 2016,
Learning Worksheets and Picture
Resource (LR)
Portal
B. Other Learning
Laptop, printer, LED TV, worksheets
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing (Present the given activity on the screen)
previous lesson or Activity 1. Tell the number
presenting the new Saint Francis is one of the many bus transportations in Southern Leyte.
lesson. One day, on its way back to its terminal at Benit,San Ricardo,from Maasin
ELICIT (The activities in this section
will evoke or draw out prior concepts of City, one (1) passenger went down at Malitbog Cathedral, then, another four
or experiences from the students) (4) passengers went down to Tomas Opus, seven (7) passengers went
down to Sogod and ten (10) passengers went down to San Francisco
Church.
AWARENESS

List down the number of passengers who went down in each place.
Does it form sequence? If it does, how is the sequence formed?

B. Establishing a
purpose for the Ask a student to write the correct answer on the board.
lesson. (Present the new lesson and objectives on the screen)
ENGAGE (The activities in this section •
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
 C. Presenting Illustrative Example 1:
examples/instance Using the generated sequence from the previous scenario:
s of the new lesson.
Arithmetic Sequence
Subtracting two consecutive terms (i.e.: d=a2-a1)

4-1 7-4 10
=3 =3 =3
Common difference (d)

D. Discussing the new The sequence generated from the given scenario which is 1, 4, 7, 10 is an example
concepts and of an Arithmetic Sequence because it is formed by adding a constant number which
practicing new is 3 to the preceding term to obtain the next. The constant number 3 is the common
skills #1. difference, denoted as d, which can be obtained by subtracting two consecutive
EXPLORE (In this section, students terms
will be given time to think, plan, (d = an – an-1).
ACTIVITY

investigate, and organize collected

information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)

E. Discussing the new How is an Arithmetic Sequence formed?

concepts and How can the common difference in an arithmetic sequence be obtained?
practicing new
skills #2.
F. Developing “How well do you know me?”
mastery Which of the following sequences is an arithmetic sequence? Why?
(Leads to formative 1. 3, 7, 11, 15, 19
assessment 3). 2. 4, 16, 64, 256
EXPLAIN (In this section, students will 3. 48, 24, 12, 6, 3, …
be involved in an analysis of their 4. 1, 4, 9, 16, 25, 36
exploration. Their understanding is
1 1
ANALYSIS

clarified and modified because of

reflective activities)/Analysis of the 5. 1, , 0, -
gathered data and results and be able to 2 2
answer the Guide Questions leading to 6. -2, 4, -8, 16, …
the focus concept or topic of the day. 7. 1, 0, -1, -2, -3
1 1 1 1
8. , , , ,…
2 3 4 5
x x
9. 3x, x, , , …
3 9
10. 9.5, 7.5, 5.5, 3.5, …
G. Making An arithmetic sequence is a sequence where every term after the first is obtained
ABSTRACTION

generalization and by adding a constant.

abstraction about Common difference (d) is the constant number added to the preceding term of the
the lesson. arithmetic sequence. It can be calculated by subtracting any two consecutive terms
ELABORATE (This section will give in the arithmetic sequence.
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Answer the following problem.
application of A merchandiser in Alfa Mart was tasked to stack 22 cans of Evaporated milk with 10
concepts and skills cans at the bottom of the stack. The illustration is shown at the right.
in daily living. 1. Write the number of cans per layer on the space
provided below.
APPLICATION

__, __, __, __, __, __, __, __, __, __

2. Does the number of cans in each layer of the stack
show an arithmetic sequence? Explain your answer.
2. If it shows an arithmetic sequence, then
what is the common difference?
 I.
Evaluating Determine whether the given sequence is arithmetic sequence or not. Draw a Δ if
learning. the sequence is an arithmetic sequence and a if NOT. If the sequence is an
EVALUATION (This section will

ASSESSMENT
arithmetic sequence, find the common difference.
provide for concept check test items and 1. 4, 8, 16, 32, …
answer key which are aligned to the
learning objectives - content and 2. 2, 6, 10, 14, …
performance standards and address 3. 2, 5, 10, 17, …
misconceptions – if any) 4. 1, 8, 9, 16, …
5. 2, 11, 20, 29, …

J. Additional 1. Follow-up
activities for a. Can the common difference be negative? If so, describe the sequence.
application or b. From the previous assignment, identify which of the following is an arithmetic
remediation. sequence then find each common difference.
EXTEND (This sections give situation 1, 4, 7, 10, … 9, 12, 15, 18, …
that explains the topic in a new context , 2, -10, 50, -250, … 5, 10, 20, 40, …
or integrate it to another discipline /
societal concern) 2, 6, 10, 14, … 3, 12, 48, 192, …
7, 12, 17, 22, … 4, 11, 18, 25, …
ASSIGNMENT

1, 3, 9, 27, … 1, 4, 16, 64, …

2. Study: Finding the nth term of an arithmetic sequence
a. Formula to find the nth term of an arithmetc sequence.
b. How to find then nth term in an arithmetic sequence.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the 23
formative assessment
B. No. of learners who
require additional activities 0
for remediation
C. Did the remedial lesson
work? No. of learner who N/A
caught up with the lesson
D. No. of learner who
continue to require N/A
remediation
E. Which of my teaching
EXPLORATION
strategies worked well?
-students were given time to think and investigate
Why did these work?
F. What difficulties did I
encounter which my
NONE
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish Using powerpoint presentation
to share with other
teachers?

Principal’s Signature
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.