I-Day 11

DAILY LESSON LOG OF M10AL-Ic-2 (Week Three-Day One)
School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative 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 guides.
A. Content Standards The learner demonstrates understanding of key concepts of sequences.
B. Performance Standards The learner is able to formulate and solve problems involving sequences.
Learning Competency: Finds the sum of the terms of a given arithmetic sequence
(M10AL-Ic-2)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Find the sum of the terms of a given arithmetic sequence
2. Derive the formula in finding the sum of arithmetic sequence
3. Display active participation in the discussion and in doing the given task
II.CONTENT Arithmetic Sequence
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 14-22
2. Learner’s Materials Pages 15-25
3. Textbook pages Next Century Mathematics; pages 30-41
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher asks the students to answer orally Activity 7 “ Summing Up”
A. Review previous lesson What is the sum of the terms of each given finite sequence?
or presenting the new 1. 1 ,4, 7,10 2. 3,5,7,9,11
lesson 3. 10,5,0 -5, -10,-15 4. 81,64,47,30,13,-4 5. -2,-5,-8,-11,-14,-17
B. Establishing a purpose The teacher lets the students realize that recognizing the sum is one of the
for the lesson important skills needed to understand the concepts of arithmetic sequences.
The teacher lets the students investigate the derivation of the formula for the sum
of an arithmetic sequence by answering Activity 8 “The Secret of Karl” found on
page16 of the Learner’s Module through “Think –Pair-Share”
C. Presenting examples/ Answer Key:
instances of the new 1. 101
lesson 2. 50
3. Multiply 101 by 50
4. 101 x 50=5,050
D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of
each exercise in Activity 8. Furthermore, he/she asks the students about the
and practicing new skills mathematical skills or principles that they used to find the sum and to get the
#1 answer of the next number. He/She tells them that the answers obtained in
finding the sum follow a certain equation, a formula.
E. Discussing new concepts The teacher discusses and illustrates thoroughly the derivation of formula as
and practicing new skills presented on page 16 and 17 of the Learner’s Module.
#2
The teacher should see to it that the students understand the formula in finding
the sum of arithmetic sequence.
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher summarizes the mathematical skills or principles used to find the sum
and abstractions about of arithmetic sequence by giving examples and asking questions like:
the lesson 1. When to use the first formula?
2. What are the necessary known terms in order that the second formula
can be applied?
Answers shall be drawn from the students.
Possible response:
1. The first formula is used when the first term, the nth term, and the
number of terms are known.
2. The second formula is used when the first term, the number of terms,
and the common difference are known.
Example:
Find S10 if:
1. a1= 5 and a10 = 68 2. a1=5 and d=-7
Solution:
The subscript of S indicates the number of terms n.
10 10
1. S10 = (5+68) 2. S10 = (2)(5)+(10-1)(-7)
2 2
10
= (73) = 5 10+(9)(-7)
2
= 365 = 5 (10-63)
= 5 - 53 = -265
The teacher lets the students answer individually the formative assessment.
Find the sum of an arithmetic sequence using the given:
1. a1=-22, an = 14, n=10
2. a1=5, an=33, n=8
3. a1=1, n=10, d=4
I. Evaluating Learning 4. a1=-2, n=20, d=-3
Answer Key:
1. -40
2. 152
3. 190
4. -610
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
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

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DAILY LESSON LOG OF M10AL-Ic-2 (Week Three-Day One)

School Grade Level Grade 10

1. a1= 5 and a10 = 68 2. a1=5 and d=-7

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